Using a Social Network or BlackBoard for the Benefit - Dissertation Example

?Literature review This review encompasses levels of social media usage, and prevalence of such technology both in homes and in education. usage of social networking technology and attempts to incorporate said technology in the classroom. Professional initiatives are described to advance education with video simulation and networking technologies. The advantages and disadvantages of incorporating networking sites, blogs, and messaging as an educational tool are described. PART ONE (Social media & Web 2.0) 1.1 INTRODUCTION The personal computer has had a profound influence on our society far greater than the numerical and even word processing that was originally envisioned. Far more than a medium by which taxes can be filed and checkbooks can be balanced, computing technology has evolved in recent years to permit a level of social interactivity never before possible. The mere transmission of messages from person to person is an obvious consequence, but was already a telecommunications reality long before the onset of the digital age. Of vital consequence of the proliferation of computers becomes not simply a way to send simple text messages across any terrestrial distance, but a way in which vast groups of people, all over the world can interact with and know one another despite any challenge of geography. McLuhan in 1962 described the concept of a 'global village', (McLuhan, 1962) a new realm in which the transmission of information between individuals would accelerate in an unprecedented way. One message can be read by 10,000 people with no more cost or exertion to the original sender than the click of a button. This is a function of social media websites. Surveys indicate that over 50% of Europeans alone spend more than 3 hours on social network sites. (57%) (ComScore inc., 2009). For more statistics details on social media traffic see appendix section (Diagram L2). 1.2 DEFINITION AND HISTORY OF SOCIAL MEDIA In this context, a social network can be defined as an online, web based site that permits users to perform the following: 1. Create a public profile within a bounded system, though varying privacy options exist. 2. Publish a list of other users of the site for which affiliation, association, or affection exists. 3. Control their listing of connections, as well as explore the collections made by others with whom they have access as designated within the site. 4. Prepare post and share content in a variety of formats: text, video, and audio files. In the other hand other researchers have differing opinions on the validity and constitution of social media websites. Alternative definitions expand upon – for a more thorough understanding of the 'nuts-and-bolts' of social media and social enterprise Moro-Soto defines such an outlet: i. Discussion forums (mandatory) ii. Blogs (mandatory) iii. Wikis iv. Instant messaging v. Videoconferencing vi. Documents sharing (mandatory) vii. Collaborative documents creation viii. Project or tasks management ix. (Moro-Soto et al. 2009 p.6) In the appendix section diagram (L1) shows the launch day for some of the social media. These functions of a networking site are more useful in the establishment of collaborative learning experiences. Efficient options for computer users are embracing a more directed purpose. Certain office related functions involving creative projects that require the expertise of many individuals would benefit from this approach, especially where the above-mentioned applications are facilitated using 'cloud' computing. 1.3 WEB 2.0 Through the internet, communication and various forms of exchange have been possible for years; but the above applications have been dubbed by certain researchers (Redecker) as Web 2.0. Higher level collaborative interactions and interconnectedness between individuals was not ease possible in earlier eras. The functions that comprise Web 2.0 have been defined as possessing the following utilities. (Redecker C. 2009p. 31-39), (Ala-Mutka, 2009 p.36,37): 1. blogging 2. podcasting 3. collaborative databases 4. personal websites – (FaceBook, or MySpace) 5. multimedia – such as video content 6. content tagging 7. online gaming Social networking as applied in this manner can also be essential as a work tool, rather than simply an informal means to keep up with one's buddies. Social computing for this purpose is often aided by the creation of a central knowledge depository. All members are able to contribute to a central database accessible through the