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Oxford taped – 1982/83 video

Oxford Theatre Group – Oxford Review Rehearsals

Julia Lane, Nigel Williams, Chris Jones, Humphrey Bower. Dir. Patrick Harbinson. Rehearsal at the theatre or in the Masonic Lodge?

What follows is the log sheet for 17 recently digitised Sony Betamax tapes of content shot in and around Oxford University in 1982 and 1983. Includes the Oxford Theatre Group on the Edinburgh Fringe (performances and rehearsals) and the Oxford and Cambridge Ski Trip to Wengen, as well as numerous boat crews, other plays, student union, and union activity … and much more.

Tapes were recycled … often recorded over several times, this explains how and why there can be such an odd mixture of material on any particular tape. We also did a commercial job for a language school and made our own ‘TV Commercials’ to feature in Oxford Television News. We also provided a video recording service to producers: so covered many plays, individual boat crews, hustings, even the boxing club … and more, that may or may not appear in excerpts on these tapes.

As I (Jonathan Vernon) kept a diary (and still do) I could in time identify events and many of the people to particular days and places. The kit was used by a number of people, in particular Christopher Powles, but also Ian Singleton and Mike Upton.

Tape No. Main content feature. Apparent running time.

1   Japanese Language School       34 mins

Abigail’s Party. Director Anthony Geffen

Simon Hudson with ? 

1b   An Oxford Play. “Another Country” with … Andrew Sullivan in the lead, with parts played by Niall Ferguson, Matthew Crampton, Matthew Faulk and (Rupert Wainwright?). Directed by Alex Ogilvie.     1 hour 20 mins

2a   Prince Charles visit with Harold Macmillan … and CJP   used in ‘Oxford Television News’    14 mins


CJP at the Chicken Phall Dinner, 1982

2b    Chicken Phall society CJP   Recorded for ‘Oxford Television News” OTN     20 mins

2c   KallKwik Oxford and Student Travel Adverts recorded for OTN      12 mins

3   BLANK ?

Outside Balliol College, Oxford in the rain. 1st May 1983

Richard Davey, Simon Spence, various Balliol undergrads?

4   May Day in the rain 1983 Richard Davey, Simon Spense et al  The rain finished off the recorded, ending video production in May 1983.     40 mins

Jonathan ‘Video’ Vernon in his rooms on Staircase XI, Balliol College

David Foster, Lightweights – video’d several training sessions and the race from the water. Also Woman’s VIII.

5   Band ‘Roaring Boys’ ?? Some Play. Arts Festival at the Playhouse? Various. Oxford Language School       2 hours

6   OTN Roger Highfield’s wife Julia ? to camera OTN, various interviews on Oxford Union politics. Episode of OTN. JVs Balliol Room, varsity skiing.

Various OTG cast and crew: From top left to right. Patrick Harbinson; Nicky King and Dave Tushingham; Nigel Williams. Humphrey Bower. Roger Miles and various tech/stage hands and crew. Carrie Jones (Gracie), Titus Alone dress-rehearsal including Humphrey Bower, Jack Latimer, Roland Allen and Stefan Bednarczyk … ending on Chris Jones and Julia Lane in the Oxford Review.

6b  Oxford Theatre Group– Edinburgh Fringe 1982: Indoor rehearsals. Carrie Gracie. Oxford Review rehearsals . Patrick Harbinson. Stefan Bednarcyk.   1 hr 40 mins

Nicky King covering Edinburgh in Posters

7   The Oxford Theatre Group on the Edinburgh Festival Fringe 1982 with copyright music and Nicky King voice over. Set up, all productions, wrap Titus Alone rehearsals on Arthur’s Seat. Carrie Gracie. St Marys Hall.     46 mins

8   Oxford and Cambridge Ski Trip, Wengen mid-December 1982.    1.45

Jonathan Vernon (Baptista) Rehearsals for ‘Taming of the Shrew’ Summer 1982

9   Rehearsals for an Oxford University Drama Society (OUDS) production of Taming of the Shrew – featuring Jonathan Vernon as Baptista. Guy Hudson in the lead. At Trinity College      3 hours 35

10   Student Travel News ... OTN, Hustings, interviews. Student Play “Abigail’s Party” at the Oxford Playhouse. dir Anthony Geffen     2 hrs

11   OTG cutaways Heathrow Airport Mathew Faulk’s car and Vicki Laing         43 mins

12   Various: 22 mins

00:00 – 09:35 Oxford Language School – three different tutors one to one, rushes, Japanese
09:00 Oxford Colleges. (cut aways) St.Annes? Trinity. Modern Architecture. Rhodes Library. Engineering. The Broad.

The director and producer of ‘The Labours of Hercules Sproat’ (Written by Niall Ferguson)

Matthew Faulk and Alex Ogilvie.

