UKOLN Blogs and Social Networks workshop - all presentations

Exploiting the potential ofblogs and social networks

Austin Court, Birmingham26 November 2007

A centre of expertise in digital information management

www.ukoln.ac.uk

Exploiting The Potential Of Blogs and Social Networks: Introduction

Brian KellyUKOLNUniversity of BathBath, [email protected]

UKOLN is supported by:

http://www.ukoln.ac.uk/web-focus/events/workshops/blogs-social-networks-2007/talks/introduction/http://www.ukoln.ac.uk/web-focus/events/workshops/blogs-social-networks-2007/talks/introduction/

Acceptable Use PolicyRecording/broadcasting of this talk, taking photographs, discussing the content using email, instant messaging, blogs, social networks, etc. is permitted providing distractions to others is minimised.

Acceptable Use PolicyRecording/broadcasting of this talk, taking photographs, discussing the content using email, instant messaging, blogs, social networks, etc. is permitted providing distractions to others is minimised.

This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence (but note caveat)

Resources bookmarked using 'blogs-social-networks-workshop-2007' tag


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About This Workshop

About The WorkshopThe workshop will provide an opportunity to:

• Hear about approaches institutions are taking in the provision of or use of blogs & social networks.

• Discuss appropriate deployment strategies The workshop aims to help you to:

• Gain an understanding of blogs & social networks • Learn how they can support your institution’s

aims • Discuss the challenges in providing such services• Develop strategies for addressing these

challenges across a diversity of institutional requirements


www.ukoln.ac.uk

About The Workshop Organiser

Workshop Chair: Brian Kelly• UK Web Focus: JISC and MLA

funded Web adviser to UK HE/FE & cultural heritage sectors

• Discovered the Web in Dec 1992 and promoted its use afterwards (to an initially sceptical community)

• Currently developing best practices for Web 2.0• Writes on the UK Web Focus Wordpress blog:

see <http://ukwebfocus.wordpress.com/>

UKOLN:• National centre of expertise in digital

information management• Located at the University of Bath


www.ukoln.ac.uk

About The Format

Plenary Talks:• Six plenary talks which set the context

(institutional case studies in morning; broader context in afternoon)

Discussion Groups:• Discussion groups in afternoon• Feedback from discussion groups (in Wiki)

Technologies:• WiFi network provided to support event• Please use responsibly (see AUP)


www.ukoln.ac.uk

Workshop Wiki A Wiki is provided for reporting on discussion groups:

• Keeps a digital record (better than flip charts; more open than PowerPoint)

• Allows you to look at others notes

Note have one Wiki reporter per group. A reporter should have been selected in advance of the workshop.

Note have one Wiki reporter per group. A reporter should have been selected in advance of the workshop.

WetPaint Wiki provided:• For note-keeping in discussion groups • As a record for use after the event


www.ukoln.ac.uk

Streaming Of TalksBeing Brave!

We intend to provide a live video stream of the plenary talks (using Web-based Veodia service).Being Foolhardy?!We intend to stream the live video into second Life.Second Life users will see (a) the speaker and (b) the slides

AcknowledgementsThanks to Andy Powell, Eduserv Foundations and Veodia for providing the streaming service

And to the remote users for their tolerance if it goes wrong


www.ukoln.ac.uk

About You

Which sector are you from:• IT Services • Library• E-Learning • Research• National role • Other public sector /

otherWhat technologies do you use on:

• Blogs (as author) • Read blogs• Facebook• Other social networks e.g. MySpace, Bebo, ...

Does your institution have a formal policy on:• Blogs • Social networks


www.ukoln.ac.uk

TimetableTime Session Speaker

10.15 Introduction Brian Kelly, UKOLN

10.30 Blogging In A Managed Environment Stephen Clarke, Birmingham

11.00 Leedsfeeds: a Blogging Service based on the Open Source Elgg Application

Melissa Highton, Leeds

11.30 Put Yourself Out There Alison Wildish, Edge Hill

12.00 The Student Perspective Tom Milburn, Bath

12.20 Lunch

13.20 Disruptive Technology and its Implications for University Information Services

David Harrison, Cardiff

13.50 The Hidden Dangers of Social Networks: You can log-on but you cannot hide

Stuart Lee, Oxford

14.20 Discussion Groups

15.15 Coffee

15.40 Report Back Chris Sexton & Paul Hollins

16.15 Finish


www.ukoln.ac.uk

What as a Blog / Social Network?

