A Plague on Online Advertising I Say!

One of the organizations I serve as a Board Member, SHS, recently suggested mounting an email fund raising campaign. Below is my reply to my fellow Board Members.

SHSBanner

“Dear All,

In this age of the internet, my personal response to online advertising is particularly negative. I always block messages from individuals and organizations that send me multiple appeals to give or to buy. I don’t click on ads that decorate the web pages I visit even if I am actually interested in the product. I generally don’t return to sites that mix ads with content in a way that makes it difficult for the reader to tell the difference. I don’t visit news feeds and blogs that cover more than 15% of the screen space with unrelated images or text. This is my way of voting with my dollars and my patronage. It is so easy for advertisers to barrage the public with unchosen messages that I believe we’ll gradually lose the ability to avoid them if we YIVOimagedon’t fight back now. I would be very disappointed if SHS engaged in this practice. Even though the YIVO appeal is quite visually attractive, it is still advertising. This practice might appear to be successful at first but, IMHO, it will backfire in the long run.

I will support our strategy of making personal contact with potential sponsors by phone, snail-mail and personal email. I am also ok with “user-pull” strategies such as including small buttons on web pages that reveal the ad or appeal only when the visitor clicks on it. If we decide we need to be in more frequent contact with potential supporters, we might consider sending out single SHS Newsletter articles monthly. Each article could carry a donate button. This mailing would work like a free subscription service and should also carry a subscription cancellation button. Without that option we risk forcing resisters such as myself to block all communication from us so that we can not reach them, even occasionally. When users block our communication channel everybody loses: users can no longer receive the messages they do want from us and our overall readership decreases.

Let’s think this process through before we embark on a funding campaign that will hurt us down the road.”

How do your  organizations use the internet for fund raising?

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THE DIGITAL BOUNDARIES OF SHARING

 

THE DIGITAL BOUNDARIES OF SHARING

The following article is reblogged from Paula Bialski’s blog

As a sociologist plopped into an interdisciplinary environment run mainly by media philosophers and media historians (Digital Cultures Research Lab where I’ve been working for the past year [2014]), I was surrounded by questions that made me re-think the way in which basic social problems come to exist. The problem I was recently trying to unpack was one of sharing – a sociological (as well as economic and anthropological) problem which can be linked to all sorts of notions of kinship, gift-giving, markets, trust, friendship, and reciprocity, among others. I stumbled across the idea of sharing and reciprocity during my doctoral work, where I spent a few years conducting ethnography with couchsurfers and ride-sharers who told me a bit or two about the values of reciprocity, and what sharing was really all about. But along came these media studies and software studies nerds and told me that media, interfaces, and software, as well as the geeks who make such software, do indeed largely contribute to what is being shared, with whom, and for what purposes. If anybody out there has suggestions on great ways of unpacking the technological infrastructure that influences our social practices – (STS folks, ANT folks, software studies folks?) – let me know.

So, Paula, here are some thoughts from Liza about sharing and computing.

1) Information, specifically digital stuff, is categorically different from the kinds of stuff we used to learn about in physics and philosophy. Matter, or physical stuff, has weight and takes up space. If you move it from one place to another it is gone from the first location.

A piece of bread

A piece of bread is a physical object

It takes time to move it over a distance. If I give you a diamond ring I don’t have it any more. To share it with you I must either give up my possession of it or divide it in some way so that it is a fundamentally different object and the original is destroyed. It makes sense to sell such stuff because when I transfer it to you I experience a loss.

Concepts, or abstract stuff, like love, beauty, honor and evil, are, well, abstract, they have no physical existence. They can be shared infinitely. Perhaps they have no meaning or existence if they are not shared by sentient beings. The quantity, the number of experiences of each concept, increases when they are shared. Their value, in the economic sense, is incalculable. What about information, a computer program or a poem or a bank account balance? These are patterns carried on a physical medium (say, a disk drive) but infinitely replicable. A copy is just as good as the original and the cost of making and transmitting the copy is negligible compared to the cost of creating the first one. Once I’ve created a computer program or a poem I lose nothing by sharing it — well, the bank account may be a red herring. More on that later.

My point is that we need to explore the conventions of reciprocity for information to see if we want different rules to apply to it — rules different from those we use for matter and abstract ideas. Our contemporary conventions surrounding ownership, copyrights, trademarks, patents, trade secrets, user licensing and fair use are not working very well in this new information age. They may actually be inhibiting large sections of the world population from benefiting from this kind of “wealth”.