12:20 – 15:54 Matthew Faulk and Alex Ogilvie. Pranking outside Balliol College, or Wadham?. Matthew and Alex mucking about for the camera – Alex a rabbit, Matthew shoots him with his walking stick.
15:54 Radcliffe Camerra and Balliol College ‘stills’. Some characters, including moments of Caroline Milnes and Wayne Henderson.
13 Various: 00:00 to 58:00 Windsurfing 1980s How to boardsail. Infovision. X

00:58 – 01:03:34  OTG 1982 bright theatre rehearsals. Edward II Stefan B + lead. Julia ? as female lead. Part of OTG at the Edinburgh Fringe, 1982

01:03:34 – 01:07:36 On stage, brightly lit, rehearsal of?? Glass, animal costume – someone as a lion? And a policeman? Patrick Harbinson. Part of OTG at the Edinburgh Fringe, 1982

01:07:36 Edward II indoor rehearsals again … Tall Canadian actor? nit yielding to any upstart. Part of OTG at the Edinburgh Fringe, 1982

Dress Rehearsal of Titus Alone, directed by Patrick Harbinson. OTG at the Edinburgh Fringe, 1982

01:13:17 01:24:05 OTG rehearsal. On stage. Bright. Weird costumes. Fancy dress. With Roland … more Titus Alone?
01:24:05 Interior rehearsal. Julia … Part of OTG at the Edinburgh Fringe, 1982

Mork and me

From Profile Photos

Fig.1 Mork and me

Promoted to being a ‘school prefect’ in my late teens at the RGS, Newcastle and required to keep a line of 11 year olds in order during morning assembly I would repeatedly hear mutterings and giggles of the line “Nanno Nanno” behind my back: ‘Mork and Mindy’ was on TV at the time and I supposedly looked like the main character played by Robin Williams. Only by doing that thing that Robin Williams did with his fingers when greeting Ork would this lot be satisfied. That was 1979.

35 years later I’m in the Senior Common Room at the University of Birmingham and a fellow graduate student asks “Do you know who you look like?” (we’d obviously got bored with talking about the First World War). I tell the above story. Whether or not hair or glasses or smirk are similar, I am a) not as hairy b) not funny c) six inches taller d) manic, but never depressed e) can’t grow a beard f) ten years younger and g) English.

My Open University Years

Fig.1 Odd that, 12 years and I’ve gained hair, glasses and a tie.

In February 2001 I began an OU module on Open & Distance Learning – last year I graduated with the Masters in Open & Distance Education (MAODE). Since then I’ve taken a couple more MAODE modules to stay up to date. Impossible given that any MAODE module is out of date before it goes live?

The next direction has to be horizontally into the Open University (again), or vertically towards a PhD. Or both? Or neither.

Meanwhile, I sincerely recommend that anyone with any interest in the way education is going to follow the BBC tonight.

BBC Radio 4 8.00pm

The Classroom of the Future

Is it an OU co-production? These days these things usually are.

The limiting experience of the museum visit unleashed

A lifelong love in art galleries yet I still feel unmoved by galleries and museums, possibly because I expect the gentle, guiding voice of my late mother at my shoulder (artist, art historian, Mum).

What could be a more personalised visit than to have someone who knows you so well point things out, guide you to things that will interest or irritate, then offer an insight – invariably linked to ‘what do you do next?’ i.e. look, learn then apply.

 

Could blogging be seen as a scholarly activity?

This are me thoughts from reading:

An empirically grounded framework to guide blogging for digital scholarship
Heap & Minocha (2012),


Fig.1. Digital Scholarship with a nod to Martin Weller‘s book of the same name. (Created in 2011)

By stripping back the paper what do I learn from this paper:

  • about blogging and digital scholarship
  • about devising the research question(s) and method of research.

This quote from Axcel Bruns is wrong in relation to blogging.

‘Were originally more popular amongst journalism and business context’ Bruns (2007)

In fact, from my experience from 1999 onwards, journalists were highly dismissive and didn’t cotton on to blogging as a valid way to share their opinions for several years. The exception being financial journalism where breaking views on markets were fed, blog like, to subscribers,

Fig.2. An excerpt from my own early blog.

I was reading blogs in 1998, did some Dreamweaver training and if I’d got my head around FTP uploads I may have been up an away in 98 rather than 99 when I heard of Diaryland and joined the platform soon after it started.

Fig.3. An excerpt from a blog created by Claire Z Warnes in 1998

Over the next 4 to 5 years I saw a massive growth and influx of what by modern terms would have been described as journals, creative writing, fantasy, role play and social networking.

Fig.4. How I saw blogging in 1999/2000

I question why bloggers are defined by the institution they are at – the blog is more personal, like the noticeboard at someone’s desk in the bedroom or study, or a diary or journal they carry about with them, whether electronic or paper.

Fig. 5. We should stop seeing blogging in isolation – forms of ‘keeping a journa’, for whatever purposes, is as old a writing itself.

Little is ever mention of a history of keeping diaries, a writer’s journal or other kind of daily record for reflection or in scholarly circles to record the iterative process of a learning journey or a piece of research. John Evelyn was a diarist. Was he scholarly? What about Pepy’s he was keeping an historic record? For whom did Lady Anne Clifford keep a diary if not for an historic, even a legal record, of her rights to her father’s estates? (Lady Anne Clifford kept at a diary late 1500s into the 17th century).

Was Virginia Woolf using herself as the subject of an internal discussion?