“A blog (a portmanteau of web log) is a Web site where entries are written in chronological order and commonly displayed in reverse chronological order. ”

“A social network service focuses on the building and verifying of online social networks for communities of people who share interests and activities, or who are interested in exploring the interests and activities of others, and which necessitates the use of software.”

Wikipedia

Wikipedia


www.ukoln.ac.uk

Blog Example

Blogs aren’t just for student e-portfolios! Chris Sexton (IT Services, Sheffield U.) set up a blog recentlyBlogs aren’t just for student e-portfolios! Chris Sexton (IT Services, Sheffield U.) set up a blog recently


www.ukoln.ac.uk

Facebook Example

Chris is also one of my Facebook friends

Notice what she is revealing about herself to her other Facebook friends

Image used with permission of Chris Sexton


www.ukoln.ac.uk

Facebook Example

Chris is also one of my Facebook friends

Notice what she is revealing about herself to her other Facebook friends

What are the long term implications of such sharing

Image used with permission of Chris Sexton


www.ukoln.ac.uk


www.ukoln.ac.uk

Not Just Individuals

Warwick University’s MySpace pageWarwick University’s MySpace page

Aberdeen University’s Bebo pageAberdeen University’s Bebo page

Facebook recently announced that organisations (not just individuals) can have Facebook pages.Flurry of interest (and concerns) from UK HE:

• Must have one• One already exists

(squatters)• Successful student sites

exists (is this OK?)• Why are we doing this?

Who is the target audience? What are the resource implications, copyright implications, …?

UCLan had one of the first UK HE pages on Facebook


www.ukoln.ac.uk

What If They Won’t Come?But what if:

• Users don’t trust our organisations? • Staff & students feel freer to criticise

on commercial services• They prefer the disinterested

approaches of commercial providers

An OCLC report on “Sharing, Privacy and Trust In Our Networked World” argues along these lines:

• The social Web is not being build by augmenting traditional Web sites with new tools

• We should “open the library doors, invite mass participation and relax the rules”

• It will be messy, but “mass participation and a little chaos often create exciting venues for collaboration, creativity, community building and transformation ”


www.ukoln.ac.uk

What’s Our Interests?

Why should institutions have an interest in blogs and social networks?

Enhance learning• They can enrich learning: e-learning portfolios,

collaborative learning, informal learning, …

Enhance research• They can enrich research: engagement with peers,

feedback, social support, …

Community benefits• Engagement & dissemination e.g. by support

departments (IT services, library, …)• Role of institutions in developing digital citizens


www.ukoln.ac.uk

What Are The Challenges?

Many challenges (real and imaginary):• The purpose(s) of the service• The resource implications• The deployment strategies (in-house vs external) • The evaluation and selection • The training and support• The legal issues: privacy, copyright, accessibility, …• The institutional concerns: reputation management,

sustainability, preservation, …• …

“I don't see the point in ISS running blogging servers unless we want to automatically create and populate groups based on modules. Why not just encourage people to sign up for an account with Wordpress? It's better than anything we could offer.” Nigel Bruce, ISS, Leeds Uni.

“I don't see the point in ISS running blogging servers unless we want to automatically create and populate groups based on modules. Why not just encourage people to sign up for an account with Wordpress? It's better than anything we could offer.” Nigel Bruce, ISS, Leeds Uni.


www.ukoln.ac.uk

Developing Best PracticesUK Web Focus blog has regular posts related to these issues

UKOLN publishes briefing documents on Web 2.0 areas

These:• Have CC licence• Aimed at policy makers & support services

• Feedback welcome


www.ukoln.ac.uk

Community Development

The workshop provides a forum:• To be informed by case studies illustrated

diversity of approaches being taken• To hear about the broader challenges to be

addressed which aims to lead to

• Agreement on the key issues which need to be addressed

• Identification of the key players who can support a community-wide approach to resolution of the issues (JISC, UCISA, UKOLN, JISC CETIS, JISC infoNet…?)

As well as providing an informative and enjoyable event for the participants


www.ukoln.ac.uk

Questions?

Any questions

University of BirminghamBlogging in a Managed Environment

Stephen Clarke, Head of eLearningUniversity of Birmingham

What is a blog?BlogA blog (a portmanteau of web log) is a website where entries are written in chronological order and commonly displayed in reverse chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a blog.

Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (artlog), photographs (photoblog), sketchblog, videos (vlog), music (MP3 blog), audio (podcasting) and are part of a wider network of social media. Micro-blogging is another type of blogging which consists of blogs with very short posts.

