Sunday, 6 June 2010

http://www.guardian.co.uk/business/2010/jun/06/free-blinkbox-films-anti-piracy

Warner Bros' Sherlock Holmes is one of the films available free during the Full Stream Ahead anti-piracy campagn. Photograph: Alex Bailey
Movie fans are being given the chance to watch their choice of blockbusters at home for nothing, as a host of Hollywood studios team up with UK-based technology firm Blinkbox to run a week-long free streaming service in an effort to lure internet users away from pirated material.

As part of the "Full Stream Ahead" campaign, which is backed by the UK Film Council and BFI, and launches tomorrow, anyone accessing the Blinkbox website from fullstreamahead.co.uk will be offered £20 credit to spend on films from studios including Paramount, Sony Pictures, Universal, 20th Century Fox and Warner Bros. Titles include Avatar, Sherlock Holmes and Up in the Air.

Users will be able to stream their choices over the internet and watch them on their computer or – if they have the right cables – on their television.

Music streaming services such as Spotify have proved a hit, helping to arrest some of the piracy that has affected that industry. The film studios are hoping video streaming services will do a similar job, attracting people who may otherwise succumb to unlawful filesharing networks. Many British consumers already use catch-up TV streaming services such as the BBC iPlayer, 4OD and the ITV Player.

"We are doing it much earlier," says Michael Comish, chief executive and co-founder of Blinkbox. "By the time the music industry enabled strong and good-quality legal [streaming] services it was arguably too late. We are in the early days of digital retail for movies, and our ambition is to make people aware of the benefits of streaming services before it is too late."

Research by Global Web Index last year showed that web users were turning to unlawful filesharing sites because the content they wanted was not easily available elsewhere. The survey showed that 45% of filesharers said they would consume films legally if the technology allowed them.

Previously unpublished findings by Trendstream, the UK-based consultancy, show that 28% of those using peer-to-peer filesharing to view unauthorised content do so because it offers instant access. The movie industry hopes that streaming services, which offer similar access, may bring these people back into the fold.

Blinkbox, backed by venture capital firms Eden Ventures, Nordic Venture Partners and Arts Alliance, already has more than 1.2 million users a month, who between them watch about 5m streams per month. While it does not stream content in high-definition, Comish, the former head of new media at Channel 4, said picture quality was good on the average residential broadband line - which runs at between 3Mb and 4Mb per second - while anyone with a slower connection can reduce the file size that they are viewing in order to get a reliable service.

"If millions of people take up this offer, yes, it is going to cost us a lot of money," he said. "But the cost of not doing it is far larger. If we do not make people aware that there is good-quality streaming video available, then we will hit a tipping point in online piracy."

Thursday, 27 May 2010

Very useful guidance from Big Chief!


How to do an exam answer

With three weeks to go to the G325 exam, it's time to see how the material you have gathered might be used in answering the questions. First we will look at questions 1a and 1b, then at the questions on Media in the online age.

These were the questions in January, so obviously the June exam will not feature the same ones (!) but the general principles which I shall explain here will still apply.
The first steps for these two questions is to read the instructions! You also need to consider the number of marks available relative to the time for the exam as a whole. It's two hours long and worth 100 marks, so a 25 mark question should be completed in a quarter of that time (30 minutes). that's how long you should devote to each of these questions. If you prefer to do Section B (the 50 mark question) first, that's fine- you can answer questions in any order. Just make sure you do answer all three and you devote the right amount of time to each.

So in terms of instruction, the main things to note here are that for 1a you write about ALL of your work across the course (and you can write about anything else you might have made on other courses or in your spare time too!) and for 1b you just write about ONE of your productions. Try not to overlap too much, so that each answer is different.

1a is entirely concerned about skills development, but the area that comes up will be quite specific. So as you can see, in January, it was about development of skills in research and planning; the other areas which can come up are skills in:

digital technology use
post-production
use of real media conventions
creativity

It is possible that a question might refer to two of these categories, so be prepared to talk about any/all of them!

a few tips on what they mean:

digital technology refers to hardware, software and online technology, so the cameras, the computers, the packages you used and the programs online that you have worked with. It is worth considering how all this inter-links.

post-production would actually fall under digital technology as well, so if that comes up it would probably represent an expansion of points you'd make in one section of digital technology. It is really about everything you do after constructing the raw materials for your production; so once you have taken photos and written text, how do you manipulate it all in photoshop or desktop publishing for a print product or once you have shot your video, what do you do to it in editing.

research refers to looking at real media and audiences to inform your thinking about a media production and also how you record all that research; planning refers to all the creative and logistical thinking and all the organisation that goes on in putting the production together so that everything works and again gives you the chance to write about how you kept records of it.

Creativity is the hardest one in many ways because it involves thinking about what the creative process might mean. Wikipedia describes it as "a mental process involving the discovery of newideas or concepts, or new associations of the existing ideas or concepts, fueled by the process of either conscious or unconsciousinsight." For your projects it might involve considering where ideas came from, how you worked collaboratively to share ideas, how you changed things or even how you used tools like the programs to achieve something imaginative.

