Blog Week 12; The Digital Divide

“There have been, and will continue to be many gaps; between those who knew how to farm and those who did not in the Agriculture Age; those who could fix an engine and those who could not in the Industrial Age; and those who could use a computing appliance and those who could not in the Information Age” (Compaine 2001, pp. 7).

The digital divide is defined by McQuail (2010, p. 555) as ‘the various inequalities opened up by the development of computer-based digital means of communication.’ These inequalities exist on account of ‘large costs of equipment, dependence on advanced infrastructure and the higher skills needed to communicate.’  

Image via: http://images.google.com/imgresq=digital+divide

To put it simply, the term ‘digital divide’ refers to the gap between those who have the means and ability to readily access and utilize communication technology, and those who do not. While the concept of a ‘digital divide’ arose referring to the gap within American society, the term, and it’s surrounding discourse, quickly expanded to consider the concept of a ‘digital divide’ on a global scale.

More specifically, North America, Western Europe, Australiasia, South Korea and Japan lead the digital age of technological consumption and innovation, leaving much of South America, South East Asia, and Africa far behind (Bowne Global, 2011). Thus forming the gap, or the digital divide.

Mossberger et al. (2003) suggests the concept of access is no longer so relevant in the digital divide debate; it is the associated skills needed to take advantage of technology that is lacking in developing countries. Indeed Flew (2008, p. 26) and his statement of ‘more than half the world’s population lives more than two hours away from a telephone’ is no longer valid, with worldwide mobile phone penetration currently at a tremendous 86.7% (Brand, 2011).

It is my belief that a greater divide exists in regards to Internet access as opposed to technological devices themselves. There is a chasm between developed countries, which have access to the Internet’s information society, and developing countries that do not; consequently the concept of access should not be so easily discarded.

At the same time the skills Mossberg et al. (2003) mention are heavily associated with the Internet. The possible leveraging of technology to produce change has maximum potential when related to the Internet. Those who have Internet access are continuously and innovatively refining their skills to contribute to and develop the collective intelligence, while those without access have not yet had the chance to discover such skills.

This proposal is furthered by the conception that telecommunications and internet access make more impact, and induce greater change, in developing countries compared to the introduction of stand alone computers or televisions (Brand, 2011). In fact the influence of the Internet, or it’s absence, is so profound that Chen and Wellman (2004, p. 44) state ‘the diffusion of the Internet is not merely a matter of computer technology, but has profound impacts on the continuation of social inequality. People, social groups and nations on the wrong side of the digital divide may be increasingly excluded from knowledge-based societies and economies’.

This ‘continuation of social inequality’ through the digital divide can be elaborated upon: within nations it is the elderly, the lesser educated, and the lower income demographic that are falling behind the average. And internationally it is the under-privileged countries, with dire concerns of survival, health and hygiene that are also, digitally, far behind the rest of the world.

Unfortunately this reality opens a whole new can of worms; presenting the paradox that because the educated have greater access and utilization of technology, this ‘double whammy’ of advantage will further increase the digital divide. As Husing and Selhofer (2002, pp. 1274) state "info-exclusion" in the digital age is not so much an exclusion from information but rather by information’.

Though a complete discussion about this complex paradox and phenomenon is probably best left to another day.

In an effort to bridge the international ‘digital divide’ gap, the project ‘One Laptop Per Child’ (OLPC) worked with sponsors to donate laptops to children in developing countries. The laptops allowed the users to learn interactively, connect to the Internet and network with other laptop users in the vicinity.

This project copped a hefty amount of criticism, with the major concern questioning the ethic: should money be spent on distributing laptops, when the same money could be used to provide clean water or issue vaccinations?

Although this is a worthy point, before you jump on the bandwagon too eagerly, I think OLPC is on to something. I also dare propose, the most worthwhile aspect of the Internet in this respect is not it’s knowledge base - leading to a potential paradox - but it’s network effect and capacity for ‘user generated content’ (UGC)…

Isn’t there evidence that the Internet, and its network effect, can bring about change to the real life struggles facing developing nations? Thus reversing the continuation of social inequality?