As of September 2007, blog search engine Technorati was tracking more than 106 million blogs.[1]

http://en.wikipedia.org/wiki/Blog

BlogA blog (a portmanteau of web log) is a website where entries are written in chronological order and commonly displayed in reverse chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a blog.

Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (artlog), photographs (photoblog), sketchblog, videos (vlog), music (MP3 blog), audio (podcasting) and are part of a wider network of social media. Micro-blogging is another type of blogging which consists of blogs with very short posts.

As of September 2007, blog search engine Technorati was tracking more than 106 million blogs.[1]






Educational BloggingWeblogs in the ClassroomBlogs provide a communication space that teachers can utilise with students whenever there is a curriculum need to develop writing, share ideas and reflect on work being undertaken in the classroom.

DefinitionBlog/WebLog: a web page containing brief, chronologically arranged items of information. A blog can take the form of a diary, journal, what's new page, or links to other web sites.

Peter Scott, Internet Librarian 2001

Weblogs in the ClassroomBlogs provide a communication space that teachers can utilise with students whenever there is a curriculum need to develop writing, share ideas and reflect on work being undertaken in the classroom.

DefinitionBlog/WebLog: a web page containing brief, chronologically arranged items of information. A blog can take the form of a diary, journal, what's new page, or links to other web sites.

Peter Scott, Internet Librarian 2001

From an education perspective the availability and ease of use of blogging software makes creating Weblogs a viable classroom activity and a means for teachers to communicate with other teachers.

http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/

From an education perspective the availability and ease of use of blogging software makes creating Weblogs a viable classroom activity and a means for teachers to communicate with other teachers.

http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/

Educational Blogging

Is it all ‘win-win?’• Blogs have educational value• But there are risks

On the nature of risk…

• Most human activities involve risk• Innovations are particularly risky• Risk aversion slows innovationBUT• Poor risk management reverses innovation• Risk management is about recognising risks

and guarding against them

Good Blog Bad Blog

• A few examples of blogs• These blogs contain both positive and

negative features• Opinions may vary

Blog One

Blog One

• Focused on learning• Core part of the course

– May be assessed– Archived, supported etc– Maintained throughout course– Safe and Secure

Blog Two

Blog Two

• Good quality• Builds cohesion• Enhances student life• Can be transient• Independent of learning activities

Blog Three

Blog Three

• Disrespectful• Rude• Spreads a poor image• University can not intervene• Created by students

Blog FourDisplaying all 8 posts by 3 people.Post #11 reply xxxxx wrote on ……..I gather there was some confusion about xxxxx in the 2nd year lecture last week. ...............................................................................................……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Send Message

• A student wrote on ………..• hmmmm...i reckon we can solve 99 per cent of ……. problems with beer...including …………!!!

• Send Message • Post #4

Blog Four

• Could cause offence• Contains material that could be regarded as

‘core’ content• Learners could lose access• Created by staff

Further Risks

• Universal loss of servicehttp://news.bbc.co.uk/1/hi/business/6914843.stm

• Individual loss of service• Facebook is now banning names such as

– Lord (20)– Gay (11)– Beta (0)

http://news.bbc.co.uk/1/hi/technology/7067150.stm

http://news.bbc.co.uk/1/hi/business/6914843.stm

http://news.bbc.co.uk/1/hi/technology/7067150.stm

Moving Forward and Managing Risks

• All activities have some risk• Agree an acceptable level of risk• Manage the risks

Good Blogs

• Secure, safe and reliable• Inappropriate use can be stopped• The institution

– Controls access– Sets the ‘acceptable use’ policy

• Support institutional goals

Bad Blogs

• Are a fact of life• Institutions need to maintain distance• Should not be imposed on learners

Conclusions

Blogging in a Managed Environment:• Supports Good Blogs• Protects Users• Protects Content• Carries Responsibility

Leedsfeeds: a blogging service based on the open source Elgg application

Melissa Highton

Senior Staff Development Officer

University of Leeds

http://campus.leeds.ac.uk/newsincludes/newsitem5179.htm

The provision and use of blogs and social networks

– How they support institutional aims

– Challenges in providing such services

– Strategies and success

“A social network service focuses on the building and verifying of online social networks for communities of people who share interests and activities, or who are interested in exploring the interests and activities of others, and which necessitates the use of software.”

(quote copied and reused from Brian’s slides)

Leeds University Values

http://leedsac.facebook.com/photo.php?pid=32286266&id=197812194&op=1&view=all&subj=2202662944&aid=-1&oid=2202662944

Networking

• “networking with people there is far more productive than anything that comes out of meetings… “

• “Having people you can ring up about issues that you are both having to deal with is very helpful.”

