Social Media – Page 5

On one page guides

Beth Kanter has very kindly been tweeting about the One Page Guides I put together early last year – as she is planning to use some as part of the We Are Media (check it out if you’ve not already taken a look!) project. If you’ve just arrived here looking for them, you can find all the posts on this blog with How To one pagers on here.

I’ve been meaning to do some work to tidy up and update the One Page Guides for a while now – but so far the opportunity has escaped me. However, as all of the guides are available under a Creative Commons licence you are very much encouraged to take them, update them, rebrand and remix them to suit your own projects and purposes. If you do make any updates to make these guides fit with the way some of the websites and services they describe have changed – please do let me know so I can replace the current versions with your latest copies.

Why one pagers?

Whilst some people are not so fond of the one-side-of-A4 format – I still find in tremendously useful in helping social media beginners to get started using new online tools, and as a great memory jogger for those who like instructions to refer back to. The reality is, that even in the age of rich media, screen casts and blog posts on just about anything you could want to do with social media – most of the people I’ve run training for still work from scribbled notes they have taken in their notebooks from those videos and blog posts. So I’ve found it’s useful to provide pre-prepared supportive guides to go alongside any more flashy training and development resources.

In first creating these resources I also found the discipline of trying to explain a social media tool within the confines of one side of paper to be a really useful one. Unlike a blog post which can go on and on, or a video or screen cast which can always be added to – the limitations of A4 mean you have to communicate only the essential messages about an online tool – and that can really help make it feel manageable and accessible to the social media beginner.

The trouble with one pagers

For all their value – the one page guide is a bit of a beast. Web sites and services are always changing and the guides need updating. But it’s not as easy as editing a blog post – and I’ve found myself endlessly fiddling with layouts when I’ve had to tweak a guide to fit in a new step in a registration process, or to update the screen shots when a service is redesigned.

And whilst designing a one page guide with a specific task and audience in mind works really well, trying to create more general guides, that can be used in different contexts and settings can get a lot more challenging for anything but the simplest of online tools.

The future of one pagers

Whilst not everyone uses tabbed browsers, or is comfortable with a list of URLs and searching for their own How To resources, the ‘print out and keep’ one page guide still has a role. But collating and keeping them updated will remain a challenge. I’m certainly hoping to produce and share some more guides soon – but I’m also reflecting on how there might be a more sustainable supply and stock of these kinds of resources…

If you’ve got ideas, suggestions and reflections on the humble one-pager for social media teaching then I would love to hear them.

How would you get up the web presence of a local campaign group?

What bits of Web 2.0 are essential for a local campaigning group?

One of the jobs I’ve taken on for 2009 is getting an online presence set up for the Oxford City Fairtrade Coalition. The coalition’s last static HTML website disappeared when the committee member who had set it up moved out of the area a few years ago, and the group is currently without a proper existence online.

With the rise of the social web over the last few years, it’s obvious that I can’t just set up a new static website. I need to make use of Web 2.0 tools to really give Oxford City Fairtrade Coalition a proper presence in the online space. But what should I use?

Should I leap in with Twitter, Flickr, YouTube, Facebook and more? Or is this just going to leave a trail of un-maintained web-debris? What sort of strategy should a small, volunteer run, campaigning group use to be seen on the web?

As I get started setting up a web presence for the group, I’ll aim to document the process, and to produce some practical Getting Started guides for each of the tools I do use (in the style of the one page guides) in the hope that these can be useful to other campaign groups, and possible to the emerging digital mentors programmes. However, before I start on that, I’d really value your ideas on the tools and approaches you would recommend…

Safe and effective social network site applications

[Summary: Inviting feedback on first public draft of working paper about developing social network site applications for young people that can be effective and engaging, whilst also promoting safety and limiting risk to young people (PDF)]

Update 18th May 2009: Version 1.0 of the paper posted here.

For the Plings project – concerned with promoting positive activities to young people – Social Network Sites (SNS) offer amazing opportunities. One of the main ways people find out about positive activities (the football club, dance group or arts society for example) is through word of mouth. So if you can feed information about positive activities into SNS, and increase the flows of information about positive activities through the networks of young people already active there, you could potentially have a big impact on young people’s awareness of activities they could take part in.