What did Anais Nin learn and share about her writing as well as her personal journey, a journey that was shared with Henry Miller and that a couple of decades was taken by the filmmaker Francois Truffaut. As someone who had kept a diary since he was thirteen and had been typing it up and putting on disc for nearly a decade, the move to the web was a natural one.

  • for personal reflection (e.g. Xie, Fengfeng, and Sharma 2008)
  • collaborative working (e.g. McLoughlin and Lee 2008)
  • developing writing skills (e.g. Warschauer 2010)
  • flexible usage of blogs to suit the individual blogger’s needs, such as
  • a space for reflection, to seek peer support, or both (e.g. Kerawalla et al. 2008).

I read blogs and corresponded with writers who were using the format to try out chapters of fantasy novels, to share poetry, to test webdesigns even to meet and indulge in intimate chat, role play and even cybersex. (Early blogs were the forerunners of a lot to come).

Whilst some of this activity isn’t within the parameters of ‘scholarly’ practice, certainly from a creative writing point of view self-publishing was.

From personal experience there were those exploring their personality, who were lonely, depressed or bi-polar.  Most studies in English speaking countries … yet it was presumably going on elsewhere. And where does someone who is using writing in English in a blog to learn English stand in terms of being a student and a scholar?

Defining scholarship in the digital age

Boyer (1990) developed a conceptual framework which defines ‘‘scholarship’’ as a combination of teaching and research activities. In particular, he suggests four dimensions to define scholarship: discovery, integration, application and teaching.

Fig.6. Another excerpt from a blog for young writers created by Claire Z Warnes in 1998 when she was 17 herself.  (I think she went off to study Computer Sciences)

The earliest bloggers played a teaching role, for example Claire Z Warnes set up a series of web pages to encourage and support young writers in 1998. She was teaching, they were exploring through reading, writing and sharing just as if they were meeting face to face in a classroom.

Boyer’s dimensions constitute an appropriate starting point for researching digital scholarship (Weller 2011).

Pearce et al. (2010) elaborated on Boyer’s (1990) model to theorise a form of digital/open scholarship, arguing that it is:

  • more than just using information and communication technologies to research,
  • teach and collaborate,
  • embracing the open values, ideology and potential of technologies born of peer-to-peer networking wiki ways of working in order to benefit both the academy and society.

Which is exactly what Claire Z Warnes (1998) was doing, indeed, as some remaining posts that can be viewed show, it was as if she were becoming the Dean of one of the first online creative writing classes.

In relation to the research here’s the problem that needs to be addressed:

There is a lack of empirical evidence on how the openness and sharing manifested in blogging can influence academia, research and scholarship. (Minocha, p. 178. 2012)

Discussion

‘We have found that blogs seem to occupy an intermediate space among established writing forms such as peer-reviewed academic papers, newspaper articles, diaries, blurring the private public and formal informal divide ‘. (Heap and Minocha 2011).

There is a growing awareness of blogging as a writing or communicative genre in academia and research and as a new form of scholarship (e.g. Halavais 2007).

  • to ensure validity of work through established forms of publishing,
  • to integrate blogs so that research findings reach more readers
  • to enable sharing information without time lags involved in formal publications.

The next steps in our research (according to the authors of this paper) are to validate the effectiveness of the framework (they developed) as a thinking tool about digital scholarship, and for guiding the practice of blogging in academia and research.

REFERENCE

Heap, Tania and Minocha, Shailey (2012). An empirically grounded framework to guide blogging for digital scholarship. Research in Learning Technology, 20(Supp.), pp. 176–188. (Accessed 28th February 2013 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19195 )

Weller, M (2011) The Digital Scholar

 

All you need to know about blogging that you can’t be bothered to research for yourself because you’re too busy blogging …

Fig. 1. Passion at work: Blogging practices of knowledge workers (2009)
by Lilia Efimova
Doctoral thesis published by Novay.

I’ve come to this thesis for a number of reasons:

I’ve been blogging since September 1999, sometimes obsessively so, such as the couple of Blogathons I instigated in 2002 and 2004 where participants had to post 1000 words every hour on the hour for 24 hours – words were meant to be written during the previous 60 minutes. Three of us made it to the end.

I’ve posted regularly since 1999, with several years never missing a day – that’s the diary writer in me. We created ‘circles’ in Diaryland a decade before Google used the term for those with 100, then 500, then 1000 posts.

I know of one blogger from that era who is still there, plugging away ‘Invisibledon’. 

I’ve written on a theme, typically creative writing, parenting, swim coaching and e-learning.

And added to this typed up entries from diaries. There are some 2 million words ‘out there’.

My credentials therefore are as a participant, as a player.

Perhaps I am too close to the hubbub to see what is going on?

I blog as a means:

  • To learn
  • To collate
  • To share
  • To test and practice my knowledge (or lack of … )

Fig. 2 It helps that I’ve kept a diary since I was 13. Blogging since 1999. On WordPress since 2007.

I’m used to gathering my thoughts at the end of the day or logging them as I go along. And learnt that a few succinct sentences is often enough to bring back the day. My first blog was NOT assembled in ‘reverse chronological order’ – I posted to a set of 32 themes. It works better that way.