• “Now I will have to put systems in place to do something about that. It is an important part of the job knowing who is where, who is doing what and what they are thinking. “

Leeds and Loughborough Universities for JISC (2006)

-An investigation of the staff development issues relating to

i-skills development of Higher Education non-academic staff

What are our interests?

• Why should institutions have an interest in blogs and social networks?

• Enhance learning– They can enrich learning: e-learning portfolios, collaborative

learning, informal learning, …• Enhance research

– They can enrich research: engagement with peers, feedback, social support, …

• Community benefits– Engagement & dissemination e.g. by support departments (IT

services, library, …)– Role of institutions in developing digital citizens

(list copied and reused from Brian’s slides)

Is this true?

• But what if:

– Users don’t trust our organisations?

– Staff & students feel more free to criticise on commercial services

– They prefer the disinterested approaches of commercial providers

What are your questions about LeedsCommunityBlogs?

– The purpose(s) of the service– The resource implications– The deployment strategies:

• Inhouse vs external (& associated concerns) – The evaluation and selection – The deployment– The training and support– The legal issues: privacy, copyright, IPR, defamation,

accessibility, …– The institutional concerns: reputation management,

sustainability, preservation, …

(list copied and reused from Brian’s slides)

Credits

Images in this presentation belong to the University of Leeds and members of

the ‘Fans of the Roger Stevens Building - the 8th wonder of the architectural

world’ Facebook Community.

Put yourself out thereAlison Wildish, Edge Hill University – November 2007

Image courtesy of markhillary on Flickr - http://www.flickr.com/photos/markhillary/370269095/

Edge Hill University :in context

• Awareness raising

• Garden Fence Test

• Word of Mouth

Image courtesy of ~k~ on Flickr- http://www.flickr.com/photos/clovermountain/114775265/

The word on the street…

People talking about you is the best form of advertising/pr

No publicity is bad publicity?!

Image courtesy of vaticanus on Flickrhttp://www.flickr.com/photos/vaticanus/333445080/

Some facts

People are going to talk about you…… down the pub, in the local post office or on a social networking site or blog… they’ll still talk… they still say the same things…

The boundaries are blurred; it’s common to mix business/study with pleasure

Students don’t come into Uni and leave their personal lives at home…

… but neither do staff!!! Image courtesy of kuyttendaele on Flickrhttp://www.flickr.com/photos/kuyttendaele/1195473901/

Regardless of any institutional policy our students and staff will use social networking sitesImage courtesy of Wanderer and Wonderer on Flickr

http://www.flickr.com/photos/global-wandering/1171829609/

Our approach…

• Great!

• We’ll make it even easier for you!

• We have a range of communication channels but we’ll plug them into Facebook (and the like) and plug your social networking tools into our portal(s) too

“ Everyone’s on it

”

“ Really useful ” Image courtesy of redking on Flickrhttp://www.flickr.com/photos/redking/1934240/

Image courtesy of Aaron Michael Brown on Flickrhttp://www.flickr.com/photos/dietpoison/133957015/

Our policy / strategy…

… not to have one!Not even for T&LCompliment to marketingAn added extra to communication

- If they want it they’ve got it

- If they don’t then no problem

- If putting things in social networking (or using Facebook) IS your strategy then you start to have a problem…

Image courtesy of terwilliger911 on Flickrhttp://www.flickr.com/photos/terwilliger911/446710944/

Concerns…

Image courtesy of Fiona Macginty on Flickrhttp://www.flickr.com/photos/fionamacginty/296872194/

The problem• Named individual inc. photographs• False allegations

The solution• Proper channels – report group• AUP• Libel and defamation laws

“ Edge Hill students being

molestered by security! ”

Image courtesy of beckaramie on Flickrhttp://www.flickr.com/photos/beckeramie/393255114/

“ Keele University has ordered its students to watch their mouths on Facebook, and asked them not to express

dissatisfaction with the institution on social networking sites. ”

Image courtesy of MsAnthea "Anthéaïs" on Flickrhttp://www.flickr.com/photos/anthea/84090626/

“ I’ve turned down friending requests from students, but they can see what I’m up to anyway on the Edge Hill network ”Rob Spence, Edge Hill University“ I don’t make

friends with students, but if they choose to add me to their friends list, then that’s fine ” Emma

Image courtesy of domake.saythink on Flickrhttp://www.flickr.com/photos/domakesaythink/2003483686/

It’s just a compliment to other services

What can you ACTUALLY guarantee anyway?!