social technologies, but an overall administrator or authority figure is desirable to maintain professionalism and to serve as a moderator in case of disputes. The above strategies for social networking are also useful in the educational setting in the case of interactive assignments, distant learning, or long-term study projects. Such a knowledge database useful for creative projects is also described in a number of studies involving computing and software technology. (Dokeos e-learning, 2009) The consequences of such networking and the websites that support it certainly are not all positive; the anonymity and pervasiveness of communication via these means also allows for the modern phenomenon of cyber-bullying. Such behaviors that might fall under this umbrella could include: avatar attacks, financial scams, racism, and pornography, or homophobic rhetoric, counterfeiting or general harassment. Motivations can range from theft, to bragging rights based on the difficulty of a certain cyber attack. The benefits, as well as the threats underscore the shifting dynamics by which people become increasingly invested in technology. Many facets of human nature and interest are thereby expressed through the ease of social media, and it was perhaps inevitable that the technology will also be employed for the facilitation of antisocial behavior. Antisocial behavior is according to a definition published by the UK government: "a variety of behavior covering the whole complex of selfish and unacceptable activity that can blight the quality of community life." (Home Office, 2007) this of course still leaves open the definition of who it is that determines which behaviors are 'unacceptable', or 'selfish'. One must also question to what extent such matters should be determined by government. There are even websites that form a sort of inverse to FaceBook, such as snubster.com, equipped with 'dead to you' buttons (Glasner, 2006), While largely tongue-in-cheek, the diversity of media options available serves to illustrate the permeation of this technology to both the wider culture, as well as the fabric of our individual lives. Yet even the more negative aspects of social networking technology can - in and of themselves provide opportunities in education. Certain more traditionally minded teachers may find it aggravating, an unnecessary distraction for children to possess computing devices by which they can access FaceBook, during class certainly. And yet, if this is a world in which students move and learn would it not be in the interest of the educator to find a way to utilize it? Teachers may explore ways to permit students to submit answers to assignment questions via FaceBook. Another possibility might entail connecting with friends and other acquaintances through the website perhaps as a sort of geography lesson. A hypothetical example might be a lesson in which the breadth of interconnectedness between people all over the world could be illustrated by a map or globe in which markers might be used to illustrate the locations of the classes' FaceBook friends. 1.4 WEB 2.0 AND SOCIAL MEDIA An alternative perspective on the technologies that permit social networking and web 2.0 focus upon education, and the ways in which these applications can assist. There have been two major research initiatives to pioneer the exploration of higher-level social media for use of educational aids (Heid et al, 2009 p, 13-19). These studies essentially indicate that the applications of web 2.0 do possess considerable utility by way of encouraging the development of core competencies in the academic sphere. (Ala-Mutka, 2010 p.22-23), (Cullen et al. 2009) But that the inherent potential within these methods are almost never effectively utilized by traditional lesson plans as practiced by educators. The utility of these techniques can prove useful both in the traditional classroom setting and in vocational training programs as well. The benefits are not only in terms of the means by which core curriculum can be instructed within the classroom, but in the 21st-century familiarity with these tools can be viewed in purely practical matters as essential skills for the next generation in a technological age. To learn more about some of the available social media see appendix section (Diagram L3). PART 2 (High Education and social media) 2.1 INTRODUCTION The increasing social awareness and relational complexity creates increasing demand for the type of services and utilities that social media can provide. A Philadelphia experiment invited prospective