For example the Arab Spring uprising ended a history of real life oppression and violation of human rights to bring about an age of democracy. This movement was enabled through leveraging the Internet, and although the knowledge economy was called upon, the true change was seen through networking and content generation that provided people with the courage and means to speak up and make a difference.

The point of the Arab Spring example is to show the paradox of a ‘knowledge digital divide, although present, is not so important in generating crucial changes for humanity; instead the networking and UGC properties of the Internet should be held in higher esteem. Furthermore through bridging the digital divide gap with widespread availability of the Internet, the world can go lengths in solving ‘real life’ problems or injustices facing social minorities or disadvantaged groups. Bridging the digital divide should be considered in terms of Internet access and the network effect; OLPC were on the right track in providing these things.

Conversely, if the Internet was available world wide, and the digital divide was completely bridged, unforeseen problems may arise. Such globalization could see individual nations losing their cultural identity. People could take advantage of technology to bring about detrimental or sinister change. Or, most terrifying of all, my mother, currently safely in the ‘older and therefore ‘not-connected’ box’ could get Facebook!

References:

Flew, T. (2008). New Media, An Introduction. (3^rd ed.). Victoria: Oxford University Press.

McQuail, D. (2010). McQuail’s Mass Communication Theory. (6^th ed.). California: Sage Publications

Husing, T., & Selhofer, H. (2002). The Digital Divide – A Measure of Social Inequalities in the Adoption of ICT. Gdansk, Poland: ECIS

Mossberger, K., Tolbert, C. J., & Stansbury, M. (2003). Virtual Inequality; Beyond the Digital Divide. Washington DC, USA: Georgetown Press

Chen, W., & Wellmam, B. (2004). The Global and Digital Divide, Within and Between Countries. IT and Society, 1 (7), pp; 39 – 45. Retrieved from: http://homes.chass.utoronto.ca/~wellman/publications/digidiv/chen_wellman_digidiv_it_society04.pdf

Compaine, B. M. (2001). Digital Divide: Facing a Crisis or Creating a Myth? Cambridge, USA: MIT press.

(I referenced Jeff’s lecture because the lecture slide he used are not yet updated on ilearn, yet I wanted to use the content)

Brand, J. at Bond University. (2011). Digital Media And Society/ The Digital DIvide [PowerPoint slides]. Retrieved from: http://ilearn.bond.edu.au/webapps/portal/frameset.jsp

Blog Week 10; 'Gamification'

You build towers in your virtual city using bulldozers and machines but as you do so the carbon stocks, displayed on the screen’s right hand corner, are burning and you watch your virtual world begin to disintegrate around you. Why not turn off some lights or plant some trees and watch your carbon points increase and the world return to its natural state?

Computer games and ‘gamification’ are the new platforms for sending messages and as an aspiring communications specialist/journalist I should start taking these games more seriously.

Gamification is defined by Wikipedia as ‘the integration of game mechanics or game dynamics into a website, service, community, campaign, or application in order to drive participation and engagement’.

The concept of ‘gamification’ and its target market has moved from what was once perceived as a small stereotypical teenage male group to envelop every working profession. The use of video games has grown from a niche sector to ‘engage more leisure time and more users.’ (Flew, 2010, pp. 138)

With this growth comes an opportunity to change the way we communicate and solve problems on a global scale. And with the extent of convergence, immersion and interaction offered in video games this potential has an immensity not seen in other media technology.

 

Image via: http://www.google.com/imgres?q=gamification

The possibility to apply ‘gamification’ across different sectors is slowly becoming realised. Where computer games have been useful in specialized education for years, training pilots or surgeons, they can also be useful for training Journalists.

Because of their interactive capacity computer games ‘cause the player to construct hypotheses, solve problems, develop strategies and learn the rules of the in-game world through trial and error’ (Flew, 2010, pp. 127). Media companies could use ‘gamification’ to train newly hired journalists before they reach the news desk; accustoming them with the production rules and style guides employed at that particular media outlet. Indeed a ‘digital newsroom immersion’ is used as an assessment task in a Bond University Journalism subject. The student/player is placed at a news desk and must write about news occurring in the virtual world while also dealing with virtual distractions; phones ringing, people asking questions or the television blaring in the background.

