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CCT 300: Critical Analysis of Media

CCT 300: Critical Analysis of Media. Class 10: Web 2.0. Uses of 2.0: Google’s Tools. Search itself - not so much (although the ads, more so) Customizable home page - user defined portal Google Earth/Maps - esp. with open APIs, mashup possibilities

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CCT 300: Critical Analysis of Media

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  1. CCT 300:Critical Analysis of Media Class 10: Web 2.0

  2. Uses of 2.0: Google’s Tools • Search itself - not so much (although the ads, more so) • Customizable home page - user defined portal • Google Earth/Maps - esp. with open APIs, mashup possibilities • Google Docs/Sheets/Presentations - web-based collaborative authorship

  3. Uses of 2.0: WOM • Word of mouth marketing - leveraging social networks to get information out • Targets innovators, early adopters - opinion leaders in communities • “Arranged” buzz - planting information (e.g., BzzAgent) or paying for coverage (e.g., the Marqui controversy)

  4. Uses of 2.0: ChangeThis • Distributor of thought-provoking “manifestos”, mostly around business/technology issues • Potential authors propose topics, community comments and votes for particular manifestos to be made • Author provides material, ChangeThis provides design work to make compelling visual presentation

  5. Uses of 2.0: Netroots Campaign • Trippi article - use of 2.0 services to build activist network for 2004 Howard Dean campaign • Didn’t work out as planned - why? • Recent campaigns may be repeating problems? • Why not as active in Canadian context?

  6. Web 2.0 Visualized • Periodic Table of the Internet: http://www.wellingtongrey.net/miscellanea/archive/2007-06-23--periodic-table-of-the-internet.html • Map of Social Networking: http://xkcd.com/256/

  7. Web 2.0 Entrepreneurship • Predictors of success - a) be first, b) be better or c) be big • http://innovation.spigit.com/homepage

  8. 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?)

  9. 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

  10. Three Trends • Abundance • Asia • Automation

  11. Abundance • The developed world has most its basic needs sorted out - people don’t necessarily need more • New product releases - not about need but want

  12. 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

  13. Asia • Alliteration! (Think globalization - also includes BRIC) • 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

  14. 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

  15. Function Argumentation Focus Logic Seriousness Accumulation Design Story Symphony Empathy Play Meaning Information vs. Conceptual Age

  16. 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

  17. Implications for Education and Employment • A troubling trend in higher education - information transfer and programmatic learning via rubrics • Creative class define the instructions - not follow them! • Tales of entry-level employment disasters

  18. What can/must I do? • Be prepared to engage reality critically and creatively • There are no instructions on how to do this • Mimicing others isn’t the answer either • What is? • Sound hard? It is - but it’s more rewarding financially and intellectually than being sheep

  19. Next week… • Optional test review and project presentations

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