teachers to participate in an online experiment by which they suggested the design for the perfect high school. (Smith & San Rafael, 2007) The 'school' was structured in a virtual environment, where instant messaging, various file sharing technologies and regular blogging permitted the exchange of curriculum and information between the teachers and among the students themselves in a simulation of the high school social environment. These teachers were so encouraged by the results of their experiment, and its apparent productivity that it wasn't long before they invited literal students themselves to participate in the school, in a very real way. (The School District of Philadelphia, 2009) This experiment permitted the development of new learning models, not only in ways in which technology could be integrated into the classroom, but in terms of new tools to bring education into the 21dst century. Additional benefits are strategies that assist teachers in tailoring curriculum for a world in a state of rapid social and technological change. A necessary consideration, and indeed it for over a decade educators all over the world have rigorously explored social computing technology and other forms of web based learning as a supplement for traditional lesson planning. (Anderson, 2007 p.2), (Collis, 1998 p.373-393), (Beetham, 2005, p.89) Another experimental initiative located in New York intended to create a school designed entirely around game and video simulations as learning tools. The program is entitled Quest to Learn, and incorporates digital media as a supplement for teaching 21st-century skills in grades six through 12, approximate ages 12-18. (Klopfer et al. 2009. p. 20) 2.2 IMPACT OF TECHNOLOGY ON HIGHER EDUCATION For the dedicated secondary level student, social computing provides more options for shoring up areas of academic weakness by facilitating self-motivated learning. The ability to control what information is accessed, and through what medium allows the learner a way to control the learning apart from regular instruction, in a form that is convenient. The student is allowed even more freedom than they might in a programmed, fully structured virtual learning environment. (Hinchcliffe, 2007) For someone who is truly concerned about their education and actually wants to learn these methods can be truly empowering. The impact of these technologies in higher education has been extensively studied in the United Kingdom, under the auspices of FutureLab (2006). An exploration has been underway to identify developing trends in the future of education through social networking technology. Simultaneous, developing trends with the potential to transform the classroom in the 21st-century appear to be moving in a direction of a more informal openness, moving towards the facilitation of a lifelong learning for students in higher grades, and beyond structured education. (Owen et al. 2006) Educational applications of social technology allow practices such as that conducted by the University of Arizona's learning library such as, a Wiki – glossary of course terms has been constructed associated with this institution by university students were in communication from all across the United States. Web glossaries created by students at other universities also serve as useful repositories for the understanding and interpreting of homework, the collaborative creation of articles, and in pursuit of these goals students can hone their communication and technical abilities in the process. (Glogoff, 2006) However, the situation may grow more complex based on findings of other researchers that offer alternative perspectives on the impacts of social networking in the school setting. While the use of web 2.0 technologies is largely pervasive amongst adolescents, there still exists a certain digital divide – where the difference between the haves and the have knots is defined in part by access to networking technologies on a regular basis. (Web 2.0 world, 2009, p.6). Despite the inherent opportunities in the transfer of information with such speed and utility those students who are less dedicated, less individually competent in the use of such technologies may fall behind. This includes those who lacked financial resources by which to familiarize themselves with such conveniences may be at a disadvantage that can only grow. The lack of resources necessary to become immersed in technologies during childhood and adolescence could theoretically translate into diminished educational attainment and opportunities for financial success in later life, leading to yet more isolation from useful technologies of the day. 2.3 PROOF OF INCREASING USE OF SOCIAL MEDIA IN HIGHER EDUCATION Nevertheless, as stated above the use of social media amongst adolescents is increasing. According to Higher Education in a Web 2.0 World, social media is increasingly common in children between the ages of 11 through 15, and beyond. (Ofcom, 2008). In the UK, a survey by Ofcom determined that internet/social media usage has increased to the point where 2008 - 65% of all homes in the UK alone have digital access. This quantity has increased steadily from 56% in 2005. 