2) You say (above) “media, interfaces, and software, as well as the geeks who make such software, do indeed largely contribute to what is being shared, with whom, and for what purposes.” This is true when you are looking at the mechanics of sharing physical stuff (e.g. ebay that facilitates the exchange goods) or services that are physically limited stuff (a night’s occupancy of a couch or transportation of a person from Berlin to London). A more profound instance of sharing is encountered when the “stuff” is infinitely reproducible information that gains value in proportion to the number of people who use it.

3) The geeks you mention spend their lives creating and sharing information, the nonphysical stuff that they still have even after they give it away or sell it.

Geeks from Getty images. Men and women gathered in front of a large computer monitor

Geeks probably sharing information

Even if they aren’t thinking consciously about it, these folks — IT folks — are living in a world where the consequences of sharing and reciprocity are fundamentally different from our familiar market system of exchanging goods and services. Their limitations are not based on physical space, natural resources, time and cost of transportation, or cost of manufacture. Rather, their resources are individual brainpower, shared know-how, access to computing equipment (which is becoming exponentially cheaper and more available) and installed base of users. The only scarce resource is their mental labor which they usually delight in exercising. Two consequences of this situation are the open source software movement and its companion, open educational resources. Our producer-consumer society is struggling to figure out how to integrate these and similar developments without causing major disruption to our existing distribution systems.

 

Paula, IMHO, if we want to unpack “the technological infrastructure that influences our social practices” we would do well to expand on these three themes and incorporate them into our theoretical frame. I expect that others in your Digital Cultures Research Lab are already discussing these points. Perhaps we could encourage them to share their work with the academically-unwashed, English-speaking public by contributing to this blog and yours.

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Girls, Coding and History

Whirlwind Computer, 1951 with 3 men and 1 woman

Whirlwind Computer, 1951

The article,

Innovators Assemble: Ada Lovelace, Walter Isaacson, and the Superheroines of Computing

featured in the latest online issue of the Communications of the ACM got me to thinking…

What’s keeping girls out of computing today?

I invite you to consider two differences between the social circumstances under which the historical female programmers/operators in the article got into computing and the path we are encouraging girls to follow today. Although Lovelace is an exception, most of the war-years computer women had already left school before they started to work with machines. They may have demonstrated math or mechanical ability earlier but they received their computer training on the job. There were no computer classes in high schools, colleges or universities. (Lovelace was tutored privately so she, too, did not learn math in a crowded classroom).

Fast forward to today and our campaigns to get girls into coding. To qualify for a job in this field, girls will have had to brave co-ed classrooms with cliques of boys who pick on geeky girls and cliques of non-geeky girls who are likely to be even more punishing. The pressure against geekiness was even present, although probably less harsh, during my own personal experience in an all girls private high-school.

10 kids, about 2nd grade, in modern computer classroom.

Boys still on one side, girls on the other

At the 1979 computer literacy project, ComputerTownUSA!, initiated by Bob Albrecht and Ramon Zamora, we found that we had to plan “girls only” events to keep the boys from crowding the girls away from the keyboard. This says nothing about aptitude for the task but does suggest that some “affirmative action” is necessary to create an environment in which most girls will be willing to learn computing.

A second difference in social context is the war effort during the 1940s. Then, women moved into many male-dominated occupations and were considered patriots because the boys were at the front.

It was an era of full-employment when all hands (and minds) were needed regardless of gender. Today’s climate of unemployment and downward wage pressure amplifies competition which sometime emerges as sexist rationale. Those who dominate a field, in this case, white males, are likely to use any excuse to make the classroom and workplace inhospitable to competitors. Highlighting historic women technologists and contemporary female role models can go a long way toward encouraging today’s girls to aspire to STEM careers. In addition, we need to create work environments where boys and men, who are still brought up with an ethic that they should be bringing home the bacon, are not moved or permitted to harass girls and women in order to protect their own status.

Poster of 1940's woman in red bandana using an electric drill

Patriots.

 

Of course, this essay doesn’t solve the problem. But we do an injustice to young women if we use historical figures to encourage them to enter the fray and don’t point out that they face some significantly different challenges from their forebears.

I’d like to hear your ideas about how we can get more girls and women involved in the creative side of computing and even whether you think this is a good idea. The form below will help continue the conversation.