Use of real media conventions involves consideration of other texts that you looked at and how skilfully you were able to weave their conventions into your work or ways in which you might have challenged them.

You will notice that most of the above were areas that you covered in the evaluation task at the end of each of your productions. This time, you are putting together ideas from evaluations and standing a bit further back to look across your production work and reflecting on how you developed across the course. You should feel free to acknowledge weaknesses and to reflect upon how you learned from them and how you overcame problems. It is not a place to be defensive about your work but to really reflect on it!

so how would you organise an answer?

paragraph 1 should be an introduction which explains which projects you did. It can be quite short.

paragraph 2 should pick up the skill area and perhaps suggest something about your starting point with it- what skills did you have already and how were these illustrated. use an example.

paragraph 3 should talk through your use of that skill in early projects and what you learned and developed through these. again there should be examples to support all that you say.

paragraph 4 should go on to demonstrate how the skill developed in later projects, again backed by examples, and reflecting back on how this represents moves forward for you from your early position.

paragraph 5 short conclusion

Remember it's only half an hour and you need to range across all your work!

Question 1b

I like to think of this question as being about moving a couple of steps away from your production work and imagining you are someone else looking at it for the first time. How would you analyse this music video, this magazine or whatever? Imagine you didn't make it but that it is a real media production.

Again the question will specify an area/concept for you to apply. The areas that could come up are:

Audience
Narrative
Genre
Representation
Media Language

For each area there are theories or ideas which your teachers will have introduced you to which you need to know a bit about and then you have to apply those ideas to ONE of your productions and analyse it accordingly. Decide in advance which piece you will write about and make sure that whatever the concept, you can actually do it. Again, here is a bit of a breakdown of what the five concepts might involve.

Audience can refer to how media products target audiences, which audiences actually consume media products, but most interestingly how media audiences actually read or make sense of media products and what they might do with them. There is a lot of interesting material on all this and you should certainly be familiar with some of it.

Genre is all about the ways in which we categorise media texts. Whatever you have made will in some way relate to other examples of the same genre, whether it be in print, audio, video or online. Again a lot of different media critics have written their own 'take' on genre and this would be useful to apply to your work.

Narrative is about how stories are told. Applying different models of narrative structure to your work may reveal unconscious things that you did in the way you have constructed it. Again a familiarity with some of these models or theories will be helpful in the exam.

Media Language is probably the most open one if it comes up, because it allows you to talk about the other areas as well (genre, narrative, audience) as it is about the techniques and conventions of different forms of media (how shots are organised in film, how text is laid out on a page).

Finally, representation particularly focuses on the ways in which particular social groups are presented back to us by the media. So in your case how have you portrayed young people or females or males in your work? what messages are implied in what you have constructed and what would particular types of criticism (e.g. feminism) make of it?

so again, how do we write about this in half an hour?

para 1 Intro: which of your projects are you going to write about? briefly describe it

para 2: what are some of the key features of the concept you are being asked to apply? maybe outline some of the theories briefly

para 3; start to apply the concept, making close reference to your production

para 4: try to show ways in which ideas work in relation to your production and also ways in which those ideas might not apply/could be challenged

para 5; conclusion

So there's the first part of the exam! Next is part B- media in the online age!

How to do an exam answer: Media in the online age

Here are the January questions for this topic (click on image to enlarge)

At the top of the paper, for all topics, there is an instruction that you need to refer to the past, contemporary media and future possibilities and that you should use case study examples to support your arguments. You also need to have some reference to media theory and to refer to examples from at least two media areas. Since 20 of the marks are for explanation, argument and analysis (EAA), twenty are for use of examples (EG) and 10 are for use of terminology (T), you can see that this is not an easy task. In this post, I am going to try to show how you can make the most of your material (including examples from previous posts on this blog) to do a good answer.

So how would we go about answering these questions? Links refer to examples used previously on this blog so you can read more

Step 1: Identify what the question is about.

Exam questions are often written to a bit of a formula- 'to what extent...' 'how far...' '...discuss' - you'll see these a lot in G325. what they are all doing is asking you to consider a debate and to look at both sides of something, not just to prove a point. So when Q.8 asks for a discussion of whether the impact of the internet is revolutionary, it is not setting it as a statement of fact, but asking 'how far' this is true. Similarly, q.9, which refers to distribution and consumption, is asking whether the internet has made these things very different. So there are similarities between the two questions, though the second one gives you more to tie your answer to, where the first one is quite open. In both cases, though, what you use for case studies is really open to your choice!

Step 2: decide which of the two questions to do

Step 3: note down a plan, with the main points you want to cover and the examples you want to use. Break this down so you cover all the areas needed

Examples
Media areas x2 or more
Which theory/critics to reference- it just means whose ideas do you want to mention
Main arguments
Past?
Present?
Future?
terminology

If you run out of time, the examiner can at least give you credit for where you would have gone.
remember, you could answer this section before you do 1a and 1b if you want.