Take a look at the slidecast below to get an idea of how a Social Network Site application could work:

View SlideShare presentation or Upload your own. (tags: sns)

Of course, local authorities and professionals working with young people have a duty not only to make sure young people are aware of the positive activities available to them, but also a duty to keep young people safe from harm – and Social Network Sites can be places of risk as well as of opportunity. Which is why public and third-sector organisations engaging with SNS shouldn’t just copy the ‘viral marketting’ and often aggressive tactics of commercial SNS application builders – but need to develop a clear ethical and risk assessment framework for engaging with Social Network Sites.

I hope that this working paper which I’ve put together for the ISP/Plings project can go some way to starting off that development.

‘Safe and effective SNS applications for young people: considerations in building social networking
applications for under 19s’ aims to build a coherent foundation to support public and third-sector engagement with SNS through application building by:

Unpacking the reasons why we need to treat young people differently;
Exploring the features of Social Network Sites which lead to both amazing opportunities, and potential risks;
Clearly identifying the risks to young people within the Social Network Site space;
Proposing three levels of response that should lead to safe and effective application building;

The document also includes an outline risk assessment framework.

The three responses proposed are:

Abiding by ethical principles – and designing applications on the basis of principles derived from law, a respect for young people’s rights, and existing principles from professional practice;
Having a clear risk assessment in place for all projects – to make sure potential risks are identified and design decisions or resources put in place to limit potential harm to young people;
Building safety in – and creating applications which empower young people and encourage general safe online behavior.

So, if you’re exploring the use of Social Network Sites to engage young people, whether in positive activities or participation opportunities – or if you’ve got experience of e-safety or Social Network Site applications please do take a look at the ‘Safe and Effective SNS for young people’ working paper and share your reflections, questions and feedback.

Exploring further
This first public draft of the paper is hopefully just a starting point of a deeper exploration on building positive SNS applications. In particular:

The ISP/Plings project will be seeking to operationalise some of the learning in this paper, so it’s proposals, and the feedback and comments on it should have an opportunitity to be explored in practice over the first half of next year…
I’ll be leading an exploration of using applications for youth participation as part of the Local Government Information Unit Action Learning Set on SNS and Youth Participation. (N.B. Application deadline extended until 9th Jan 2009 in case you wanted to come along… but have not yet had chance to register…)
If there is enough interest – then I’d love to host a seminar on SNS applications and youth engagement early in 2009 – exploring both this paper, and emerging practice from the field. If you would be interested in taking part do drop me a line (tim at practicalparticipation dot org dot uk) or leave a comment on this blog post.
All comments and feedback on the paper are most welcome. Again, e-mail or comment below…

Using SNS in youth participation – action learning set

[Summary: take part in a six-month action learning set around social network sites and participation…]

(Update: The registration deadline has been extended until 9th January as we, erm, got the publicity out a bit late…)

Earlier this year I spoke at an event organised by the Local Government Information Unit (LGIU) exploring the role of Social Network Sites in youth participation. The event (which also coincided with the UK Youth Online unConference) was packed out – and there seemed to be a lot of interest in exploring more how we can use social media and online social networking tools in local democratic engagement, and to enable young people to influence chance in the organisations that affect their lives.

So – the LGIU decided to put together an Action Learning Set exploring Social Network Sites and Youth Participation and I’ve been invited to put together the programme and co-lead the process.

The Action Learning Set is going to be run over six months with monthly face-to-face meetings and an online network and web-meetings in-between sessions. We’re aiming for a mixture of presentation inputs and planned workshops, and open-spaces for shared learning and working together on shared projects such as:

Developing a handbook resource on youth engagement through social network sites;
Developing policy frameworks for promoting safety and opportunity when using social network sites for participation;
Exploring the commissioning of custom social network site applications to support youth participation initiatives;
Working on how social network site participation fits into wider strategies;

Participants in the Action Learning Set will also be able to bring their own ideas for these shared projects.

Headlines from the draft programme are below, and you can view a more details on the outline programme in this PDF. If you are interested in participating in the Action Learning Set then you can take a look at details of how to sign up in this flyer (PDF). The sign-up deadline is the end of November, but I believe LGIU are able to accept sign-ups after this point.