Furthermore, as the information society we live in becomes more intense, with news and information flowing through every device at an endless pace, newsrooms could use gamification to decide what is newsworthy. The Guardian did this when they released thousands of MP documents relating to a funding scandal. The public could access these documents that were ‘gamified’ so user interactivity -comments, ratings, likes and dislikes – naturally revealed the most newsworthy items out of the fray.

Yet while gamification used for such purposes is useful, it hardly embraces the complete potential of video games. The power ‘gamification’ holds is extensive; a study on video game effects by Aldrich (2005, p. 31) found ‘some participants exhibited extreme forms of emotion and carried feelings from a simulation into their relationships for months, even years, later’.

This remarkable influence of video games has been reined in areas such as therapy where studies have found video games help cure ‘driving phobia’ that is caused by experiencing a car accident. (Walshe et. al. 2003)

Although this example does not relate to media it shows the gap between the ‘virtual’ and ‘physical reality’ is almost non-existent and what is experienced or learnt through the simulation can be exercised in real life. In the minds of the user ‘online and offline spaces can be seen as ‘merged’ rather than separate’. (Flew, 2009, pp. 136).

Herein lays the true potential of video games; why not use video games and their influence for the public good and possibly as a public good.  Through video games solutions to real-life problems could be developed and the public become more educated and emotionally invested in areas where words no longer suffice. For example the game ‘World Without Oil’ has simulated a world that has run out of oil supplies (a real problem facing real humans). Participants are forced to realise the true ramifications of running out of oil and attempt to carry out their working and social lives while overcoming the problem of limited resources.

The possibilities here are endless; the introduction to this blog depicts a simulated environment where people immerse themselves, interact with, solve problems and see/feel/experience the effects of Global Warming. The verbal dialogue around Global Warming is tired, bouncing off a public that has heard it all before, but Jaron Lanier’s concept of post-symbolic communication (communication without symbols) in virtual realities could further educate and involve the public in topics, such as Global Warming, obesity, or the environment, that are otherwise widely dismissed with boredom.

Furthermore the interactivity of video games could allow consumers to actively participate in solving these problems, contributing to what would become a virtual knowledge society applicable in real life.

This concept could be implemented by organisations such as World Wildlife Fund (WWF) or Greenpeace to enhance their campaigns, namely ‘gamifying’ the issue to reach more people with greater effect.

Although this may seem idealistic, it will not be long before such a concept is plausible. In the future ‘simulations will break down the artificial barriers between what we learn and what we do and between understanding our history and controlling our future. (Aldrich 2005, pp. 34). As an aspiring communications specialist I hope to be riding the forefront of the ‘gamification wave’ to create a true difference within both the virtual, and the real, world.

References:

Flew, T. (2008). New Media, An Introduction. (3^rd ed.). Victoria: Oxford University Press.

Walshe, D., Lewis, E., Kim, S., O’Sullivan, K., Wiederhold, B. (2003). CyberPsychology & Behavior. Exploring the Use of Computer games and Virtual Realty in Exposure Therapy for Fear of Driving Following a Motor Vehicle Accident, 6(3), 329-334. Doi: 10.1089/109493103322011641

Accessed via: http://www.liebertonline.com

Aldrich, C. (2005). Learning By Doing, A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-learning and Other Educational Experiences. San Francisco: John Wiley & Sons, Inc.

The Guardian as cited in Flew, T. (2008). New Media, An Introduction. (3^rd ed.). Victoria: Oxford University Press.

WorldWithoutOil (Producer). (2008, Feburary 20). Welcome to a World Without Oil. [Youtube Video]. Accessed 2011 November 15 via: http://www.youtube.com/watch?v=M-hzUGFD-Gc

Blog Week 7; Collective Intelligence and Networking

“Good evening, I am Caitlin Bishop reporting for DMS news; tonight’s top story is the uprising of the student movement in Athens and I am writing this story, having never been to Athens, from the comfort of my bedroom in Palm Beach, Australia.”