  • One diary covers my gap year working in the Alps.
  • Another diary covers a few weeks of an exchange trip to France.
  • A third covers a year with the School of Communications Arts.

I personally value blogging to form a  writer’s journal and as a student’s journal, particularly over the last three years during which time I have successfully completed the Open University’s Masters in Open and Distance Education (MAODE).

  • I read everything I can on blogging. 
  • I’ve just read this engaging PhD thesis by Lilia Efimova. 
  • She is Russian, works in the Netherlands and writes perfect English.

Her supervisors were:

Robert-Jan Simons
Robert de Hoog

My interest is twofold – blogging and methodology, as I am doing a postgraduate module on research (H809 : Practice-based research in educational technology)

The methods used (Efimova, 2008. p. 1):

  • Use of unconventional research methods
  • Cross boundaries
  • Define and defend choices

Blogging can support a variety of knowledge worked activities to:

  • articulate and organise thoughts
  • make contact with people interested in the same topics (like minds)
  • grow relations with other bloggers
  • work on a publication

Caveats

  • personal
  • crossing boundaries passions and paid work, private and public.

I read ‘Uses of Blogs’ for the second time. Edited by Dr Axel Bruns and Joanna Jacobs. I had a OU Library copy so bought another through Amazon. A book on blogging that only exists in print. I far prefer eBooks. I’ve posted on that elsewhere. (Versatility, notes and highlights in one place, search and having as Lt. Col Sean Brady described it a  ‘university in my pocket’).

My take on blogging – who does it, is based on Jakob Nielsen’s 2001.

I can’t find figures that suggest that this has changed in the general population, though research with undergraduates might give a split of 5/35/60. The problem is, what do you define as a blog? And can your really say that someone who posts once a year, or once a quarter is blogging at all?

Fig. 3 For everyone 1 person who blogs, some 90 don’t and the other 9 are half-hearted about it. (based on stats from Nielsen, 2006).

According to Nielsen (2006) most online communities show a ratio of creation, commenting and simply reading of 1% – 9% – 90%. With blogs, the rule is more like 95% – 5% – 0.1%.

Introduction

I agree with Efimova that we learn from the edge. We come into everything as an outsider.  She cites ‘legitimate peripheral participation (Lave & Wenger, 1991) and moving from being an outside in a specific knowledge community to a more active position. I would John Seely Brown and Paul Duguid. (2007)  Awareness, as a starting point of this process, comes through exposure to the ideas of others and lurking at the periphery (observing without active participation), learning about professional language and social norms. Efimova cites (Nonnecke & Preece, 2003). I would add Cox (1999).

As the thesis more reason to blog, or reason not to are offered. Efimova also commits to looking at blogging in the workplace, amongst Knowledge Workers. Efimova (x.p )  In 2000 we used the term ‘infomediaries’  people who dealt in information and knowledge on behalf of others.

Worker use of blogs to

  • develop ideas and relationships
  • inspire conversations
  • work on specific tasks

Early adopters experimenting with the medium. Here I think a full consideration of the diffusion of innovations (Rogers, 2005) would be beneficial too. Efimova offers some ideas from Gartner, though without offering the self-explanatory chart that I offer below.

Fig. 4 . Gartner mid-2005 projection (Fenn & Linden, 2005)

I know of all three company types. Whilst a very few at A can be hugely successful, the safest approach is to come in at C – as Virgin do, time and time again, letting others make mistakes. On the other hand, for example in e-learning, if you aren’t willing to behave like a Type A you may find your clients start speaking to companies down the road. Ditto advertising and social media.

Efimova talks of the  ‘peak of inflated expectations’ and the ‘trough of disillusionment’.

Fig. 5 Evaluation criteria for this research

This is where I need to put in a good deal more scrutiny. Whilst I don’t question the validity of the approach, I do wonder if a more ‘scientific’ approach would have produced something more revealing that observation of 34 work related blogs – which is how this thesis plays out. We wander into the questionable arena of informal interviewing and participant observation as central way to generate ‘ethnographic data’.  This smacks of anthropology to me. Of social anthropology. But perhaps such qualitative techniques are as valid, and may be the only way to study subject if you are going to take the challenge of researching it at all.

The best answer I have read and give myself now when asked, ‘what is a blog?’ is to say ‘electronic paper’. That is how broad it has become, in 2001-2002 a handful of us in Diaryland set out and shared our standards:

  • A minimum of 250 words
  • Post every day for a least a year.
  • Fact not fiction (unless expressed as otherwise)


At the time it was rare to post images and you wouldn’t and couldn’t include video. Today a blog might be a stream of images or streamed video. It can be multiple users too, posting on the hour for a year in a team of six if they wish, which can be the way Andrew Sullivan (2013) posts to ‘The Daily Dish’ which gets a million views a month.

Efimova uses a technique called ‘triangulation’ to help validate her research – this is the use of multiple sources and modes of evidence to make findings stronger, by showing and agreement of independent measures, or by exploring and explaining findings (Miles & Huberman, 1994; Schwartz-Shea, 2006).

i.e. Triangulation by study – studying blogging practices from three perspectives using a variety of methods.