Step 4 Write an Intro

keep it short and simple. for example- 'In this essay I shall consider how far web microseries and internet memes demonstrate the changing nature of distribution and consumption of the media'

This intro already uses two bits of terminology (microseries and memes) and shows you are going to address the question (distribution and consumption).

If you know that you are going to use the ideas of contemporary critics, you could go on to say 'I shall refer to the ideas of David Gauntlett and Michael Wesch to consider whether the arguments they make about Web 2.0 really do suggest that the media has changed dramatically.'

Step 5 get on with it: case study 1

this is where you discuss your first example- microseries. First define the term. Second, outline some examples and show what their conventions are (episode length, typical content, how distributed, type and size of audience). Third, start to suggest why this might be something different from TV (no scheduling, small budget, no big institution making it- sometimes, watch anytime, chance to comment or even interact) for the audience. Draw upon Gauntlett to contrast this kind of production with conventional Tv production/distribution. Maybe note that actually some of this stuff is made by big companies anyway...Note that in drawing comparisons with TV you have addressed your second media area, the web being your first.

Step 6 case study 2

your second example- internet memes. Define the term, outline some examples and how they spread (via social networking, youtube, viral e-mail etc). talk about how they evolve as other people make new versions of them (see the coppercab videos and click on various links on youtube to see this evolution in action). Bring in Wesch's ideas about how these spread (the first five minutes of his video talk about numa numa guy as an example).

Step 7 pull your ideas together, preparing for conclusions

... an attempt to ensure that you explicitly address past, present and future and that you argue with the critics rather than just accepting their view.

make some points about the audience changing - we spend more time online, informal distribution of media is growing via social networks and e-mail, maybe some of us make stuff ourselves to distribute (as Gauntlett and Wesch suggest). Maybe speculate that this could grow even further in the future. But... the sting in the tail is that Tv is still going strong, these online communities we belong to are still owned by big companies and much of what is being consumed is actually just transferred from one medium to another; Wesch argues that it is all getting more democratic, but is contributing to memes really democracy in action or just a form of play with no wider significance? Gauntlett's 'the media were like Gods..' - has that really changed? were audiences ever as passive as his model characterises them? Are they really that much more active now? isn't it just a tiny percentage who actually make stuff to put online?

This essay model just uses stuff from a few of my posts. You could take a totally different approach, using other posts as a starting point- for example talking about collaborative texts as a new role for audiences or about the changes to the music industry illustrated hereand in much more detail here. Or you could answer the question about revolutionary change by reference to technology and consider whether it makes any difference at all.

Remember- your choice of case studies is up to you. What you know about them and how you are able to relate them to ideas is where the marks come in!

Monday, 24 May 2010

The Themes that may come up:

How have online media developed?
What has been the impact of the internet on media production?
How is consumer behaviour & audience response transformed by online media, in relation to the past?
To what extent has convergence transformed the media?

Explore using combinations of any two media (can be in their converged forms:
internet & film industry
music downloading & distribution
onlineTV
news gathering TV & Print & move to online

ractice A2 questions.
2 hour examination
Spend one hour, reading your notes and planning this, then put your notes away and write for 2 hours. 3 hours out of your life to guarantee success!
Section A: Theoretical Evaluation of Production
1a) ‘Fail to plan and you plan to fail’. How important was your research and planning in helping you to target a specific audience? Refer to both foundation & advanced portfolios. (25 marks)
1b) What role did the concept of narrative play in the development of one of your productions?  (25 marks)
Section B: Online Media
  1. ‘Without convergence the internet would be obsolete’. How far do you agree or disagree with this statement in terms of audiences and institutions?  (50 marks)
------------------------------------------------------------------------------------------------------------------------
Section A: Theoretical Evaluation of Production
1a) ‘The real creativity takes place in post production’. Did you find that technology helped or hindered your creative ideas?  (25 Marks)
1b) ‘Media language is a negotiated concept’. What was your preferred reading for one of your productions and how far did your target audience adhere to this?  (25 marks)
Section B: Online Media
2)  Web 2 has significantly changed the Media. In what ways has it benefited audiences and what must institutions do to retain control?    (50 Marks)

US and UK to see final episode of Lost at the same time The final episode of cult American series Lost will be broadcast simulataneously on both sides of the Atlantic to avoid spoilers appearing on the internet.

Lost stars: MATTHEW FOX, EVANGELINE LILLY, JOSH HOLLOWAY


But British fans will have to get up at 5am to see the conclusion of the convuluted series, whose title critics claimed described the viewers rather than the plot.
Along with broadcasters in six other countries, Sky1 is to transmit the episode at the same time as the US network ABC airs it on the west coast of America. That transmission time - 9pm Sunday evening in Calfornia - translates to 5am Monday BST.
Though live events such as The Oscars or the Super Bowl are beamed live around the world, this is believed to be the first time that a scripted drama will have been screened at the same time in the US and in other countries.
British viewers will have an advantage over those in Italy, Spain, Portugal, Israel and Turkey, where the episode will be shown at the same time - but without subtitles translating it into local languages.
Fans are promised a resolution to the myriad confusing storylines of the series, which has run for 121 episodes since 2004.
Carlton Cuse, one of the series’ chief writers, said: “It was very weird to take these closely held secrets and actually put them in the scene. It was very liberating and exciting.”