93% of these homes had access via broadband; this amount represented an increase of over 30% from 2005 levels. More sophisticated connections invariably make it easier to connect with social networking sites, as well as to use and process multimedia. (Videos, audio files, and various live chat features.) There is little doubt that as technology advances, the availability of Internet and social communication technologies increases as well. With the ease of availability of technology, faster connections become more viable, leading to yet greater utility. Further bridging the digital divide are entertainment packages featuring more competitive pricing at greater speeds from cable companies. Nonetheless, it would be premature to assume that the technological gap between societal strata has been entirely overcome. To the extent that future success in school, and in the workplace depends upon computer literacy the digital gap cannot be ignored by educators. While there are still pockets of society that lack ready access to this technology, there are indications favoring the tech savvy of the majority of students. This is especially true of those moving on to the university level, who arrive equipped with laptops and other devices and the knowledge of how to use them. (BECTA, 2009) 2.4 SAMPLE OF TECHNOLOGY IN MODERN CLASSES The Philadelphia-designed virtual high school mentioned above is but one example of the ways in which social networking technology can be made immediately relevant in the classroom. For example, the videogame series Civilization has been suggested by developers as a powerful tool for teaching history and geography to students. The makers of the game provide a website with numerous links on ways to employ the game as an educational teaching aid. (Klopfer et al. 2009, p.7) Even games such as World of War craft, while not immediately pertinent to an existing academic subject can still teach resource-management, and higher-order strategy. Other researchers have explored the ways in which the needed skills from gaming can become valid goals in and of themselves. Most sophisticated games encourage rapid information processing, including multiple lines of data in parallel. (Jenkins et al. A006) An outgrowth of the technology that makes video games possible would be the more obviously applicable technology of simulations. Both simple and complex scientific concepts can be taught and modeled through a technology called molecular workbench. In addition to displaying video media for the purpose of education, molecular workbench also includes an assessment system, it can be used by teachers to collect data and measure the effectiveness of student learning. (Klopfer et al. 2009 p.10) In addition there are a number of useful learning platforms online that are closely monitored and free of ads. Think.com is equipped with project ideas and educational tools in an online space that allows a mutual collaboration. Students can participate as well as teachers, but the site is password protected and closely monitored. Other sites such as Diigo exist as a sort of hybridization of standard social networking, allowing profile space for a large variety of personal notes and information which can serve as a digital bulletin board accessible by social contacts. (Klopfer et al. 2009 p.13) Klopfer (2009) introduces a small town literature teacher (John), who has also developed a way in which online blogging can be useful for communicating assignments. For each of his classes he created a specific social network, where assignments, class discussions and related content could be instantaneously delivered to his students in a format that they were familiar with. He was able to supplement a study unit on the classic book Fahrenheit 451 in this manner. (Klopfer et al 2009 p.14) PART 3 (STAFF AND STUDENTS USING SOCIAL MEDIA) 3.1 INTRODUCTION Klopfer's description of the small town literature teacher John, mentioned above, included his efforts to expand upon his online curriculum by his success with blogging. His engagement with technology also illustrates a method by which the tools of social media permit outlets for personal growth that would not otherwise exist. 