Draft programme:
Most meetings are likely to take place in London and will run from 10am till approx 4pm – apart from the Residential meetings which will probably take place outside London and will run from approx 11am on Day 1 until approx 3pm on Day 2.

Friday January 23rd: Understanding Social Network Site & exploring opportunities and risks
With hands-on sessions getting acquainted with the features that makes the emerged of SNS so exciting for youth participation and democratic engagement, and presentations/discussions covering how we can respond to the opportunities presented whilst ensuring young people are kept safe from potential online harms.
Wednesday 25th – Thursday 26th February (Residential): Social Media, Social Networks and Young People’s Experiences
Effective youth engagement through social network sites needs more than just the use of the site themselves, it requires use of a wide range of social media skills such as video sharing, using RSS and alerts to keep track of conversations, and facilitation skills for online groups. This residential will include a social media masterclass to help participants identify key skills to develop in their organisations.

We will also spend time exploring young people’s experiences of Social Network Sites, with presentations from academia, from young people and from practioners using SNS to engage with young people. Using practical activities we will explore different ways of understanding the role of networks in creating change.

At this meeting we will start to develop ideas for shared action projects and there will be opportunities to gain support from peers within the Action Learning Set and from invited experts to help shape your own plans for youth engagement through SNS.
Thusday 26th March: Approaches to SNS participation: tools, techniques and methods
Presentations at this session will focus on different ways that you can use SNS to engage young people in influencing organisations and decision making. Do you use the networks that are out there? Do you let young people lead the engagement activities, or do you build engagement around workers? Should you build your own social network site, or should you be commissioning a social network site application? We’ll have expert input and space for discussion.

This session will also include a social media surgery to deal with follow up questions from the social media masterclass, and there will be space to work on shared action projects.
Friday April 24th: A strategic approach: exploring where SNS participation fits
This session will look in particular at how the use of SNS can complement existing participation strategies and how to integrate SNS participation into wider corporate communication and organisational change work within a local authority or large organisation.

We also plan to use a simulation game to explore using SNS in consultation excercises, and to address particular key issues in Children’s Services with input from the LGIU Children’s Service’s Network. Again, there will be time to work on shared action learning projects.
Thursday 21st – Friday 22nd May (Residential): SNS Participation and Digital Democracy: and sharing our learning so far
With input from academics, international consultants and members of the UK Youth Parliament we will take a broader look at how participation through SNS fits into the landscape of digital democracy.

We will also return to look at practical skills for using SNS with skill sharing sessions, and we’ll be looking to the future with trend-spotting activities. Much of the agenda for this session will be set by the needs of participants, and we be fascilitating a range of opportunities to actively share learning from local action, as well as our shared action projects.
Friday June 26th: Activism and evaluation: creating change and measuring impact
Our final session will address how SNS can enable youth led campaigning. We will also be exploring how to measure change from youth participation on SNS, both through metrics and through capturing young people’s own assessments of what’s changed.

There will also be opportunities to feedback more on local learning, and to identify possible future developments of the Action Learning Set.

If you’ve got any questions about the draft programme, do feel free to drop me or Jasmine at LGIU a note.

If you can’t take part in this LGIU Action Learning Set, but want to learn more about using social network sites in participation work or in youth work, worry not – I’ve also got some announcements coming up about a possible project to run some open-source online learning sets for youth workers and practitioners in the New Year…

Sharing learning from the Plings project…

[Summary: I’m going to be blogging for the Plings project – exploring new ways of collecting and sharing positive activity information for young people]

The Plings project has been one to watch for a while. Exploring new ways of collecting, processing and sharing information for on positive activities for young people.

Local authorities are under a duty to provide information on the out-of-school activities in a local area young people can get involved with – but collecting and disseminating all that information is a big challenge.

Plings, built by research cooperative Substance, is an open source project that has been seeking to pilot and explore ways of semantically aggregating and then distributing that data, through XML feeds, iCal widgets and other mash-ups. Now that Substance has won the contract to lead the DCSF funded Information and Signposting Project, they’re going to be accelerating the development of the Plings project, and working with 20 local authorities to generate stacks of shared learning about collecting, processing and sharing positive activity information. This week has already seen the data from Plings made available via DigiTV, and I’m in the midst of scoping how positive activity information could be shared through Social Network Sites.