She also used ‘data triangulation’ – including in the analysis different types of data ( e.g. text and statistics), data sources and data collection methods. So including non-elicited data (Pargman, 2000) from public sources (e.g. weblog text) as well as recorded interviews.

I can’t fault Efimova (2008) introduction to Blogging

‘Since their early days, weblogs have been conceptualised as personal thinking spaces: as an outboard brain (Doctorow, 2002), a personal filing cabinet (Pollard, 2003a) or a research notebook (Halvais, 2006). In fact, the first academic publication on blogging (Mortensen & Walker, 2002) discusses uses of blogging in a research context, particularly in relation to developing ideas, and the weblog of its first author, Torrill Motensen, has a telling title: “Thinking with my fingers”.  I soon discovered that a weblog worked well that way, but also that this “thinking in public” provided an opportunity to show how ideas, my own and those of other bloggers, develop over time.

Pacquet 2002 discussed the use of blogging in research.

Fig. 6 Number of weblog posts per month

Blog analytics are mystifying. We count the undefined.

What is a blog?

What is a blog post?

A group of us asked these questions in 2000 then got on with it. We had our guidelines to post at least 1000 words every day, with no post less than 250 words. We did this as others flooded online and in the race to have 100 or 500 posts would put up a random string of letters and post every few minutes. As it become feasible and easy to post images was a picture worth a thousand words?

Was it still a ‘blog’ in our sense of the definition if it had no explanation behind it. And in my case, by storing by category not date in defiance of conventions could what I do still be called blogging?

And if used to archive diary entries was I now an archivist?

Looking at the fall-off in posts in Efimova’s blog I also see that when things get more interesting, when there is more to say – we post less. From an earlier generation I stopped keeping a diary when my fiance and I moved in together.

Had I found what I was looking for?

Around this time, 1998, Ellen Levy featured in the Washing Post for keeping a ‘blog’ (not called this) for a year – writing up business meetings and how attended, even adding photos. She struggled to post when she was ill. Over time knowing when we fall ill can start to explain why. And if, as we can now do, our daily life is captured automatically, is that a blog? To what degree must the blogger select, frame, write and edit what they have to say rather than a device, like your own CCTV camera hanging around your neck does it for you?

Fig. 7 Using a Weblog to store information  (Efimova 2008. p. 58)

To understand the mind of the blogger should we look at the reasons why people in the past have kept a diary? Or is keeping such a record, a journal simply one strand to something that has become extraordinarily multifarious? The 17th century diaries of Lady Anne Clifford and Samuel Pepys, the 20th century diaries of Anne Frank, Virginia Woolf and Anais Nin, the audio-cassettes of British MP Tony Benn …

Surely to say you want to study blogging in 2013 is akin to saying you want to study printed matter in the 17th century. That the field is too diverse. In a way we have gone from the mechanical era of print, to the organic era of the blog. Even to study one facet of blogging, such as the business or corporate blog,  would be like studying the ecology of a meadow in order to understand the interplay between different plants and creatures.

Efimova speaks of ‘sense-making’ (2009. p. 70)

‘As with writing, blogging is not simply formulating in words an idea already developed in one’s mind. It is also about connecting, developing and redefining half-baked ideas. When writing, I often go through the weblog archives to explore connections with what is already there. Reading and rereading what I wrote before shapes and changes what I’m about to write: I often find something unexpected or see patterns only in retrospect’.

And others some reason to blog … and just one reasons not to.

  1. Somewhere to “park” emerging insights until the moment they are needed. Efimova (2009. p 75)
  2. Doesn’t require much effort
  3. Somewhere to park ideas
  4. Reading and engaging with others to become aware of issues and themes
  5. Topics accumulate and connections grew and things become clearer.
  6. A set of sense-making practices
  7. “Everyday grounded theory” Efimova (2009. p. 75)
  8. Connecting multiple fragments
  9. Getting into the writing flow
  10. Strengthened by readers’ feedback
  11. A channel for distribution
  12. Publication additional motivation to document emergent ideas
  13. A legitimate place to share thinking in progress
  14. -ve when the need is to be extremely selective and focused. Efimova (2009. p. 80)
  15. To collect in one place the fragmented bits relevant to my thinking Efimova (2009. 3.5.4)
  16. Clusters of conversations
  17. Conversations unfolding
  18. A personal space and a community space simultaneously.
  19. A personal narrative used to articulate and to organise one’s own thinking. (conversation with self. p 90?) around 4.3
  20. An example of hypertext conversation. Efimova (2009. p. 129)
  21. Weblogs provide a space that helps both to develop one’s own point of view and discuss it with others.
  22. Bloggers present their ideas to the world, readers learn from them. Efimova (2009. p. getting things done. staying in touch)

This would make a good topic for debate.

And if I post multiple entries on my personal life is this content less of a blog when it is locked, then when made available publicly or in a limited way by password?