3.2 THE WAY STAFF AND STUDENTS INTERACT WITH SOCIAL MEDIA One of John's students was an shy female that had been diagnosed with social anxiety disorder. Traditional classroom interaction with the familiar hand raising and speaking out was exceedingly difficult. The students felt lonely and effectively paralyzed in the traditional classroom environment, not to mention social interaction with her peers. But her teachers online capabilities allow the student to safely transmit her thoughts in a forum where they were accessible to the rest of the class without anxiety. She became one of the most 'vocal' participants even without speaking a word aloud. Nonetheless, some might argue that a reliance on technology in this manner can become a crutch. Games and online simulations can assist with the development of simple skills, but according to some researchers there are a number of more complicated academic aptitudes that are dependent upon social interaction. Specifically interactions in situated contexts. There are some activities in which the student must engage, and interact with others in order to get a complete picture of a larger process. While complex activities could certainly be assisted by online tools and networking, the extremely introverted could also be hindered if forced to rely only upon impersonal, online media. (Trent et al. 1998 p. 277-307) 3.3 VOICES OF STUDENTS AND STAFF USING SOCIAL MEDIA IN HIGHER EDUCATION Certain educators are highly enthusiastic about the prospects of games, simulations, and online media as the teaching tools of the future. " One of the powerful ideas undergirding games is the fact that games work as rule-based learning systems, creating worlds in which players actively participate, use strategic thinking to make choices, solve complex problems, seek content knowledge, receive constant feedback, and consider the point of view of others. As is the case with many of the games played by young people today, the school I am working on is designed to enable students to “take on” the identities and behaviors of explorers, mathematicians, historians, writers, and evolutionary biologists as they work through a dynamic, challenge-based curriculum with content-rich questing to learn at its core. It’s important to note that it is not a school where whose curriculum is made up of the play of commercial videogames, but rather a school that uses the underlying design principles of games to create highly immersive, game-like learning experiences. Games and other forms of digital media serve another useful purpose: they serve to exemplify the complexity and promise of “systems.” Understanding and accounting for this complexity is a fundamental literacy of the 21st century." Salen, 2009 in Klopfer et al. 2009 p.20) 3.4 STATISTICS OF STAFF AND STUDENT USE OF SOCIAL MEDIA IN HIGHER EDUCATION As stated earlier, throughout most of Europe, the United States, and the United Kingdom the majority of households possess internet access presently. Adding to that, research indicates that almost two-thirds of all school faculties have used a social media presentation at some point during a class. 80% have used videos, not simply from a tape player, but from an online source. 20% of all educators have required students to make some media postings through social networking technology, and twice that number have required at least passive observation of social media. (Moran et al. 2011, p.3) And over 90% of faculties report their awareness of FaceBook, Twitter, MySpace, YouTube, and various other blogging and networking sites. It is furthermore there does not appear to be a disparity in terms of the age of the teacher. Educators that have been working for 20 years are just as likely to be aware of the prevalence of social networking amongst their student population as faculty with less than one year's experience. (Moran et al. 2011, p.3-6) PART FOUR (Advantage & Disadvantage) 4.1 INTRODUCTION As stated above, one of the most obvious potential disadvantages of the inclusion of social media as an educational tool could be the gap between those students who do have access and those who do not. The digital divide. It could easily be argued that creating curriculum that is dependent upon social media and networking technology will put some students at a disadvantage. Those impoverished few without Internet access in the home may have a feeling of being left behind by their more computer literate classmates. The probability exists that their educational attainment will be lower simply because of their lack of familiarity with these 21st-century tools. 