"For many young people social networks such as Facebook are an essential part of their student experience. Other web-based, interactive services like Wikipedia and YouTube are also an important facet of everyday student life. New technologies have always been scrutinized for their capacity to support education and, as social technologies become more pervasive, universities are under increasing pressure to appropriate them for teaching and learning. However, the educational impact of applying these Web 2.0 technologies is uncertain.
Using a Foucauldian perspective, my qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet-enabled interviews with 18 participants from three English universities. Interviews incorporate the internet to expand opportunities for discussion, observation and analysis. Mobile broadband, a remote desktop viewer and screen capture have been flexibly applied together to ensure an accessible interview situation and recognise students' preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory.
Disabled students' networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non-disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment.
Other participants experience the network as punitive and disabling. Disability is socio-technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time.
As a result, students deploy diverse strategies to retain control and resist deviant status. Self-surveillance, self-discipline and self-advocacy are evoked, each involving numerous social, cognitive and technological tactics for self-determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports 'normal' status. For others, it must be resisted as a form of social domination.
Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network."
(Sarah Lewthwaite, Slewth Press)
"This new effort takes advantage of a movement toward open video - a movement that has its roots in the free software movement that is largely powering the web today and which, through companies such as Apache, IBM, Mozilla, Oracle and Red Hat, has resulted in trillions of dollars of value creation for the stakeholders involved. The open or open-source video movement recognizes the contributions from, but also the limitations inherent in, the video work of industry leaders such as Adobe, Apple, and Microsoft. Flash, Quicktime, Windows Media and Silverlight are handsome technologies. But they have been developed and controlled by commercial companies that often protect themselves against innovations by outside coders, designers, developers, programmers - technologists, lawyers, producers, and educators keen to move away from proprietary solutions that are delivered for the benefit of shareholders first and the billions of everyday people who connect via the web a pale second.
The open video movement recognizes the importance of rights and licensing strategies designed to create profit or serve national interests, but it is critical of systems that prohibit access to film and sound assets becoming part of our collective audiovisual canon. Many film and sound resources digitized for preservation, for example, do not appear online because of dated copyright rules; and some of the great investments (millions of dollars in fact) by, for example, the U.K. government in film and sound resource digitization result in materials being put online only behind educational and national paywalls that keep students in Nairobi and Nashville from using London-based resources in their work.
Enabling video to catch up to the open-source movement on the web goes to the heart of our efforts to improve our understanding of the world. The central technologies of the web - HTML, HTTP, and TCP/IP - are open for all to build upon and improve, and video’s future should be similarly unobstructed."
(Peter B. Kaufman, 2010)
Fig.1 Kid Kameleon, CC BY SA NC
2). Video for Wikipedia and the Open Web October 2010 An Intelligent Television White Paper PETER B. KAUFMAN INTELLIGENT TELEVISION WWW.INTELLIGENTTELEVISION.COM THE OPEN VIDEO ALLIANCE Version 1.0
"The University of British Columbia's class SPAN312 ('Murder, Madness, and Mayhem: Latin American Literature in Translation') contributed to Wikipedia during Spring 2008. Our collective goals were to bring a selection of articles on Latin American literature to featured article status (or as near as possible). By project's end, we had contributed three featured articles and eight good articles. None of these articles was a good article at the outset; two did not even exist."
1). Jon Beasley-Murray, (18 March 2008).'Wikipedia', weblog post.
2). Jon Beasley-Murray, (18 March 2008). 'Was introducing Wikipedia to the classroom an act of madness leading only to mayhem if not murder?', Wikipedia.
"Daniel Pink provides concrete examples of how intrinsic motivation functions both at home and in the workplace."
(Royal Society for the encouragement of Arts, Manufactures and Commerce, 8 April 2010)