Image courtesy of philcampbell on Flickrhttp://www.flickr.com/photos/clanlife/1517564618/

Open | Accept Allow | Encourage

Image courtesy of emdot on Flickrhttp://www.flickr.com/photos/emdot/13519557/

Thanks forlistening

Any questions?

Alison WildishHead of Web ServicesEdge Hill University

blogs.edgehill.ac.uk/webservicesImage courtesy of halighalie on Flickrhttp://www.flickr.com/photos/halighalie/112410629/

Blogs & Social Networks – “The Students Perspective”

Tom Milburn – VP Education

General use of social networks Ways to use social networks Problems that can arise Blogs Summary

Content

Social Networks

Social Networks such as MySpace and particularly Facebook have been adopted by students at a phenomenal rate.

It appears to be a national feature that sets us apart from our European counterparts.

25 million people are a member of a social network site, make an average of 23.3 visits per month and spend 11 minutes a day on such sites (The Times).

Potential

These networks offer huge potential because of the frequency of visits and high retention rates of users.

They are also a limitless resource that are used by all ages, classes, genders etc.

This gives any user the chance to reach a huge audience that is not constrained to any particular demographic.

Students’ Use and Perspective

Peer to Peer Support

Benefits

Social networks can provide students with the support of their cohort in a structured environment.

It can also provide constant support that is not bound by office hours.

This can ease pressure on staff with older students helping to ‘teach’ younger students.

Discussion boards are used by students to set the topic of a discussion and are valued by students to focus any discussions.

Student Feedback

Benefits

Social networks can provide an excellent centre for any Staff/Student Liaison Committees.

They provide an open forum that is easily accessible to students.

Students have commented how easy it is to voice opinion, view what is going on and to have open communication channels with staff.

Staff can also easily run things past students and gauge opinion.

Multimedia

Learning and teaching can often be enhanced by being offered in various formats.

Social networks allow flexible use of images and videos that can help deliver material to students.

Questionnaires can be linked to Facebook, which can aid research for students’ projects.

Problems for Staff and Students

Network Problems

They can be perceived as closed communication channels.

The consequences of actions can become distant as social networks can be turned off.

The need for a username and password can give a false sense of security.

There can be a lack of clarity from Universities on what the consequences of actions on social networks can be.

Advice Statements

Universities and Students’ Unions are now producing advice statements.

These often detail what students should be wary of when using social network sites.

At Bath these were delivered as ‘Flyers’ on Facebook.

Flyers…

Student Views on Blogs

Blogs

Blogs can be an excellent way to keep students up to date with developments at University.

However they usually suffer from:1. Being hard to find

2. Not being updated regularly

3. Not being used by students themselves

Summary There is great potential for social networks to be

used to engage students and enhance their experience of university life.

It will depend on how much effort staff put in and the culture of students on various courses.

They can be of great value to any institution.

Any Questions?

The Hidden Dangers: You can

Log-on But You Cannot Hide

The Hidden Dangers: You can

Log-on But You Cannot Hide

Dr Stuart D Lee

Oxford University Computing Services

OverviewOverview

The importance of Web 2.0 The impact on a central IT

service Changing expectations Some Concerns Issues of identity

The importance of Web 2.0 The impact on a central IT

service Changing expectations Some Concerns Issues of identity

“Web 2.0, refers to a perceived second generation of Web-based communities and hosted services — such as social-networking sites, wikis and folksonomies — which aim to facilitate collaboration and sharing between users”

+ usually free

Web 2.0 AppsWeb 2.0 AppsType Function Tools

Communicative Share ideas/data Blogs (audio/video)IMPodcastsWebcams

Collaborative Work with others Editing/writing toolsVCOPsWikis

Documentative Collect evidence, present ideas over time

BlogsE-portfolios

Generative Create something new MashupsVCOpsVLWs

Interactive Exchange information/ideas Learning objectivesSocial bookmarksVCOPsVLWs

McGee, P. and Diaz, V. ‘Wikis and Podcasts and Blogs! Oh, My!’ Educause Review (Sep/Oct 2007)

‘5-Factors Driving Change in IT’ Gartner‘5-Factors Driving Change in IT’ Gartner

Web 2.0 - disrupts existing models: ‘Web 2.0 communities, such as MySpace and wikis, connect people in ways that many companies hadn't anticipated when they began to develop their online strategies.’