           

Although I am not actually reporting on any movement in Athens (I have a blog to write!) the above scenario could be possible. With the extensive social networks that exists over the Internet, the information network that is the Internet and the collective intelligence that these networks create, information and knowledge is accessible and applicable to any budding journalist/writer such as myself.

Collective intelligence is defined as “the results gained from collaboration and the sharing of information, as well as through competition, between many individuals; it is the primary objective of knowledge management.” (http://www.quantum3.co.za/CI%20Glossary.htm)

(http://www.google.com/imgres?q=global+intelligence)

As new media emerges, partnered with the Web 2.0, an exorbitant amount of information can be shared and consumed through the Internet, thus forming an information network. This technology also allows content consumers to become content creators, and interact with the media in ways never seen before. An inevitable byproduct of these factors is networking; relationships and connections formed between people, or organizations, existing in a digital world.

A network is defined as ‘any interconnected set of points, which could be persons, places, organisations, machines and so on. In communication, interest focuses on the flow of information through the ‘lines’ of a network’ (McQuail, 2010 pp. 564).

For the eager and studious characters studying Digital Media and Society at Bond University the notion of collective intelligence and networking should not be taken lightly. The implications and consequences of these concepts relate heavily to the field of media and communication, while at the same time increasing the importance of these fields in today’s society (Flew, 2008). Yet it is not just the communication/media students that should be pondering, when one considers the extent of Internet penetration, 80% penetration in Australia, and how quickly online-use is growing, soon, those not affected will be few and far between.

Flew (2008) outlines the benefits to organisations of networking, they include (Flew, 2008 pp 81);

-       ‘The capacity for collective learning among agents across the network

-       Accrual of legitimacy or status for individual agents from being part of a larger network

-       Greater ‘adaptiveness’ to unanticipated changes in the wider socio-economic environment

-       Minimising forms of vulnerability arising from resource dependency upon others’

-        

Possibly, Flew (2008) could have elaborated upon these benefits to encompass the individual. For example, as an aspiring journalist who would prefer to make a living freelancing as opposed to working ‘for the man’ the dream is no longer residing on some far away cloud. Instead, through networks such as ‘The Cloud’, as an individual I have greater agency, greater access to learning and information and less need to depend on others, than ever before.

‘Take my autograph now ladies and gentlemen’, through networking and the deployment of collective intelligence aspiring media professionals, in fact all those connected to a network, are faced with endless opportunities to be heard, recognized and possibly make profit from their contributions.

Flew (2008) could have also considered how networking eliminates the tyranny of the individual through interaction and participation. Allowing the knowledge possessed by individuals to be extended into the digital world. This allowance is slowly moving society from an individual to collectivist culture.

Manuel Castells (2005) elaborates on this concept; he argues the industrial revolution was based upon vertically arranged organisations such as churches, armies and hierarchical businesses. During this time networks were more private, local relationships built around a common goal. Extended or obscure networks were unsustainable in the public sphere because there was no way to form and maintain widespread contacts. Because of this a ‘collective intelligence’ could not exist, the intelligence was supplied through the establishments and ‘the masses’ could not contribute to this body of information.

The emergence of digital technology and new media has given networking a ‘backbone’ (Castells, 2005 pp. 4) to retain the flexible, adaptive and decentralized nature of the network while providing the means to establish and develop connections. Such diverse connections will, in turn, further enhance the network. This cycle is leading to a ‘network society’ where the amount of people connected directly relates to the value of the network; as more people contribute the collective intelligence increases.

The origins of the network society include ‘information becoming the raw material of economic activity’ and ‘the pervasive effects of Information Communication Technologies (ICTs) through all realms of human social activity,’ (Manuel in Flew, 2008 pp 88).

As is obvious, the vertical and individualist nature of the industrial economy is slowly becoming redundant; an economy built through networking demands a a flatter power structure and a collective resource of intelligence.

Furthermore, because there are no pre-determined rules or regulations involved, a network revolves around a set of behaviours or values. (Flew, 2008). This means the rigidness of hierarchical organizations has to be eliminated or they simply will not survive in today’s economy (Flew, 2008).