And if I can keep up with all the learning being generated, I’ll hopefully be blogging as much of it as possible over on the Plings blog.

So, if you’re interested in public sector mash-ups, promoting positive activities to young people, or just exploring new ways of innovating in the youth sector, please do subscribe to the Plings blog and throw in your thoughts and reflections to the comments there as the project moves forward…

(Disclosure: My blogging for the Plings project is part of a paid contract with Substance. I’m sharing news of it here as I think the learning from the ISP/Plings project will be of interest to a lot of readers of this blog.)

Participle’s Peggy – intergenerational interaction

[Summary: new application to send real snail-mail postcards from Facebook – interesting way to explore intergenerational interaction with young people]

Picture 3.png I’ve long been interested in how the explosion of amazing networking and interactivity on the social web can bridge to the offline world of paper and pens. Well, thanks to a tweet from Alberto I just came across a great Beta project exploring exactly that.

Send with Peggy is a facebook application from Participle (put together by the fantastic MakeMode) that makes it easy to create and mail a real postcard direct from within Facebook.

Participle take the message typed on screen, and then get a postcard with the message, and with a pre-prepared reply envelope, delivered to the person of your choice. The Facebook generation can type, whilst the paper generation can write.

This probably falls into the class of one of those positive aspects of social network site to explore with young people…

(BTW – if you find this project interesting, you may want to keep an eye on some of the other things Particle is exploring around youth engagement. The fantastic Sarah Schulman has just started working with Particle to head up a new youth programme there… so I’m expecting exciting innovations to be emerging soon…)

A social media game without an evening lost laminating

[Summary: Using Moo.com to make workshop resources]

(This post is mainly for those who have spent far too long laminating little bits of card late at night in preparation for a workshop the next day…)

I’ve used variations on the Social Media Game in workshops before. The game, which works by setting scenarios, and getting workshop participants to explore how they would use different tools or approaches to respond to those scenarios is a really effective way to encourage knowledge sharing and practical learning in a session.

However, preparing the game cards for a workshop always turns into one of those nightmare jobs. Simply printing them on paper or card isn’t enough – they’re too flimsy – and it’s always surprising how much the quality of a resource affects people’s interaction with. So, up until now – that’s always meant an evening of laminating little bits of printed paper to create good quality cards. And I know I’m not the only one who suffers this small but significant laminating challenge – @davebriggswife has rendered great services to social media in this country through laminating little bits of social media game card.

So, this time, as I started putting together the ‘Social Network Game’ for the Federation of Detached Youth Workers’ conference next Friday I though I’d try something different. And this morning a set of wonderful ‘Social Network Game’ postcards arrived on my doormat courtesy of Moo.com.

All I needed to do was to create each of the cards as an image, upload them to Moo, pay a few quid, and ta-da – high quality postcard-size workshop resources ready to go.

Why bother blogging this?

Well, asides from trying to save others who loose evenings to the laminating machine – I’m really interested by the potential that Print on Demand solutions like that of Moo.com can offer for:

Creating high quality resources – I’ve always been struck by how having good quality resources for workshops affects people’s responses. But often getting things professionally printed for a one-off workshop just isn’t viable… but can be with Print on Demand.
Resource sharing – Using the Moo.com API I could provide an easy way for anyone else to order a set of the Social Network Game cards I’ve designed. (In fact, once I’ve tested them out in a workshop I might try and create a set for others to get hold of…)
Promoting positive activities – Could the Information and Signposting project make use of the positive activities data and multi-media it’s collecting to make it really cheap and easy for activity providers to order promotional postcards to hand out?

Definitely something I’m keen to explore more. Would be great to hear about any other ideas or experience that you have…

That’s too risky – but for who?

[Summary: things local authorities might say… and why they need to think again]

You might have heard a local authority or organisation you work with say something like this:

“We can’t engage with young people through social networking sites – it’s just too risky.”

To which my reply is generally ‘Risky to who?’.

Engaging with social network sites may present risks to organisations. Risks of not understanding what’s going on; Risks of hearing negative feedback from young people about what the organisation is doing; and risks of being associated with negative news stories about social network sites.