Experiment with free-form environments. "Social environments" are the wave of the future. Companies should provide interactive tools, such as content tagging systems, RSS feeds, blogs, wikis, etc.

http://www.campustechnology.com/articles/52239

Web 2.0 - disrupts existing models: ‘Web 2.0 communities, such as MySpace and wikis, connect people in ways that many companies hadn't anticipated when they began to develop their online strategies.’

Experiment with free-form environments. "Social environments" are the wave of the future. Companies should provide interactive tools, such as content tagging systems, RSS feeds, blogs, wikis, etc.

http://www.campustechnology.com/articles/52239

Not just IT servicesNot just IT services

Stephens, M. Web 2.0 and Libraries: Best Practices for Social Software (Library 2.0)

McKiernan, G. ‘Social Networking Sites for Engaged Library Services’ - http://www.public.iastate.edu/~gerrymck/LITANationalForum2007.ppt

Stephens, M. Web 2.0 and Libraries: Best Practices for Social Software (Library 2.0)

McKiernan, G. ‘Social Networking Sites for Engaged Library Services’ - http://www.public.iastate.edu/~gerrymck/LITANationalForum2007.ppt

Impact on Central ITImpact on Central IT

Increased burden on services Increased demand for new services

- changing user expectations Out-sourcing, and increased

demands for justifying central services

Hidden perils

Increased burden on services Increased demand for new services

- changing user expectations Out-sourcing, and increased

demands for justifying central services

Hidden perils

‘Stephanie Hardwick does not consider herself to be a technology addict, but she carries two MP3 players - an Apple iPod and a Creative Zen - around with her and says she cannot imagine doing her university degree without the internet. A lot of the journals I need are online and I use the internet for everything, like booking tickets, to getting trains, yellow pages. ﾓ The 21-year-old student studying English at Oxford University says she spends at least an hour a day on Facebook, the social networking site, and downloads some of the plays and books she has to read for her course on to her Zen player, so she can listen to them while working out at the gym…’

FT 29/10/07http://www.ft.com/cms/s/0/71cb770e-85b1-11dc-8170-0000779fd2ac.html?nclick_check=1

Surveys (1)Surveys (1)

JISC’s ‘Great Expectations’ - http://www.jisc.ac.uk/news/stories/2007/09/expectations

‘65% ‘regularly’ use social networking sites, such as Facebook, MySpace or Flickr (females more than males - 71% and 59% respectively) and only 5% ‘never’ use them’

JISC’s ‘Great Expectations’ - http://www.jisc.ac.uk/news/stories/2007/09/expectations

‘65% ‘regularly’ use social networking sites, such as Facebook, MySpace or Flickr (females more than males - 71% and 59% respectively) and only 5% ‘never’ use them’

Surveys (2)Surveys (2)

THEMA - Exploring the experiences of Master's students in technology-rich environments (http://www.oucs.ox.ac.uk/ltg/projects/thema/)

YouTube Facebook Second Life

THEMA - Exploring the experiences of Master's students in technology-rich environments (http://www.oucs.ox.ac.uk/ltg/projects/thema/)

YouTube Facebook Second Life

But …But … Educause Centre for Applied Research (ECAR)

2006 showed 70.6% use Facebook several times a week, same number download music/videos

But students prefer moderate technology use, and new students prefer even less.

‘Don’t bother with IM or Facebook - that’s our network. Leave us alone’

‘Don’t enter our world to [contact us] … we’ll come to you’

Berg, J., Berquam, L., and Christoph, K. ‘Social Networking Technologies: a “poke” for Campus Services’ Educause Review (March/April 2007)

Educause Centre for Applied Research (ECAR) 2006 showed 70.6% use Facebook several times a week, same number download music/videos

But students prefer moderate technology use, and new students prefer even less.

‘Don’t bother with IM or Facebook - that’s our network. Leave us alone’

‘Don’t enter our world to [contact us] … we’ll come to you’

Berg, J., Berquam, L., and Christoph, K. ‘Social Networking Technologies: a “poke” for Campus Services’ Educause Review (March/April 2007)

Web 2.0 ‘speed-bumps’Web 2.0 ‘speed-bumps’

Security Identity Privacy Business Model

‘A World of Widgets, Wikis, and Mashups’

www.pcw.co.uk, October 2007

Security Identity Privacy Business Model

‘A World of Widgets, Wikis, and Mashups’

www.pcw.co.uk, October 2007

Concerns (1)Concerns (1)

‘… we are currently looking into using external Web 2.0 services as part of and after our online courses. Obviously as part of this we need to consider the legal/institutional aspects of this provision’

‘… we are currently looking into using external Web 2.0 services as part of and after our online courses. Obviously as part of this we need to consider the legal/institutional aspects of this provision’


‘What shocked me about the Facebook audience was how willing they were - and are - to provide information about themselves for benefits that you and I might consider questionable.’