Consequently and thankfully, I do not have to suffer being called into the boss’s office on the first day of a journalism cadetship to be told to collect coffees or cover the small-time-celebrity watch before I develop the ‘legitimacy’ to be published, or gain access to report the important stories. Instead, because of the flexibility of networking and opportunities supplied by new technology, I can easily access information privately and my work can be recognized or published digitally without me having set foot in the boss’s office.

Furthermore I can use networks to connect with people across the world. If I want to interview a student in Athens, I will be able to do so through a social network, if I wish to view an ‘everyday perspective’ as opposed to one condoned through governments or institutions I can do so through blogs and finally I can contribute to, and interact with, this ocean of information using my own ICT devices that converge between each other. National borders and time, space or physical limitations no longer apply and the worlds ‘collective intelligence’ continues to be reinforced.

What is startling is that I can do all this and I have not yet graduated. The power has shifted, from media establishments controlling the information available to the public, to consumers not only accessing but producing this information. This phenomenon will further increase as the network society takes over; the increasing number of people connected will increase the value of collective intelligence.

The potential power this holds is unbelievable; an example can be seen in the uprising in Libya. An entire regime was overthrown using social media and networking. Everyday people from around the world connected through the Internet supporting each other and informing each other to make a change to society and the world.

And now, at the completion of my blog, I could write a news story, or feature, regarding events occurring on the other side of the world. Using networks offered over the Internet while dipping into the ‘collective intelligence bucket’ of information and knowledge I have the means to inform my own eventual and inevitable contribution to the same bucket.

Resources:

Flew, T. (2008). New Media, An Introduction. (3^rd ed.). Victoria: Oxford University Press.

McQuail, D. (2010). Mass Communication Theory. (6^th ed.). London: Sage Publications.

Castells, M. (2005). The Network Society, From Knowledge to Policy. Washington: Centre for Transatlantic Relations.

Minwatts Marketing Group. (2011). Internet World Stats. Retrieved October, 26, from: http://www.internetworldstats.com/stats.htm

Libyanym (Producer). (2011, October 21). ITV: Role of Social Media in the Libyan Revolution-London Celebrates Capture and Death of Gaddafi. [Youtube Video]. Accessed via: http://www.youtube.com/watch?v=pW1RPNjeKZY

Blog Week 5; The Global Knowledge Economy

Trade your hard hats and high-vis vest for thinking hats and entrepreneurial spirit, the ‘Global Knowledge Economy’ is stronger than ever and it seems the future of this world lies within creation, innovation and new ideas.

The definition of a ‘Global Knowledge Economy’ is somewhat elusive, it stems from ‘globalization’ which is the ‘overall process whereby the location of production, transmission and reception of media content ceases to be geographically fixed, partly as a result of technology but also through international media structure and organisation’ (McQuail, 2010, pp. 558) and the idea of a ‘knowledge economy’ which suggests ‘the increase in the stock of useful knowledge and the extension of its application are the essence of modern economic growth’ (Teece, 2003 pp. 47).

But what does this mean?, according to Flew (2008) the shift from a manufacturing economy to a knowledge economy results in the following:

-                     “Both production and consumption processes are becoming increasingly complex and sophisticated

-                     Increasingly advanced knowledge and skills are being required in many processes of production

-                     Consumers also face increasingly complex decisions about evaluating the quality of goods and services on offer

-                     There is an increasing reliance on specialist or idiosyncratic skills

-                     The use and transfer of information is becoming increasingly important in economic and social activities

-                     Uncertainty is increasingly central to all aspects of economic and social life”

(Flew, 2008, pp. 198)

Taking a more selfish perspective; the shift to a ‘Global Knowledge Economy’ means, for a budding journalist (hopefully) come media extraordinaire like myself, there has never been a better (or more competitive) time to graduate.

Because consumers have more choice in the media they use, because they are relying heavily on information to make decisions about their actions and because there is an increased uncertainty - which, in turn, demands more information- the focus of those seeking knowledge has moved from regulated ‘mass media’ to that magical source; The Internet.

