CCT 300: Critical Analysis of Media Class 11: Web 2.0 Remainders and Grown Up Digital in a Creative...
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Transcript of CCT 300: Critical Analysis of Media Class 11: Web 2.0 Remainders and Grown Up Digital in a Creative...
![Page 1: CCT 300: Critical Analysis of Media Class 11: Web 2.0 Remainders and Grown Up Digital in a Creative Economy.](https://reader030.fdocuments.us/reader030/viewer/2022032607/56649ec45503460f94bcee9a/html5/thumbnails/1.jpg)
CCT 300:Critical Analysis
of Media
Class 11: Web 2.0 Remainders and Grown Up Digital in a Creative Economy
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RSS Feeds
• Information feeds to create push vs. pull relationshiop to media
• Feed aggregators (browser, online or application-centered) collect new information feeds in one location
• Increasingly mashed up with other services (e.g., Yahoo! Pipes)
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Folksonomies
• Collaborative tagging and categorization of materials
• Tags and categories develop organically through community input
• Opposite direction from taxonomy – top-down, enforced control (e.g., Library of Congress)
• Use in TorCamp conferences
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Collaborative Favourites/Bookmarks
• Shared items/pages of interest• Services such as Digg, Del.icio.us, Reddit, Fark,
(too) many others become ways of tracking commonly bookmarked items
• Del.icio.us tagging and its benefits
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Podcasting
• Downloadable audio or video broadcasts, related (but not necessarily tied) to popularlity of iPod
• Itunes integration - a central repository for podcast feeds, but there are others
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Video/File Sharing
• Emphasis not only on sharing content but creating it
• YouTube celebrities – a new means of creating (often quite popular) cultural content
• SlideShare as more business-oriented space – collecting otherwise ignored PPTs in one shared space for distribution and comment
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(Some) Games
• Which games?• Multiplayer games - building of community
around game actions, especially games that require group interaction to succeed
• Examples?
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IM?
• Is instant messaging really 2.0?• To some extent, it adheres to SLATES, but the
community is generally very insular – email isn’t really 2.0 for the same reason
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Information or Creation?
• Information - what is it? How does it differ from data? Knowledge? Wisdom?
• “information economy” - what is it?• What are value-added activities in the information
economy? (and what aren’t all that valuable?)
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Right/Left Brain (Pink)
• Left brain - sequential, functional, logical, literal, textual, analytic, ordered, rules-based
• Right brain - simultaneous, metaphorical, aesthetic, emotional, contextual, synthetic, complex, holistic, association-based
• More orientation than exclusivity - we use both all the time (e.g., recognizing danger)
• Unless neurologically impaired, both can be exercised and developed
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Three Trends
• Abundance• Asia• Automation
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Abundance
• The developed world has most its basic needs sorted out - people don’t necessarily need more stuff
• New product releases - not about need but want (and engineering that want…)
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Automation
• Products are increasingly produced by machines (e.g., robotics in manufacturing)
• But so are professional services - e.g., DIY law, accounting - even coding in cases
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Asia
• Alliteration! (Think globalization - also includes BRIC countries and elsewhere)
• Global work transfer - not just cheaper manufacturing labour but also cheaper info. economy labour
• Many qualified scientists, doctors, lawyers, accountants in BRIC - often available at a fraction of Western salary
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High Concept, High Touch
• Previously privileged left-brain talents - increasingly automated, outsourced
• In age of abundance, goods and services must not just be functional but appealing
• Creativity - not just information processing - is the real value-added activity
• More complicated than following rules - must be able to manipulate and create them
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Information vs. Conceptual Age
• Function• Argumentation• Focus• Logic• Seriousness• Accumulation
• Design• Story• Symphony• Empathy• Play• Meaning
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Rise (and Flight) of the Creative Class (Florida)
• Creative class growing in number and power both• Talent, technology and tolerance drive creative class• Creative people thrive in creative communities - and
leave those that aren’t• National/worldwide competition for creative talent
that can be influenced by policy – e.g., Florida’s own departure to Toronto
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Implications for Education and Employment
• A troubling trend in higher education - information transfer and programmatic learning via rubrics
• But creative class defines rules, not just follows them
• Mimickry of instructions != education – e.g., McCloud’s notion of surface vs. idea/form.
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Grown Up Digital (Tapscott, 2009)
• “a generation bathed in bits” – echo/Gen Y (1977-1997)
• Technology as “air” – integral and seamless part of lived experience
• Intergenerational conflict – norms, values, and potentially brains of Gen Y conflict with more traditional boomer era or more cynical Xers
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Eight Norms of Gen Y
• Freedom of choice and expression
• Eager to customize and personalize
• Scrutiny of decisions made – demanding and discerning
• Corporate integrity and openness
• Play and entertainment in work, education and social life
• Collaborative, relationship building approaches
• Speed is of the essence• Interest in and capacity
for innovation
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Concerns
• Is Gen Y as creative and innovative as they claim? (again with rubrics – going through the motions isn’t creative!)
• Is structured existence engineered by “helicopter parents” creating a new generation of perpetual adolescence?
• Do they reflect on what they create, especially when speed is of the essence?
• Is idealism and privilege of experience and play taken too far?
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What can/must I do?
• Be prepared to engage reality critically and creatively• Engage both right and left brain skills• Live up to the promise of your generation – and be
aware of the concerns of other generations• There are no instructions on how to do this –
comfort with unstructured environments and creating the rules of the road is important
• Sound hard? It is - but it’s more rewarding financially and intellectually than being sheep
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Next week…
• Test review – (this does not mean I tell you what’s on the test – it’s an opportunity to ask questions about material and the general structure of the test, not what precisely to study)
• Project presentations