Appvertising ‘Facebookers abandon online privacy

for virtual doo-doo’ October 2007, http://www.theregister.co.uk/2007/10/09/facebookers_throw_virtual_feces/

‘What shocked me about the Facebook audience was how willing they were - and are - to provide information about themselves for benefits that you and I might consider questionable.’

Appvertising ‘Facebookers abandon online privacy

for virtual doo-doo’ October 2007, http://www.theregister.co.uk/2007/10/09/facebookers_throw_virtual_feces/


‘Web 2.0 and client-side attacks on social networking technologies, aimed at "stealing private data, hijacking Web transactions, executing phishing scams, and perpetrating corporate espionage’

‘Web 2.0 tops emerging cyber-threats’ http://www.campustechnology.com/articles/51890

‘Web 2.0 and client-side attacks on social networking technologies, aimed at "stealing private data, hijacking Web transactions, executing phishing scams, and perpetrating corporate espionage’

‘Web 2.0 tops emerging cyber-threats’ http://www.campustechnology.com/articles/51890


‘We may share your information with third parties, including responsible companies with which we have a relationship’

No way to delete your personal data University IT Regulations 6.2 - ‘Any

password, authorisation code, etc. given to a user will be for his or her use only, and must be kept secure and not disclosed to or used by any other person’

‘We may share your information with third parties, including responsible companies with which we have a relationship’

No way to delete your personal data University IT Regulations 6.2 - ‘Any

password, authorisation code, etc. given to a user will be for his or her use only, and must be kept secure and not disclosed to or used by any other person’

SecondLifeSecondLife

Kirriemuir’s snapshot (Sep, 2007): http://www.eduserv.org.uk/upload/foundation/sl/uksnapshot092007/final.pdf

Kirriemuir’s snapshot (Sep, 2007): http://www.eduserv.org.uk/upload/foundation/sl/uksnapshot092007/final.pdf

SecondLifeSecondLife

It’s a waste of money It damages the University’s

reputation (it’s a game, it’s full of porn …)

It’s a waste of money It damages the University’s

reputation (it’s a game, it’s full of porn …)

What is an IT provider to do?What is an IT provider to do?

Explore provision (e.g. PP and iTunesU) but also welcome SaaS

Tread carefully - ‘fad from future’ Educate re privacy Educate re libel Educate re copyright Use tools themselves:

- Director’s Blog- Wikinomics- ‘Crowd-sourcing’

Explore provision (e.g. PP and iTunesU) but also welcome SaaS

Tread carefully - ‘fad from future’ Educate re privacy Educate re libel Educate re copyright Use tools themselves:

- Director’s Blog- Wikinomics- ‘Crowd-sourcing’

Stuart Lee

[email protected]

Disruptive Technology and its Implications for University

Information Services

David Harrison, Cardiff University

“Exploiting the Potential of Blogs & Social Networks”

UKOLN Workshop: November 2007

Disclaimer

Everything I’m saying is informed by my employment at Cardiff and the networks I’m part of and have involved myself in whether real (UCISA) or virtual (Facebook).

Everything I’m saying is a personal view or reflection upon what I’ve learnt or experienced, unless directly attributed to another person or organisation.

I’m wholly responsible for the contents of this session; it does not represent the views or policies of either Cardiff University or UCISA.

Why the need for a disclaimer?

Talking about things outside the “service offering”. Talking about “user-centric” rather than “organisation-

centric” issues. Talking about issues that transcend organisational

boundaries. Talking about issues that break the traditional security

and privacy models. Talking about different ways of visualising the way

Information Services operate.… none of which have any substance in standards,

services, or policies … yet!

Starting point …

Briefing Paper with the same name as this presentation – conceived in November 2006 as a response to a presentation from Brian Kelly and John Heaps at an earlier UKOLN Workshop.

A first draft authored by Dr Joe Nicholls appeared in January 2007, first released in April 2007 for comment within UCISA Executive. Part 1 of the Briefing Paper available at http://insrvblogs.cf.ac.uk/roller/disruptive .

No intention to go through this but it provides the background for the thought processes being followed by many in Cardiff University.

This presentation considers some of the issues discussed in Part 2 of the paper.

Preparation and engagement

Get the buy-in of “corporate compliance” … make the IT Regulations - institutional ones - NOT just ones that refer to the use of central facilities.