Sunday, 23 May 2010

Why Apple's iPad won't save the newspaper world The iPad won't deliver newspapers the revenue streams they dream of because it's seen as more than just a news device


http://www.guardian.co.uk/media/2010/may/23/apple-ipad-surrogate-digital-newspaper#start-of-commentsApple iPadSalvation arrives next week as the iPad goes on sale in Britain – and Mr Rupert Murdoch, no less, sets it high among his pantheon of technical wonders that may rescue newspapers from oblivion. Meanwhile, a recent blog from Professor Roy Greenslade at City University poses a plangent question: Would Murdoch have spent £650m on a printing plant if the iPad had been around?
There are two answers, and both stretch way beyond touting yet another Apple product that may, or may not, revolutionise the media world – in this case a portable touch-screen computer that didn't exist when News International had finished building its new colour presses two years ago.
The first answer majors on simple maths and draws on some heavy figuring by Benedict Evans of Enders Analysis. How many national UK newspapers are sold each day? he asks. Say, 10m. And how many iPads – at £429 and up – will be bought in Britain over the next three years? Somewhere between 1m and 3.6m, depending on a myriad of unpredictable factors.
But how many of those purchasers will actually use their machines for news-reading purposes? And how many of them will then pay for that privilege in any case? Evans, straining every sinew, reckons total revenue, at best, would end up in the £200m to £250m range – and that's before Apple takes its 30%. Set that against the £1.2bn in revenue brought in by quality newspapers through 2008, or the £1.9bn raised by our mass-market tabloids, and what have you got? A trickle of cash that may help a little but won't truly change anything.
We're talking bits and bobs, not salvation. Add in similar calculations for iPhone life and the answer is still the same. The iThis and the iThat are useful, often fascinating, tools. But even if they'd been invented when Mr Murdoch found his green field in Broxbourne, he'd still have needed his giant presses, speeding lorries and full-colour units. There wasn't a big enough alternative revenue stream in prospect then and there still isn't today.
But any second answer goes beyond immediate profit and loss. It deals, crucially, in concepts. It wonders, for starters, what an iPad is.
Evans begins to round out a definition here: "The iPad is not just a news device – it is a multipurpose device." And increasing American testimony, once the rush of a million units bought in the first month begins to abate, supports that broader conclusion.
Alan Mutter, a respected new media consultant and blogger, found thatthe three most highly rated news apps came from France 24, the BBC and National Public Radio. In short, from broadcasters who could spice their offering with large (free) helpings of video and graphics. These broadcasting companies left newspaper apps from USA Today, the New York Times et al far behind on satisfaction scales (and news companies who charged for their apps, such as Time magazine, at $4.99 a week, were right out of the hunt).
Chuck Hollis, an influential marketing blogger, bought his first iPad the other day and found his wife and kids commandeering it immediately. Within hours his wife was sitting on the back porch with a long drink, playing with the photo app and sending long overdue pictures to friends. Within half a day his kids, home from school, were squabbling over who could have first turn.
"And then my wife asserted her rightful place in the hierarchy later that evening when she took it up to the bedroom while watching TV. Tap, tap, tap. Occasionally she showed me something interesting she'd found online – and smiled."
Which exactly chimes with one non-blogging New York family I quizzed. The wife lies in bed before sleeping (or breakfast) with iPad primed. The children take it to their rooms and squat with it on the floor. They use it for entertainment and diversion, for games, for socialising, for watching and browsing. They do not see it as a news medium. Least of all – following rather lumpen press logic – do they treat it as a sort of news magazine because it shows you a page the rough size of a magazine.
The iPad – plus heirs and successors, perhaps – isn't some surrogate digital newspaper waiting to rescue Fleet Street. It's different, with a different appeal. It will surely a find a money-coining slot in the digital spectrum. But salvation? That's something else (even before your wife goes upstairs to bed).
■ More digital drama. Project Canvas, the BBC platform carrying video on demand for competing partners right across the Freeview world, has Office of Fair Trading approval, provisional BBC Trust approval and will surely have viewer approval, too. There's no BSkyB or Virgin block paywall to clamber over. You'll be able to get (and pay for) what you want, when you want it.
Is everybody happy? By no means. Richard Branson – one industry titan who backed Cameron's cuts schedule pre-election – is unhappy. The Murdoch père et fils are bound to be miffed, too. This isn't quite what they'd hoped for from a Conservative government. But then, in the wonderful way of partnerships, this isn't a really Conservative government at all – with policies on demand.

Wednesday, 12 May 2010

Questions to Consider for Online Age

Media in the Online Age 

How have online media developed? 

What has been the impact of the internet on media production? 

How is consumer behaviour and audience response transformed by online media, in relation to the past? 

To what extent has convergence transformed the media? 