4.2.1 ADVANTAGES TO SOCIAL MEDIA The advantages of mastery of the principal means of communication and cultural transmission are difficult to overstate in an era that is becoming increasingly interconnected. Scientists, celebrities, and increasingly – political candidates use social media. Any responsible any informed citizen must cultivate at least a passing familiarity with these methods and their purveyors. 4.2.2 ACCOUNTS OF THE ADVANTAGES OF SOCIAL MEDIA From helping a shy girl with social anxiety disorder come out of her shell, to generating lesson plans of the future in a New York school inspired by videogame technology, it is not difficult to find practical examples of social media utility. Researchers have described the implementation of a number of applications, such as virtual office hours. Similar to a scheduled a live chat, this allows the same essential benefits as a private meeting in the professor's office, the only thing missing would be the library of text books on the shelves. (Grodecka et al. 2008) Below is an account describing the ease with which a student is able to create an online learning Journal: A student affiliated to ISIK University opens and operates a learning diary in the form of a blog provided by a multi-author weblog module integrated into CourseOnline. When created, or at any operative time, the student enters into a joint course which is collaboratively offered by ISIK and AGH Krakow. He is required to keep his learning diary visible both to fellow students and to the facilitator in Krakow, all of whom are active in AGH’s Moodle instance. One of his peers, also participating in the joint course and studying at ISIK University, is in a similar situation. Unlike him, however, she is running her own blogging tool and operates her learning diary through an instance of WordPress that she set up herself. In both cases, they make their blogging tool advertise the feed to their fellow users of the Moodle system in Krakow, so that they can decide whether or not to subscribe to the blogs from ISIK in order to get regular updates. Later on, one of the ‘nomad’ students at ISIK decides to participate in an exchange programme , so he needs to temporarily move his blog from Course Online to AGH’s Moodle instance. To do so, he creates a feed offer from Course Online to be shown to his account in Moodle – or directly enters the feed address into Moodle – in order to fetch all of his entries and make them available to him in the other system (Grodecka et al. 2008. p. 29). 4.3.1 DISADVANTAGES TO SOCIAL MEDIA But the digital divide is real. The unemployed and elderly exhibit lower usage rates for networking technology than the young. In the short term certainly, members of households without internet access will be behind their peers. (Hague, 2009) 4.3.2 ACCOUNT OF DISADVANTAGES TO SOCIAL MEDIA During a study of the use of Twitter as a tool on college campuses, a female student was known to tweet - “Procrastinators Unite!... Tomorrow, It's a bad habit I developed during High School that's hard to break. The Twitter researchers immediately asked her – what helps your procrastination? The student described her motivation, or lack thereof, and admitted to having trouble clearing her head. This is a simple example of ways in which some students might use social media to reinforce lazy habits. ( Junco et al. 2010 p.11) PART 5 (Literature review conclusion) 5.1 CONCLUSION The arguments for disadvantages can be easily addressed by greater exposure to social media. Students from a young age experience social technologies, and indeed have assignments based upon them, the divide narrows. Even if a student is so poor that his family cannot afford the most basic personal computer, if he is going to the public school system from an early age, and if he is exposed to networking technologies during lessons – as well as through conversations with his friends - it is likely to become a nonissue. If a child grows up with computers, and is compelled to use them on a regular basis whether they exist in his or her home will become less important. It is arguably the responsibility of schools to teach these tools as much as it might have been the responsibility of a 19th century blacksmith to teach his apprentice the use of a