Establish the principle (through practice and “case law” if necessary) that there’s nothing the user can do with “disruptive technology” that is different from their use of traditional technology … the location might be different but the primacy of the AUP remains and the referral to existing disciplinary processes should not change.

Be prepared therefore to relinquish sole responsibility for IT Regulations – your first lesson in partnership.

Practicing Safe IT

Users need protecting against themselves – if email was comparable to sending a postcard, then social networking is comparable to a night out in the pub!

Guidance and advice on appropriateness of content, privacy and security is required … but not control.

Focus should be upon EDUCATION. http://www.cardiff.ac.uk/insrv/it/help/safe/ .

Differing realms, identities and blogs

We work in different realms Sometimes on our own and in a personal capacity Sometimes in a way that shields our true identity Sometimes in a work-related capacity Sometimes as a member of an internal work group Sometimes as a member of an external collaboration

group Sometimes as a member of an organisation Sometimes as a contributor to someone else’s work

We work differently and use different language depending upon the context we find ourselves in

Corporate response to blogging

IBM have taken a lead in encouraging employees to blog http://terranova.blogs.com/terra_nova/2007/08/ibms-virtual-wo.html

They have provided guidelines for blogging http://www-128.ibm.com/developerworks/blogs/page/jasnell?entry=blogging_ibm

And engagement in virtual worlds http://domino.research.ibm.com/comm/research_projects.nsf/pages/virtualworlds.IBMVirtualWorldGuidelines.html

Worth also looking at http://www.iet.tv/search/index.html?spres=5723

Different types of “blog”

Personal (but not corporate) – no need for this type of page to be hosted on corporate systems any more – eg for me http://diharrison.wordpress.com and for IBM http://rooreynolds.com or http://epredator.blogspot.com/

Personal or Group (work-related) – corporate intranet for internal collaboration hosted on the corporate system – eg within Cardiff https://quickplace.cardiff.ac.uk

Group Internet Presence – for external collaboration with others of a “like mind” possibly hosted on an independent system – eg for UCISA http://www.facebook.com/group.php?gid=2395812380, or for Cardiff http://insrvblogs.cf.ac.uk/roller/Educause2007/ and for IBM http://eightbar.co.uk/

Corporate Internet – in support of the business hosted on the corporate system

It’s just common sense

Need to adopt suitable language, style and identity depending on where you are

Need to have guidelines on usage and on what type of collaborative tool is best for what purpose – this goes across the whole gamut from IM, through chat rooms, email, shared workspaces to blogs and wikis

Need to be supportive, rather than prevent

Concluding thoughts

There’s nothing different in Web 2.0 to what’s already being done – it’s just the medium that’s different

Users need protecting against their own foolishness – thus EDUCATION is the most important thing

Institutions should begin to trust their staff and students more but be also prepared to use existing disciplinary codes where the trust is betrayed

Must embrace and engage – to do otherwise would be counter-productive and make us look foolish – consider the concept of enablement

Should consider a partnership rather than service provider role and be customer-centric

Must consider where we’re going with work-life balance; for some they want separation – for others they want the flexibility at work that they give to work at home.

Use of Collaborative Workspace The following guidelines apply: each virtual workspace must be owned by a named member of staff (the Quickplace owner). This

person is ultimately responsible for ensuring all content in the collaborative space meets the University regulations and JANET guidelines (see below).

the content of the workspace must not contravene the University regulations as outlined below and found in full on the Corporate Compliance Unit web pages at http://www.cf.ac.uk/insrv/ aboutus/regulations/index.html

the owner of the workspace space must designate a ‘Workspace Administrator’ (this can be the same person). They are the main point of contact for the workspace, and as such are responsible for managing all activity including membership and permissions.

The Workspace Administrator must be a current member of staff or a research postgraduate student. At this time, it is recommended that taught postgraduate and undergraduate students are not to be directly responsible for the administration of a virtual workspace.

Where the theme or template of a workspace has been modified or customised, the Workspace Administrator is responsible for ensuring compliance with University regulations and legal requirements such as accessibility legislation.

Spaces will reside at http://quickplace.cardiff.ac.uk/ Spaces hosted on this service are intended for uses associated with University business (i.e.,

academic) only. The use of Workspace for non-work related, personal or private purposes is not expected.

Collaborative space owners will be required to confirm that the space is still required every 12 months. Failure to confirm will result in the workspace being disabled.

UKOLN Blogs and Social Networks workshop - all presentations

Technology

Transcript of UKOLN Blogs and Social Networks workshop - all presentations