Eight functions of corporate blogs are offered (Zerfab, 2005, Juch & Stobbe, 2005)

  1. Public Relations
  2. Internal Communications (knowledge transfer and contract negotiation)
  3. Market communications:
  4. Product blogs
  5. Service blogs
  6. Customer relationship blogs
  7. Crisis blogs
  8. CEO blogs


Fig.  9 Conversations with self. Efimova (2009)

To mean something plotting ‘conversations’ requires annotation and even animation for it to start to make sense.

It is also very difficult, even unrealistic, to isolate activity on a website from other forms of synchronous and asynchronous ‘conversation’ – the dialogue in a forum, through email, even on the phone or Skype. This is why as a metaphor I return to the notion of an ocean, in which all these digital assets, this ‘stuff’ is floating around, mixed up by the currents of search engines, micro-blogs and social networks, churned by new Apps, software and kit and made dynamic as it is remixed, shared and transformed through translation, borrowing, plagiarism or mash-ups.

In this way an ocean of content is thrown into the cloud, circulated and recycled like a virtual water-cycle.

Others will see it differently, many talk of an ecosystem, of something organic going on. Would a zoologist or ecologist make more sense of it? Or a biologist, mechanical engineer or psychologist? Some of these questions, and this eclectic mix of folk have been gathering at the University of Southampton for the last three years under the umbrella title of WebSciences – a cross-disciplinary faculty that works with computer scientists and educators, with the health sector and social sciences, with the creative industries, geographers and historians. It’s as if a mirror has been held up to our off-line world and by translation, as Alice through the Looking Glass, transformed the real and explicable into the surreal and the unexplainable.

The history of blogging at Microsoft, Groundup from 2000 to 7000 internal and external by 2005. What it brought and what was hoped for:

  • Humanizing the company.
  • Visibility to its author (Efimova 2008. p. 187)
  • Recognition as an expert
  • Communicating about product
  • Reader expectations and visibility-related risks shape the content. Efimova 2008. p. 191)

‘Employee blogging creates tensions by crossing boundaries between work that is paid for, regulated and controlled, and personal passions that enhance it, passions that could be recognised and appreciated at work, but couldn’t be easily specified in a job description.’ Efimova 2009. p. 199)

For 11 months I worked in a business school in social media.

My efforts to support those who didn’t blog to do so, or to encourage those who said they blogged to post something more often than once a quarter or a couple of times a year failed. If they had wanted to be journalists or politicians and got up on a soapbox they would have done so in their youth. They saw no individual value or purpose to it so wouldn’t. As academics they have readers and their pattern of research and writing is long set. Some do, some don’t. Some will, some won’t. And it would appear that those inclined to share their point of view online are just a fraction of the online population, and just a fraction of that population who read blogs – i.e. 1% (Nielsen, 2006)

‘On the downside, blogging requires an investment of time and effort that could be a burden. Although potentially useful, work-related information in employee weblogs is highly fragmented and difficult to navigate. Although the visibility of bloggers, their work and expertise, can have many positive effects, it may also result in undesired communications overhead, time spent dealing with high reader expectations or with taking care of negative effects.’ Efimova, 2009. p. 200)

  • Lack of control of the company’s message
  • Dependence on personalities
  • Challenged hierarchies and communication flows

Efimova (2009. p. 201)

  • To illicit passion for knowledge (Kaiser et al., 2007)
  • Change the image of the company in the eyes of others (Kelleher & Miller, 2006)

It’s easy to blog, so more should do it.

  • low-threshold creation of entries
  • a flexible and personally meaningful way to organise and maintain them
  • opportunities to retrieve, reuse and analyse blog content
  • opportunities to engage with others.
  • fitted in while working on something else
  • providing a way to keep abreast of others ideas
  • capturing ones’ own emergent insights
  • clarifying matters for a public
  • over time ideas on a topic accumulate and connections between them become clearer.
  • feedback from readers turns blogging into a sense-making practice
  • eventually an ideas is ‘ripe’ and ready to become part of a specific task.

Efimova (2009. p. 208)

The reality, if Nielsen (2006) has got it right, is that only a tiny fraction of any population want to go to the trouble or has the inclination to post something. Better that those with something to say and a voice to say it do so that everyone is obliged to express themselves online. I liken it to cooking on holiday. I disagree with obliging everyone to cook on a rota, for some it isn’t a chore, it’s a joy and if they do it well encourage them. With the proviso that others make their contribution in other ways – laying on the entertainment, doing the drinks … it’s what makes us human?

Conditions for a weblog ecosystem Efimova (2009. p. 232):

  • Scale and reach
  • Readership
  • Visibility
  • Feedback
  • Lowering thresholds – a tool for everyday tasks
  • Making it accessible
  • Crossing boundaries

Ecosystem suggests that blogs exist in something organic – they do, the Web is fluid, shifting and expanding. What value would there be in studying blogs in a way that is somehow ‘scientific’ as if blogging were a natural, evolving feature? Like trees in a jungle?

What other metaphors might contribute to such understanding and how, if at all, can they be justified in research?

Could I look at the Web as a water cycle, as oceans with clouds, as currents and climate? Or is this shoe-horning systems we understand in part to explain one that we do not? Is it presuming too much to look for a natural rather than a machine model for the Web and where blogs fit in?

FURTHER LINKS

Plant CPSquare : communities of practice in the blogosphere.