bellows. Also social media is the virus with no cure to stop it but the question is it or is it beneficial. People challenge these risks and try to improve it to work as a learning tool for high education. Appendix Diagram L1 Timeline of the launch dates of many major http://digitalmeowfyp.blogspot.com/2010/12/history.html Diagram L2 Ignite social media analyzing social network traffic for the year 2010 as follow: http://ignitesma.s3.amazonaws.com/ignitewebsite/social-network-analysis-2010/2010-social-network-analysis-report.pdf Traffic Tile.com Gender Education level Age House holder income in thousand M F Less HSD HS Some college BD GD 0-17 18-24 25-34 35-44 45-54 55-64 65 & more 0-24.9 25-49.9 50-74.9 75-99.9 100-149.9 150 & more Badoo 57% 43% 12% 21% 55% 7% 5% 4% 8% 59% 15% 10% 2% 0% 25% 45% 21% 4% 3% 1% Digg 38% 62% 28% 7% 12% 4% 26% 18% 11% 21% 17% 13% 4% 1% 20% 49% 17% 8% 4% 2% FaceBook 45% 55% 10% 10% 52% 19% 8% 7% 12% 24% 22% 24% 9% 2% 12% 32% 32% 12% 7% 4% Fark 52% 48% 11% 8% 43% 28% 11% 1% 7% 32% 32% 15% 10% 2% 11% 22% 22% 30% 10% 6% Flickr 52% 48% 11% 8% 43% 28% 11% 6% 12% 27% 27% 18% 9% 2% 15% 32% 24% 16% 8% 5% Flixster 50% 50% 11% 10% 50% 20% 8% 8% 11% 29% 26% 18% 6% 2% 14% 39% 22% 14% 8% 4% Foursquare 50% 50% 1% 4% 47% 40% 8% 0% 8% 41% 34% 12% 4% 1% 19% 34% 16% 17% 7% 7% Friendster 50% 50% 22% 7% 51% 15% 5% 13% 16% 31% 21% 15% 4% 1% 18% 42% 21% 10% 6% 3% Gather 48% 52% 5% 8% 43% 33% 11% 3% 7% 24% 32% 21% 10% 3% 8% 27% 27% 20% 12% 6% Habbo 34% 66% 52% 5% 38% 3% 1% 47% 15% 17% 10% 9% 2% 0% 15% 57% 22% 4% 2% 0% Hi5 48% 52% 14% 17% 57% 9% 4% 8% 12% 47% 16% 12% 2% 1% 22% 48% 20% 6% 3% 2% Lambored N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Identi.ca 66% 34% 4% 5% 56% 30% 6% 0% 12% 33% 33% 18% 3% 0% 24% 44% 15% 17% 0% 0% IndianPad 76% 24% 15% 10% 47% 17% 11% 0% 16% 47% 24% 13% 0% 0% 24% 35% 24% 18% 0% 0% Last.fm 52% 48% 18% 8% 47% 20% 7% 11% 17% 25% 23% 17% 6% 1% 19% 34% 25% 13% 7% 35 Linkedin 60% 40% 2% 6% 33% 41% 18% 1% 3% 23% 33% 25% 12% 3% 9% 21% 25% 21% 14% 10% Livejournal 52% 48% 14% 8% 43% 25% 10% 6% 20% 32% 22% 12% 6% 1% 22% 33% 20% 14% 7% 4% Meetup 48% 52% 2% 7% 42% 36% 13% 1% 4% 27% 32% 24% 10% 2% 10% 27% 27% 19% 11% 7% Metafilter 52% 48% 5% 6% 38% 36% 14% 2% 10% 27% 32% 18% 10% 2% 14% 24% 22% 24% 10% 6% Mixx 57% 43% 7% 7% 61% 27% 8% 5% 10% 28% 31% 17% 6% 2% 17% 37% 19% 17% 6% 4% Multiply 52% 48% 14% 10% 48% 19% 9% 7% 14% 30% 23% 17% 7% 2% 23% 33% 22% 13% 6% 3% MySpace 38% 62% 20% 9% 57% 10% 3% 16% 19% 26% 17% 17% 4% 1% 14% 48% 24% 8% 4% 2% Netlog 60% 40% 13% 15% 47% 14% 11% 7% 10% 39% 18% 18% 5% 2% 23% 37% 22% 10% 5% 4% Newsvine 60% 40% 3% 8% 35% 40% 14% 2% 5% 19% 33% 22% 16% 4% 7% 22% 24% 25% 14% 7% Ning 45% 55% 12% 8% 51% 20% 9% 8% 13% 26% 26% 17% 8% 2% 16% 36% 23% 13% 7% 3% Plaxo 55% 45% 2% 7% 40% 37% 13% 2% 3% 17% 30% 27% 16% 5% 7% 26% 25% 19% 13% 10% Plurk 60% 40% 5% 4% 41% 18% 32% 0% 17% 36% 32% 10% 4% 0% 38% 26% 16% 11% 3% 5% Propeller 64% 36% 4% 6% 56% 27% 8% 2% 6% 24% 35% 23% 8% 2% 14% 38% 19% 19% 6% 3% Reddit 76% 24% 6% 5% 38% 39% 10% 2% 14% 36% 29% 12% 5% 1% 22% 27% 18% 20% 7% 5% Reunion 45% 55% 5% 7% 69% 13% 6% 5% 4% 18% 22% 32% 12% 7% 5% 56% 21% 8% 5% 4% Shoutwire 64% 36% 15% 9% 43% 22% 11% 6% 13% 50% 21% 10% 0% 0% 25% 37% 21% 17% 0% 0% Skyrock 48% 52% 15% 9% 57% 14% 5% 8% 24% 38% 17% 13% 0% 0% 36% 40% 17% 7% 0% 0% Stumbleupon 55% 45% 6% 5% 52% 27% 9% 3% 16% 30% 25% 17% 7% 2% 17% 37% 21% 16% 6% 4% Teamsugar 36% 64% 4% 6% 39% 40% 11% 2% 6% 37% 30% 17% 6% 2% 10% 27% 22% 20% 13% 8% Tribe 48% 52% 9% 7% 48% 25% 12% 5% 12% 27% 27% 18% 10% 2% 14% 33% 24% 17% 9% 4% Twitter 48% 52% 7% 7% 48% 28% 10% 4% 12% 30% 27% 18% 7% 2% 15% 33% 22% 16% 8% 5% Wayn N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Xanga 38% 62% 14% 7% 53% 17% 9% 7% 25% 30% 20% 12% 4% 1% 25% 37% 19% 11% 5% 3% Yelp 48% 52% 4% 7% 37% 58% 15% 2% 7% 28% 30% 20% 11% 2% 11% 23% 23% 19% 13% 10% YouTube N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A For more details for the year 2011 visit https://s3.amazonaws.com/ignitesma/ignitewebsite/2011-social-network-analysis.pdf Diagram L3 Badoo.com Digg.com FaceBook.com Fark.com Flickr.com Flixster.com Foursquare.com Friendster.com Gather.com Habbo.com Hi5.com Lambored.com Identi.ca IndianPad.com Last.fm Linkedin.com Livejournal.com Meetup.com Metafilter.com Mixx.com Multiply.com MySpace.com Netlog.com Newsvine.com Ning.com Plaxo.com Plurk.com Propeller.com Reddit.com Reunion.com Shoutwire.com Skyrock.com Stumbleupon.com Teamsugar.com Tribe.com Twitter.com Wayn.com Xanga.com Yelp.com YouTube.com REFERENCES 1. 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