 

 

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Rules/Goals for education – Response to Joel

Joel Josephson is a member of the Learning without Frontiers Group on LinkedIn. He describes himself as follows:

“an uneducated educator, he never went to university but today is involved in initiating European Union education projects that are targeted at creating learning systems and methodologies for the future education of children.”

In April 2013 he spoke at a TedX on education. (“Joel’s talk” )

In late July he posted on the LinkedIn group: “8 rules for education

Joel lists:

1. Autonomy
2. Personal relevance
3. Collaboration
4. Self-criticism
5. Autodidacts
6. Creative and emotional
7. No stress
8. Parents

I replied: Nice set of goals, Joel. I look forward to visiting you other postings to see whether you address how to implement these. I have a number of suggestions in case you are looking for more ideas. Please let me know.

Also, perhaps one more goal would be helpful to add to your list for young learners: being aware of one’s own learning modality strengths and weaknesses. By this I mean that even 4, 5 and 6 year olds can become conscious of whether they acquire information faster and retain it longer by looking at still pictures, videos (with or without audio), audio only or spoken live. The same type of differentiation can be explored within the medium of text as soon as they learn to read. When learning a motor skill children can understand whether they prefer to watch a demonstration first or jump right in to the activity. They also can pace themselves in terms of how far to break a task down into small steps. With mastery of these parameters of their own learning in hand youngsters can more effectively decrease their stress and become the autodidacts you admire.

–     –     –    –     –     –

I find social media to be a good screening device for locating people who have interests similar to mine. But I’m always disappointed by the difficulty of having a serious discussion using these communication tools. Joel’s comments are tantalizing but lack the detail I look for to understand how his ideas might be implemented in real world schools. Of course, he has given us links to his TED talk and his blog. Still, I want dialog, no, I want multilog.  I want to put my ideas together with those of other people so we can generate a document or product that someone can use after we’ve hashed out the details.

Wikis were designed to do just this kind of collaborative work. Sadly, even though the platform is quite flexible, my experience is that very few people are willing to engage on a wiki and the ones I start end up more like blogs — I write a lot and occasionally someone adds a brief comment.

Perhaps I’m seeing the result of not enough of Joel’s #3 and a little too much of his #4. Is there a better collaborative platform out there that I’ve missed?

 

 

For more on Joel, see: https://www.linkedin.com/groupItem?view=&gid=3141501&type=member&item=5903577365379837952&qid=47f489e3-292f-46e8-b356-415c38d03f0b&trk=groups_most_recent-0-b-ttl&goback=.gde_3141501_member_22653084.gmr_3141501

 

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I love open source people!

I just had two awesome conversations with folks who work with CiviCRM, an open-source, constituency relations management platform.  Each of these young gentlemen was knowledgeable, cordial, helpful and imaginative.  Of course they would be — they donate a portion of their work time and know-how to support free software used by nonprofit organizations world-wide.

The challenge of the “open” movement is how to generously participate in the “sharing economy” without starving in a world dominated by “the dismal science” (economics – meaning a money economy).  The fundamental assumption of economic theory is “scarcity” — that to have economic value there must be a shortage or limited supply of something.  Economic theories do not apply in a context of abundance and we modern folks have forgotten that  economic value is not the only kind.  We live in an abundant place and time in human history — we have mental and physical energy to spare.  Most of us are so blind to this that we tend to hoard our goods and services. Even if abundance threatens we create artificial shortages.  If I give away the surplus zucchini my garden produces the local grocer will complain that I’m destroying the market that creates his livelihood.  He’s right.  Moving away from scarcity economics will require major adjustments in the way we think about wealth and interact as a society.

Curiously, it’s the folks at the top and the bottom of the money economy spectrum who are most likely to discover the non-economic, sharing economy.  Those at the bottom don’t have any money so they can’t participate fully in the market system and must find other ways of surviving.  Those at the top often discover that they can’t take their accumulated wealth with them and their kids are already sated so they’d better start sharing.

Luckily there are a growing number of people in the middle who are waking up to the idea that openly giving away goods and services, sharing, bartering and exchanging freely, enriches their lives in ways that money can’t. I just met two of them. Eventually I’ll pay them for some of their services.  But the bedrock of our relationships will be the knowledge that giving freely of their surplus energy is likely to generate more rewards than holding out for a higher bidder.  I’ll be richer for my collaboration with them and you can bet I’ll make sure they are too.

 

 

 

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