REFERENCE

Bruns, A. (2006). What’s next for blogging? In A. Bruns, A & J.Jacobs, J (eds) Uses of Blogs (pp. 247-254). New York: Peter Lang Publishing.

Brown, J, & Duguid, P 1991, ‘Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation’, Organization Science, 1, p. 40, JSTOR Arts & Sciences IV, EBSCOhost, viewed 15 February 2013.

Cox, R, McKendree, J, Tobin, R, Lee, J, & Mayes, T n.d., (1999) ‘Vicarious learning from dialogue and discourse – A controlled comparison’,Instructional Science, 27, 6, pp. 431-458, Social Sciences Citation Index, EBSCOhost, viewed 15 February 2013.

Efimova, L. (2009) Passion at work: blogging practices of knowledge workers. Novay PhD
Research Series 2009 (www.novay.nl.dissertations)

Halvais (2006) Scholarly Blogging. Moving towards the visible college. In A. Bruns, A & J.Jacobs, J (eds) Uses of Blogs (pp. 117-126). New York: Peter Lang Publishing.

Kaiser, S, Muller-Seitz, G, Lopes, M, & Cunha, M n.d., ‘Weblog-technology as a trigger to elicit passion for knowledge’, Organization, 14, 3, pp. 391-412, Social Sciences Citation Index, EBSCOhost, viewed 15 February 2013.

Kelleher, T, & Miller, B 2006, ‘Organizational Blogs and the Human Voice: Relational Strategies and Relational Outcomes’, Journal Of Computer-Mediated Communication, 11, 2, pp. 395-414, Communication & Mass Media Complete, EBSCOhost, viewed 15 February 2013.

Lave, J. & Wenger, E (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Miles, M.B. & Huberman, M.A.  (1994) Qualitative data analysis: An expanded sourcebook. Beverly Hills, CA: Sage Publications.

Mortensen, T & Walker, J. (2002). Blogging thoughts: personal publication as an online research tool. In A. Morrison (ed.)., Researching ICTs in Context. InterMedia report 3/2002 (pp. 249-278). Oslo.

Nielsen. J. (2006) Participation Inequality: Encouraging More Users to Contribute. (Accessed 16 February 2013 http://www.nngroup.com/articles/participation-inequality/ )

Nonnecke, B. & Preece, J. (2003). Silent participants: Getting to know lurkers better. In C.Lueg & D. Fisher (Eds.), From Usenet to CoWebs: Interacting with Social Information Spaces. Springer Verlag.

Pargman, D. (2000). Method and ethics. In Code beges community: On social and technical aspects of managing a virtual community. Department of Communications Studies, The Tema Institute, Linkoping University, Sweden.

Pollard, (2003) Blogging in Business – The Weblog as filing cabinet. How to save the world, 3 Mart 2003.

Seely-Brown, J.S and Duguid, P. (1991) ‘Organizational learning and communities-of-practice: toward a unified view of working, learning and innovation’, Organizational Science, 2 (1): 40-57

Brown, J.S.  (2007) October 2007 webcast: (accessed 16 Feb 2013 http://stadium.open.ac.uk/stadia/preview.php?whichevent=1063&s=31 )

Schwartz-Shea, P. (2006). Judging quality. Evaluative criteria and epistemic communities. In D. Yanow & P. Schwartz-Shea (Eds.), Interpretation and Method: Empirical Research Methods and the Interpretive Turn (pp. 89-113). M.E. Sharpe.

Sullivan, A (2013) The Daily Dish (accessed 16 February 2013 http://www.guardian.co.uk/media/2013/jan/03/daily-beast-andrew-sullivan-daily-dish )

von Hippel, E. (1986). Lead users: A source of novel product concepts. Management Science, 32 (791), 805.

Weller, M (2011) The Digital Scholar : How technology is transforming scholarly practice.

Zerfaβ, A 2005, ‘Assembling a Localization Kit’, Multilingual Computing & Technology, 16, 7, pp. 60-11, Business Source Complete, EBSCOhost, viewed 16 February 2013.

The Distant Summer – Sarah Patterson (1976)

Fig.1. Sarah Patterson – her first novel with the promise of many more to come – 1976

The poignant story of a girl who loves two WWII flyers, written by the daughter of suspense writer Jack Higgins when she was just 17. Trying to write myself I was inspired. Over three decades later I have written plenty, though only one piece of fiction has thus far been broadcast – short film ‘Listening In’.

The folder contains ‘The Gypsy’s Curse’ a short story about a girl who is cursed to ‘die of water’ by a gypsy as an infant and much later nearly dies of an asthma attack. My kid sister was grabbed from the house as a three or four year old by a Gypsy and the curse is true – she is asthmatic, but I hope nothing else of it is true.

Fig.2. Sarah Patterson – Young Observer 1976

Scrapbooks, like this one, are ‘mind bursts’ – moments that inspired. In fact this is pasted to a folder that contains typed up teenage efforts. She was 17 and writing about what it was like to be a 17 year old in 1943. I was 15 and writing about what it might be like to be a 15 year old in 2943.

Can inspiration bog you down?

