one simple question

Twitter is a social Web app that encourages users to post status messages in real-time. In addition to posting through a Web interface, users can tell Twitter what they’re up to via SMS or through Jabber and IM chatbots. I often use LiveJournal’s Jabberbot to post to my Journal, because it allows quick postings of passing thoughts, so Jabber’s chat interface was an obvious draw for me. Unlike LiveJournal, users only respond to the question “What are you doing?”, which reminds me of an atypically funny Budweiser ad from a few years back. Like Adam, I think it would be nice if there were a way to propagate responses to instant-messaging accounts. Twitter generates RSS feeds; how hard would it be for Adium to scrape an RSS feed for setting user status?

I joined Twitter in November after the tool was used to embarrass Michael Arrington during a panel, but it only seems have hit critical mass in the last month or so. A few weeks ago, my usual crew of Austin-based blogger joined at once, and what was once a soliloquy became a conversation. After a woman in labor shared her status on Twitter this week., I was sure the service was snowballing. Right now, the site is running very slowly, which only confirms my suspicion.

Twitter leads users to use language interesting ways. Although you can just post a standard status message like “out to lunch,” the design of the aggregated pages encourages you to write about yourself in the third person, in complete sentences. I think each post used to include the word “is,” so every post started like “McChris is.” The presence of “is” sort of forced users to use language in specific ways, starting posts with either a participle (”McChris is going home”) or a location (”McChris is at TIPI”). Even without the “is,” I find myself straining to make grammatical sense with the current design.

Twitter has also had me thinking about speech-act theory, although mostly what I’ve been thinking is “I wish I knew more about speech-act theory.” I’ve been doing a lot of “thinking,” “explaining,” and “wondering” on Twitter, and my sense is that others are as well. I’m sure that the use of speech acts in this way is not new to Twitter; I was never a MOO user, but from what I know of MOOs, it seemed like they relied on speech-acts for their communication. Does anyone know of studies that have applied speech-act theory to MOOs or other online spaces? Sandy Stone is the obvious person to ask about this perhaps I’ll pose the question when I see her next. Still, speech-act theory could provide a useful analytical framework for understanding some Web 2.0 sites and CSCW applications.

linkdump for 2007.02.12

confirmation bias

I’ve created a page with my del.icio.us tag cloud if anyone wants to check it out. I don’t really like being such a whore for Yahoo, which owns the service, but I find its social bookmarking an incredibly useful tool. Not only is it great for retrieving links, but I find things like the tag cloud revealing about my own interests. One would think you’re conciously aware of your interests, but looking at the tag cloud has revealed that I’m more interested in policy issues and history than I would ordinarily admit to myself.

Of course, this crowdsourcing of the self has some limitations. One limitation is that my bookmarks emphasize information that’s already common on the Web. For example, I have many more pages related to business than anarchism, partly because there’s more informatin available online on business issues than anarchist thought. This does not mean, however, that I’m more interested in neoliberal economics than anarchism. Some Web observers like Cass Sunstein argue that the Web serves as an “echo chamber” where users prefer to read material that reflect their own biases. Later empirical research has suggested that this is not the case, users are often aware of opposing points of view. But, what I’m noticing is that I’m reinforcing my own interests through the web, while being nudged in directions based on others’ posts. I suppose that’s obvious, but it’s worth noting.

linkdump for 2007.02.11

linkdump for 2007.02.10

linkdump for 2007.02.08

linkdump for 2007.02.07

nip bugs at the bud

Network World has a story on the Blogger problems I discussed in my earlier post. I was perhaps a little too hasty in saying that no one else is complaining about Blogger’s problems, but I have been swamped the past few weeks, and clearing out my RSS reader is a low priority. However, this story was posted this morning, so I’m not that behind the curve.

The story says “Google says that most bugs are isolated incidents affecting relatively few people at a time and that Blogger’s stability will improve as the migration to the new platform progresses.” I know the reporter is only relaying the information he’s getting from Google, but this is pure BS. If I had one or two students out of forty bumping into these issues, I would nod my head and understand. but I have a dozen students who can’t access, let alone post to their blogs. This is a pretty widespread problem.

linkdump for 2007.02.06

blogger black hole

Both of my readers probably know that Google’s Blogger service came out of beta in December, but, from my perspective, Blogger seems more beta than ever. This semester, I’m teaching a lower-division “Intro to Digital Media” class of about forty students. I require them to keep blogs to post reading responses and projects. The class is directed toward Web-based media – which irks some of the wannabe Scorseses – and it’s frankly easier for me to manage that many projects online than on paper and DVD.

I direct the students to use Blogger, which generally seems to be the most stable blogging platform, but my students are running into all kinds of problems! Blogs that students created are disappearing, students cannot retrieve passwords or even usernames, and students are running into problems with merging Google and Blogger user accounts. It’s a real mess, and I really do feel for the 18-20 year olds who come up with a clever name and URI to find that they can’t use it because their account has disappeared. I’ve drilled through their dashboards and user accounts, and I’m having the same experience they’re having: their blogs seem to have disappeared down some Blogger black hole. (I’m really impressed with the level of technical savvy these kids show. I did a lab where they were required to create an entirely hand-coded HTML page, and, while a handful acted like I was crazy, no one had any substantial problems.) Moreover, I’ve added these blogs to the Bloglines RSS reader, and I’m not seeing any updates in their feeds. Blogger has some substantial stability problems, and I’m not seeing anyone talk about it elsewhere.

I know Google isn’t in the education business, and I would rather have my students blog in another venue for privacy and political reasons, but Blogger seems to be the best solution I have. I thought about trying to get an installation of WordPress MU on a College of Communication server, but a few issues have stopped me. The bureaucracy of the College’s tech team is daunting, but the pedagogical issue is really what drives me to Blogger. I really, really think CSS is a core digital media skill in this era, and I need a project where students can apply CSS to a dynamic Web site. The template system in WordPress is too complex for intro-level communication students, and I can’t really think of anything but a blog that would make sense for this kind of project. Does anyone have any suggestions? Can students create individual subsites in Moodle or Drupal? Am I lacking in imagination for this project?

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