Candidates might explore combinations of any two media, considering how each (or the two in converged forms) can be analysed from the above prompts. Examples might be music downloading and distribution, the film industry and the internet, online television, online gaming, online news provision, various forms of online media production by the public or a range of other online media form 

Tuesday, 11 May 2010

Looking at sample essays

Example Questions

What difference has the internet made to media production and consumption? Refer to at least two media sectors in your answer. [50] 



 How important to change in the media is the idea of convergence? Refer to at least two media in your answer. 

Tuesday, 4 May 2010

Murdoch to charge for Times

From June, anyone wanting to read The Times or The Sunday Times online will have to pay £1 a day or £2 a week for the privilege. Those who subscribe to the printed edition will be able to access the paper’s planned thetimes.co.uk and thesundaytimes.co.uk websites as part of their subscription.
Analysts warned that The Times risks losing “almost all” of its online readers when it erects the so-called “pay walls”.

Rebekah Brooks, a former editor of The Sun and chief executive of News International, the British subsidiary of Mr Murdoch’s News Corp, said the move was a “crucial step towards making the business of news an economically exciting proposition”.

 She said The Sun and The News of the World, News International’s two other British newspapers, will also introduce charging for online access.
Mr Murdoch, who has accused Google of “stealing” his newspapers’ stories and revenue, plans to introduce online charges for all of his newspapers.
James Harding, editor of The Times, agreed that the paper is “going to lose a lot of passing traffic”, but said charging is “less of a risk than just throwing away our journalism and giving it away for free”.

Claire Enders, head of Enders Analysis, said Mr Murdoch is living in “dreamland” if he believes many Times readers will pay for access. “They may get 100,000 regular readers to sign up, but it’s not going to be millions, and it’s going to take years,” she said.

Times Online, the newspapers’ current website, had 20.4m unique visitors in February. Ms Enders estimated that the website collects about £15m to £18m a year from online advertising, which would drop massively when the content disappears behind the pay wall.

“This is not even going to budge the needle. The Times lost £88m last year and has lost money on and off for the last 30 years,” she added. “This is not about making money, it’s about safeguarding the existing customer base.”
The Times and The Sunday Times are the first mass-market UK newspapers to introduce pay walls. Until now only specialist sites such as the Financial Times and the Wall Street Journal have introduced charging, but allow access to some content for free.

The new Times websites will go live in May, with trial access free of charge until June.

Defining Digital Natives


From Wikipedia.....

digital native is a person for whom digital technologies already existed when they were born, and hence has grown up with digital technology such as computers, the Internetmobile phones andMP3s
digital immigrant is an individual who grew up without digital technology and adopted it later.
In the widest sense, this can refer to people born from the late 1970s and beyond, as the Digital Age did begin at this time, but generally, the term focuses on those who grew up with 21st Century technology.
As Dr. Ofer Zur and Azzia Zur discuss (2009), not all digital immigrants are technologically inept; they fall into the categories of Avoiders, Reluctant Adpoters and Eager Adopters.
Avoiders may only have a land line, and no email account. 
Reluctant Adopters see that technology is necessary to their lives, but they don't have a knack for it and often don't like it.
Eager Adopters have enthusiasm and (sometimes) talent for technology that puts them close to on par with Digital Natives. 
Similarly, not all digital natives are excited about, like, or have a knack for technology. The terms "digital native" and "digital immigrant" refer to the time period in which someone was born, not their taste for technology and gadgets. There are digital natives that despise technology or aren't good at it.


Marc Prensky
 is acknowledged to have coined the term digital native in his work Digital Natives, Digital Immigrants published in 2001. In his seminal article, he assigns it to a new breed of student entering educational establishments. The term draws an analogy to a country's natives, for whom the local religion, language, and folkways are natural and indigenous, compared with immigrants to a country who often are expected to adapt and assimilate to their newly adopted home. Prensky refers to accents employed by digital immigrants, such as printing documents rather than commenting on screen or printing out emails to save in hard copy form. Digital immigrants are said to have a "thick accent" when operating in the digital world in distinctly pre-digital ways, for instance, calling someone on the telephone to ask if they have received a sent e-mail. A digital native might refer to their new "camera"; a digital immigrant might refer to their new "digital camera".

Sunday, 25 April 2010

You asked me about the AOs, so here they are!


Here is what teachers are advised to do!

A centre might consider how the online age has influenced the production and consumption of
news. Most newspapers now have an online format. Some magazines only have an online
format. Students might consider whether or not hard copies of news products have a future.
Note: the historical, current and future situation is relevant to this Unit.
Students may then consider the problems and advantages that the online age has produced for
them in this respect. Many have taken advantage of the potential role of citizen journalists for
eye-witness reports and on-the-spot photos and amateur video footage. This in itself has
implications regarding news values and news selection, as well as ethical considerations.
Other problems that the industry has faced are more basic: reduction of revenue from sales of
hard copies and an unwillingness of consumers to subscribe to websites, coupled with
difficulties in persuading advertisers that web-based ads actually work. The Online Age is in its
infancy in this respect.
There is a multitude of texts, and approaches to each topic.
A focus on the ‘now’ will limit understanding of the issues. Students
should be encouraged to consider the historical perspective, and also be able to engage with
the possible future media forms and issues in the given topic.
The most important factors are that students understand the concepts and the issues, that they
are aware of some historical context, and can speculate from an informed position about
possible future developments. If studying the work of established academics in the field will aid
that process, then fine. But do not lead students into the trap of thinking that they will do well by
name-dropping a few of the academic greats in the subject.