As an aspiring journalist the Internet offers a whole world of publication possibilities that once upon a time would have not been available to someone in my position. Yet it also has resulted in a phenomenon Flew has failed to recognize; that the globalization of knowledge and information means consumer identity, not just social activities, are being influenced by the media and that new media technologies have empowered consumers to become producers in media themselves, thus reinforcing their developing identity.

This empowerment, enabling consumers to relay news and information through social media such as Facebook and twitter and furthermore establish their own, and influence others, identities through the writing of blogs, production of youtube videos or development of podcasts, has turned the media world upside down. The movement is enhanced by, and partnered with, the concept of e-commerce. E-commerce is defined as the ‘buying and selling of products or services over electronic systems such as the Internet and other computer networks’ (Wikipedia).

Companies that have taken advantage of the e-commerce phenomenon as well as the consumer and producer overlap is Kindle and Amazon. Flew could not have anticipated the introduction and implications of Amazon’s Kindle Direct Publishing; not only can ‘consumers come producers’ use social media, blogs and websites to contribute to the ‘Global Knowledge Economy’ they can also reap financial rewards through publishing their work to be sold online. Furthermore the accessibility and availability of choice for the consumer is enhanced, with the opportunity to buy books, chapters of books or experts from books extremely inexpensively.

This idea is related inevitably to the iPad and similar tablets. Flew could not have predicted the extent of convergence these devices offer. Enabling people around the globe to record, capture using camera or film, write, edit and transmit their own media creation using a single device while at the same time consume more media through the same tablet. A study done by Reed College predicts digital tablets will become increasingly popular, with the eReader presenting a high selling point (Marmarelli, 2011). Everyday consumers are playing an active part in the technological economy and thus enhancing globalization. From a journalist’s perspective, what could be scarier than a world of competition?

This relates back to Flews solutions (mentioned above) for professionals working within the knowledge economy. In order to be heard and recognized amongst the fray of consumer/producers, social media, and information overload on the internet, journalists and media professionals are being forced to recognize what Flew suggests; there is now a increased requirement of knowledge and skills for professionals and increased pressure to specialize in one unique field or niche in the market (Flew, 2008, pp. 198).

Journalists are having to become photographers, video cameramen, sounds editors, broadcast editors and, of course, writers all at once. There is now a higher level of skill needed for journalists to be employable or publishable while competing with the rest of the world. This goes hand in hand with creativity; combining creativity with information will appeal to consumers who are now not only hungry for information but also for identity-boosting stimuli.

Furthermore, Flew’s suggestion that media professionals use idiosyncrasy to make their mark in the knowledge economy, should now be regarded as essential. It is time for aspiring journalists to find themselves a unique and specialized niche – find something creative to offer that cannot be accessed through regular blogs, social media or other means. Make your specialty the only option in the massive variety of choices consumers face.

Fortunately because of the uprising of e-commerce this is not only possible, it is profitable. The traditional definition of mass media is slowly being made redundant and media production no longer has to be in the interest of, or for the interests of, the mass public. Media production can be targeted to any niche or specialty with an extensive and eager audience willing to purchase and utilize this niche based media.  Such opportunities are not confined geographically and can be accessed by anyone.

While this offers a saving grace for trained media professionals and journalists it also contributes dramatically to globalization. There are no longer defined national borders because information and knowledge produced on one side of the world can now be accessed and utilized on the other. Although this may be detrimental to individual cultures, it presents an exciting prospect for the world as a whole. The global culture is becoming one of efficiency, creativity and expression (Flew, 2008). Not Flew, not anyone, can completely understand or comprehend the future of, and consequences relating to, the developing ‘Global Knowledge Economy’.

 References: 

Flew, T. (2008). New Media, An Introduction. (3^rd ed.). Victoria: Oxford University Press.

McQuail, D. (2010). Mass Communication Theory. (6^th ed.). London: Sage Publications.

Teece, J. (2003). Essays in Technology Management and Policy. London: World Scientific.

Marmarelli, T. (2011). The Reed College iPad Study. Oregon USA: The Reed Institute.