When are distractions are good thing and when bad?

Where does motivation come from and what happens if it is only sometimes realised?

Forties era romance reviewed.

The Open University’s Masters in Open and Distance Education (MAODE).

Fig. 1. The Open University’s Masters in Open and Distance Education (MAODE).

Expressed as a Wordle. A personal collection of key influencers based on those tagged in this blog. Includes my own reading and indulgences.

On Friday, at midday, My OU student blog reached a significant milestone.

I’ve been at it for 33 months. I’ve blogged the best part of FIVE modules now – most of which required or invited some use of the blog platform (or another). I required little encouragement – I used to keep a diary and have found since 1999 that in their digital form they are an extraordinarily versatile way to gather, consider, share and develop ideas.

The investment in time, on average, an hour a day in addition to – though sometimes instead of coursework over 1000+ days.

(This excludes 8 months I spent on the Masters in Open and Distance Learning in 2001)

To mark this event, and as I need to go through this online diary, this e-journal, this ‘web-log’ (as they were also once momentarily called) ahead of some exciting meetings coming up next week I thought a simple task might be to click through the tags to identify who have been the key influencers in my reading and thinking over the last two and a half years.

Fig.2. Another way of looking at it.

Beetham, Conole and Weller are key MAODE authors from the Open University. John Seely Brown is a vital undercurrent, Engestrom one of several enthusiasms like Vygostky. While Gagne, second hand hardback, needs to be on your desk for frequent reference.

What I thought would take an hour has taken nearly 40 hours.

Clicking on a tag opens a corner of my head, the notes take me back to that day, that week, that assignment or task. It also takes me back to the discussions, resources and papers. And when I find an error the proof-reader in me has to fix. Aptly, as we approach November 5th, and living in Lewes where there are marches and fireworks from late October for a couple of weeks peaking of course all evening on the 5th, my head feels as if someone has accidentally set light to a box of assorted fireworks.

Just as well. Meetings these days are like a viva voce with eager ears and probing questions – they want the content of my mind and whatever else I bring to the subject after thirty years in corporate training and communications.

Fig. 3. Wordle allows you to say how many words you want to include in the mix.

To create weight I had to repeat the names I consider most important twice, three or four times in the list. I also removed first names as Wordle would have scattered these into the mix independently like peppercorns in a pan of vegetable stock.

The Task

    • List all authors who have been part of my learning and thinking over the last couple of years.
  • Include authors that my antennae have picked up that are relevant to my interest in learning, design, the moving image and the english language.
  • Visualise this and draw some conclusions

Fig.4. This even makes three of the key protagonists look like an advertising agency Gagne, Beetham and Conole.

The Outcome

I can never finish. Take this morning. I stumble upon my notes on three case studies on the use of e-portfolios from H807 which I covered from February 2010-September 2010. To begin with I feel compelled to correct the referencing in order to understand the value, pertinence and good manners (let alone the legal duty) to cite things correctly. (Even though this post was locked – a ‘private’ dump of grabs and my thoughts).

Then I add an image or two.

These days I feel a post requires a visual experssion of its contents to open and benefits from whatever other diagrams, charts or images you can conjure from your mind or a Google Search – ‘the word’ + images creative commons – is how I play it.

Fig. 5. From David Oglivy’s book ‘Ogilvy on advertising‘ – a simple suggestion – a striking image, a pertinent headline and always caption the picture. Then write your body copy.

A background in advertising has something to do with this and the influence of David Ogilvy.

I spend over two hours on the first of three case studies in just one single post. At the time I rubbished e-portfolios. The notes and references are there. Tapped back in I can now make something of it. A second time round the terms, the ideas – even some of the authors are familiar. It makes for an easier and relevant read. What is more, it is current and pertinent. A blog can be a portfolio – indeed this is what I’d recommend.

From time to time I will have to emerge from this tramp through the jungle of my MAODE mind.

Not least to work, to sleep, to cook and play.

Fig. 6. In a word

USEFUL LINKS

Wordle

Date duration calculator

REFERENCE

Gagne, R.N. (1965) Conditions of Learning Holt, Rinehart and Winston

Expansive Learning and the activity systems of Engestrom

I’ve taken this, from Engestrom and considered this as the interplay between SIX people (or groups) – or a mix of the two. Six people who are bringing to the discussion their different backgrounds and ideas in order to address a topic. At arm’s length, the objects, the ideas, views or knowledge that they have begins to take on an identity of its own.

‘Expansive learning is based on Vygotsky, though three times removed; it implies that we learn within activity pockets as individuals and groups. The interplay between these groups are the consequential objects of learning that in turn transmogrify in the presence of other objects. Solving problems, dealing with contradictions, may come about as these learning systems slide or shift’.

Amyone care to comment?

This is my take on a topic that has taken me through the briar-bush and out the other side. Has the struggle been worth it. The challenge I feel I face when reading papers such is this is how to make the subject matter comprehensible to the non-academic, I challenge I throw down to every academic: it is possible to make yourselves understood by the majority, rather than a minority.

REFERENCE

Engeström (2001) article, Expansive learning at work: toward an activity theoretical reconceptualisation

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