Uses of tagging online, look at You Tube tags.
How could you tag your music video to attract more visitors?
How effective is tagging?

Next week, we will look at who got the most visits & speculate on how effective the tagging was in achieving this.

Good over view of online issues:

Excellent article that gives an overview of online issues. Written by David Gauntlett, current big wig in media theory. He also writes in a very accesible tonehttp://bks8.books.google.com/books?id=1WV1xG9rWUIC&printsec=frontcover&img=1&zoom=1&sig=ACfU3U1_hpbJSzk3tVyF0UpReogHcFyABA

Candidate examples

See here for Jan 2010 entries with examiner comments

Tuesday, 20 April 2010

Applying theory to your creativity

Excellent article here

Collective Identity

This is one of the other topics but is quite relevant to online media as well

Media Theorists

Looking at the work of these Theorists, see how many of these you can fit into your examination of your magazine and video.

Big Chief's presentation

Tuesday, 30 March 2010

Essay Questions to do over the holidays.

Media in the Online Age
1. What difference has the internet made to media production and consumption? Refer to at least two media sectors in your answer. [50]
2. How important to change in the media is the idea of convergence? Refer to at least two media in your answer.
3. How have audiences responded to changes in technology in at least two media sectors you have studied.
4. How has media in the online age affected institutions and audiences?

Thursday, 11 March 2010

Four Square

People use foursquare to "check-in", which is a way of telling us your whereabouts. When you check-in someplace, we'll tell your friends where they can find you and recommend places to go & things to do nearby. People check-in at all kind of places - cafes, bars, restaurants, parks, homes, offices.

You'll find that as your friends use foursquare to check-in, you'll start learning more about the places they frequent. Not only is it a great way to meet up with nearby friends, but you'll also start to learn about their favorite spots and the new places they discover.


Article in todays Telegraph Technology section:

'Location-based services will be huge. It’s fun to watch this stuff, because everyone is trying to figure out the space, innovating in their own unique way and creating some wonderful things'.

Tuesday, 2 March 2010

Mr Mariani's essay

Last lesson we had a class debate, leading into an essay title:

"The Internet is a communications network, just as television and radio. It should also be regulated as such. Discuss."

Areas to consider:
• Freedom of expression vs preaching of hate/prejudice
• Creativity vs copyright
• Protection of children
• Criminal activity and the upholding of laws
• Quality control
• What methods of regulation are there; and are they workable?
• *How would all the above work in comparison to television regulation?*
• *Case study examples*


Essays to be written and uploaded to http://drop.io/

On this website, on the left hand side, choose a hyperlink name and then upload your essay file to this website. Paste the link on your 'Media in the Online Age' blogs for me to access.

Due: Thursday 11th March, in time for our lesson that day.

Mr Mariani.

Questions to ask

How has our consumption of the news changed in the last five years?
How has our consumption of music changed in the last five years?
How has our consumption of TV changed in the last five years?

Example Questions

Media in the Online Age:
1. What difference has the internet made to media consumption and production? Refer to at least two media sectors in your answer.
2. How important to change in the media is the idea of convergence? Refer to at least two media sectors in your answer.
3. What difference has Web 2.0 made to the two media areas you have studied? Are the bold claims that, 'everything has changed' accurate in both cases?

Use our case studies of Online News, Television and the Music industry to answer these.

Wednesday, 10 February 2010

Work for Wednesday

Complete creating your documentary about online media. If in doubt about what angle to take answer the following question:

In what ways has both the film industry and audiences benefited from convergence and the Internet?

You should aim to finish this over half term and be ready to screen in on our return.

Monday, 8 February 2010

Work for Tuesday 9th Feb

Try out the 3d documentary explorer and watch the second episode of the Virtual Revolution using this link

Then start creating your own documentary using this link

The Virtual Revolution

Watch this episode and asnwer the following questons:

1. Which continent has just got broadband?
2. What is the name of the man who 'invented' the world wide web?
3. How much of the population is using the web?
4. How many of us is that?
5. Dr Aleks Krotoski refers to the web as bringing about a 'levelling of power, culture and ??????'
6. How many log on every day in the UK?
7. How much money is spent a week on the internet in the UK?
8. How many of us read blogs?
9. Why is it called 'the great leveller'?
10. How do the libertarian values of the internet clash with 'human instincts?
11. How many people use Wikipedia each month around the world?

Friday, 5 February 2010

Homework due in Monday 8th Feb

Look at your foundation and advanced portfolios and create a chart using the 12 glossary terms that you were tested on today.
How do your portfolios fulfill or challenge these concepts?
How can you use your products as examples to discuss the issues around Online Media?

Tuesday, 2 February 2010

Test Results

1. IP= musical, literary, and artistic works; discoveries and inventions; and words, phrases, symbols, and designs. Common types of intellectual property include copyrights, trademarks, patents, industrial design rights and trade secrets in some jurisdictions

2. Collaborative culture = Social networking sites and online collaboration tools make it easier for employees to collaborate and share their knowledge. Add email and instant messaging (IM) to the mix and the result is a knowledge-sharing system that can bolster communication and productivity throughout an enterprise

3. Remix creativity = an writing, collective writing/creation and vernacular creativity

4. Creative commons = Creative Commons (CC) is a non-profit organization headquartered in San Francisco, California, United States devoted to expanding the range of creative works available for others to build upon legally and to share.[1] The organization has released several copyright-licenses known as Creative Commons licenses for free to the public. These licenses allow creators to communicate which rights they reserve, and which rights they waive for the benefit of recipients or other creators. Wikipedia is one of the notable web-based projects using one of its licenses.
The organization was founded in 2001 with support of the Center for the Public Domain. The first set of copyright licenses were released in December 2002.[2]

5. Globalisation = n ongoing process by which regional economies, societies, and cultures have become integrated through a globe-spanning network of communication and trade. The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation.

6. Knowledge economy = various observers describe today's global economy as one in transition to a "knowledge economy", as an extension of an "information society". The transition requires that the rules and practices that determined success in the industrial economy need rewriting in an interconnected, globalized economy where knowledge resources such as know-how and expertise are as critical as other economic resources.

7. Perfect Storm

8. Digital natives = today‟s students think and process information fundamentally differently from their predecessors. They have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV).
Interesting article about digital immigrants v digital natives

9. Peering = Two networks exchange traffic between each other's customers freely, and for mutual benefit.

10. Free creativity = how new technology has enabled audiences to create and share products, without having to pay for hosting of sites

11. Democratisation = allows means of production and distribution to be shared amongst the audience rather than in the hands of the gatekeeping institutions.

12. Globalisation = the concept that as technology, easier travel, etc has made the world 'smaller' or more easily accessible than it used to be. Criticisms however that this is only really accessible to the wealthy and/or the West.

13. Perfect Storm = the combination of 3 elements:
i) technology
ii) demographics
iii) economics

means that all media companies now have to take all of these into account and use web 2.0 in order to be successful.

14. Wikinomics = a term invented by Tapscott and Williams t (2006) to describe the impact of web 2. on economics as well as media.
15. 'We think' , the way we think, our actual brain processes and how we make sense of knowledge has changed in the light of Web 2.0

Media Guardian on Online TV

The cable TV company Virgin Media recorded 750m views of video-on-demand content last year, a 50% year-on-year increase, driven by the success of the BBC iPlayer and the ITV Player on its service.

In December Virgin Media recorded 76m views of content on its on-demand service, a 6% increase on November.

The most popular shows last month included Gavin & Stacey, EastEnders, Coronation Street, The X Factor, and the Royle Family and Doctor Who Christmas specials.

Virgin Media said that 59% of its 3.9 million TV subscribers regularly accessed video-on-demand content last year, an increase of 250,000 homes compared with 2008.

The cable company said that on-demand views of iPlayer content had grown from 10.5m in June 2008, when it launched, to 20m views in December.

Virgin Media added that Coronation Street, The X Factor and I'm A Celebrity, Get Me Out of Here! helped drive 25m views in the last three months of 2009 on the ITV Player.

In total 11m movies were watched on demand last year, with December seeing a 29% boost over November usage.

Kids' programming, such as High School Musical, Hannah Montana and Dora the Explorer, generated almost 22m views last year.
Media Guardian site

Tristopia TV

Glossary for test

Look up these terms and learn their definition for a test on Friday 5th Feb:

1. IP
2. Collaborative culture
3. Remix creativity
4. Creative commons
5. Globalisation
6. Knowledge economy
7. Perfect Storm
8. Digital natives
9. Peering
10. Free creativity
11. Democratisation
12. Globalisation
13. Perfect Storm
14. Wikinomics
15. We think

Tuesday, 26 January 2010

Second Life

Second Life is a place where anyone can have just that. It is a richly detailed virtual world where anything a computer programmer can imagine can exist: There are minutely detailed replicas of Rockefeller Center and human-size raccoons; sex and sadism and spiritual retreats; conference calls and a currency exchange. Almost all of it is created by the people who pay to dwell in it. Linden Lab, the San Francisco company that created and owns Second Life, acts as a sort of laissez-faire government. It makes money primarily by selling property, of which it can conjure an infinite amount.

Second Life seems like an overnight sensation--it drew almost a million new residents in the last two months of 2006, doubling its population. In fact, it began in 1999, when Philip Rosedale quit his job as chief technology officer at RealNetworks to realize his lifelong dream of building a virtual-reality environment. Most people he knew thought he was quixotic and certain to fail. He almost did. No wonder the 38-year-old Rosedale describes the recent onslaught of attention as "almost surreal."

What's real is that Second Life is a haven for entrepreneurs, with thousands of businesses selling things ranging from clothes to office buildings to body parts. Business is conducted in Linden dollars, but those can be cashed for cold, hard credit card credits. The in-world economy is now clipping along at $10 million--those are U.S. dollars--a month. Big companies are popping up, too, experimenting with what might be a look at tomorrow's three-dimensional Web.

Monday, 25 January 2010

Homework: due in Wed 27th Jan


h/w Create a ‘Second Life’ avatar. Answer the following questions:
1. How have you chosen to represent yourself?
2. What can you ‘do’ in 2nd Life?
3. Who owns 2nd Life? How do they fund it?
4. Is it a good example of online media produced by the public?

Look at this article to help you

Thanks BBC 2

Lucky us, from Saturday 30th January the lovely people at BBC 2 will be broadcasting this series that looks ideal for this unit. Make sure you record

Democratic, but dangerous too: how the web changed our world

In two decades the world wide web has become the most powerful information tool since Gutenberg's printing press, but also the most intrusive and threatening. Aleks Krotoski, presenter of a major new series on the history of the net, reports.

Excellent article on the drawbacks of the net from Sunday's Observer Newspaper.

Sunday, 24 January 2010

Quiz on Web 2.0 formats

Friday, 22 January 2010

Public production of Web 2.0

1. Ensure you understand all the terms to do with Web 2.0.
2. Consider your own contribution.
3. Email me your facebook or myspace profile to shsgmedia@mac.com

Wednesday, 20 January 2010

Good Article on Twitter

Twitter grows up in aftermath of Haiti earthquake
by Tim Leberecht
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In the wake of the devastating 7.0 earthquake in Haiti, Twitter has been serving as a major hub of information, the Nielsen Company reports. Nielsen refers to preliminary analysis of data indicating that Twitter posts are the leading source of discussion about the quake, followed by online video, blogs, and other social media.
Although most online consumers still rely on traditional media for coverage of the quake, they are apparently turning to Twitter to share information, react to the situation, and rally support. Sysomos, an analytics firm in Toronto, estimated that nearly 150,000 posts containing both “Haiti” and “Red Cross” were sent through Twitter since the quake. The Twitter account for the Red Cross, which on average had been adding roughly 50-100 followers a day before the Haiti quake, has gained more than 10,000 followers since.
Combined with tapping into the large mobile universe of text messages (136.6 million subscribers sent and received text messages in Q3 2009), many aid and relief organizations have begun using Twitter to spread the word and gather donations, augmenting their other channels. As online conversations around the Red Cross’s 90999 text campaign ("Text HAITI to 90999 to donate $10 to @RedCross relief") efforts grew, the Red Cross tweeted Friday morning that donations exceeded $8 million.
But Twitter’s growing power comes with new responsibilities. In the aftermath of the disaster, some people used the microblogging service to spread rumors and falsehoods--such as that UPS would be willing to ship any package under 50 pounds to Haiti (UPS debunked that myth). Twitter was also aflutter with news that several airlines would take medical personnel to Haiti free of charge to help with earthquake relief (American Airlines and JetBlue representatives said this was not the case). The FBI warns Internet users who receive requests for charitable donations on behalf of earthquake victims to "apply a critical eye and do their due diligence" before responding. "Past tragedies and natural disasters have prompted individuals with criminal intent to solicit contributions purportedly for a charitable organization and/or a good cause."
What all this shows is that Twitter is not like Facebook (as much as Facebook is trying hard to be more like Twitter). Relationships are not reciprocal, and they’re not based on trust but on authority--a currency that is easier to fake. Twitter is much more like a 21st century CNN, a broadcasting-cum-narrowcasting network, and as such prone to propaganda and misinformation.

How do we access music?

How do we consume the news?

How do we watch Television?

Past
Present
Future

Homework: Has Web 2.0 changed the relationship between Institutions and Audiences?

How has Web 2.0 changed the relationship between audiences and institutions?

Give as many examples as you can from:

Online news
Online TV
Music Industry

Wikipedias definition of Web 2.0

The term "Web 2.0" (2004–present) is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design,[1] and collaboration on the World Wide Web. Examples of Web 2.0 include web-based communities, hosted services, web applications, social-networking sites, video-sharing sites, wikis, blogs, mashups, and folksonomies. A Web 2.0 site allows its users to interact with other users or to change website content, in contrast to non-interactive websites where users are limited to the passive viewing of information that is provided to them.
The term is closely associated with Tim O'Reilly because of the O'Reilly Media Web 2.0 conference in 2004.[2][3] Although the term suggests a new version of the World Wide Web, it does not refer to an update to any technical specifications, but rather to cumulative changes in the ways software developers and end-users use the Web. Whether Web 2.0 is qualitatively different from prior web technologies has been challenged by World Wide Web inventor Tim Berners-Lee, who called the term a "piece of jargon"[4] — precisely because he intended the Web to embody these values in the first place.

What is Web 2.0?

Brief Timeline of the internet:

Look here for timeline up to 2007

Wednesday, 13 January 2010

Critical Perspectives