And leaping into SNS without preparing staff and having policies and support in place for practitioners also creates risks of mistakes being made.

But when organisations and authorities, who have a duty to promote the safety of children and young people don’t engage – it’s young people who are put at risk.

If Social Network Sites are blocked at school, and young people encounter unsuitable content or contact that worries them whilst they are circumventing the school filters, they are less likely to raise a concern with teachers or other adults because they may worry about getting into trouble for circumventing the blocks.

If staff don’t gain an understanding of social network sites through using them then they won’t be able to support young people to engage with them safely, or to respond to potential risks proactively.

But if staff are engaged with social network sites they can identify risks before they become harms; they can become approachable adults who young people will talk to about their worries; they can help young people develop their online communities into pro-social positive spaces.

WISE Kids Webcast: a tale of four youth workers

[Summary: watch a webcast of the Youth Work and Social Networking research]

If you prefer listening to a presentation over reading a report (PDF) – then you can catch some of the key learning from the Youth Work and Social Networking project in this video from Tim speaking at the Wise Kids conference in Swansea during October.

You can find the Video here. Choose ‘Workshop B’ from the Playlist, and then select the presentation labelled ‘Tim Davies’ to watch.

This video also introduces a new way of looking at the workforce development aspect of the Youth Work and Social Networking final report – exploring different youth work responses to Social Network Sites through the stories of four different youth workers.

Plus – whilst you’re looking at the webcast – you can enjoy many other presentations from the Wise Kids conference – including a great Key Note by John Davitt about new media tools for education and learning during the morning sessions.

Video Change one page guides: youtube, vodpod and video making

I’ve been meaning to post these for a while: six ‘one page guides’ (ok, so actually one of them has two pages..) that I created for the Video Change project with Oxfam.

These are slightly different from the usual ‘one page guides‘ – but hopefully they may prove useful to others running in person or online training around the basics of making video for the web, or about using online video in activism and campaigning.

1) Six Steps to Online Video

An overview guide created to step participants in the course through capture, transfering, editing and uploading their video content.

Step 5 of the guide is specific to Video Change – so would need changing for any other use.

Download the PDF here, or get the original Word Document for editing here.

2) Collecting videos with VodPod

Whilst we had some problems with getting the VodPod widgets to work properly we did use it in Week 2 of the Video Change course to invite participants to collect and share their favorite videos. There is definitely potential for VodPod as a tool for use by Youth Services and websites to clip and display some of the best positive video clips on the web direct to their websites and blogs.

Again, this guide includes some Video Change specific bits in the ‘challenge’ box – so you download the VodPod PDF here, or download the original word document to update this guide for your own settings.

3) Finding and using Stock Footage

This guide should be generic and ready to do without adaptation and includes five sites to search for creative commons and public domain footage.

So if you regularly try and explain to people how they can use stock footage in their video making you might find it handy and it is ready for download as a PDF here. Of course, you may want to download the MS Word file original and change the list of stock video sources to point to your own favourites.

4) Sharing Videos on YouTube

This one page guide includes tips for upload a video to YouTube and for getting it seen by careful naming of the video and using the playlist, favourite and sharing features.

You can download the PDF here, or get the world file to edit from here.

5) Six approaches to Video Change

As part of the Video Change course we explored different ways in which campaigners could add online video their the campaigning toolbox. This guide outlines six different ways in which video can be used in activism – from video petitions through to video reporting and using video conversation tools like Seesmic.

Get the PDF here, or download the word file for editing and creating your own version.

6) Creating a Sisters on the Planet clip

The final module of Video Change invited participants to create their own Sisters on the Planet video clips. If you’re running a video making course you could do worse than to set creating a Sisters on the Planet video making challenge to your students – and I’m sure Oxfam would be happy to feature and use some of the resulting clips. This guide is also available to adapt for other video making challenges.

Get the PDF to use it as it is, and download the word file if you want to play around with it for your own projects.

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As with all the one page guides these are all licensed under a Creative Commons license to allow them to be adapted and re-used. However, please do note the request for these guides in particular that if you do find them useful that you credit Oxfam.org.uk and consider making a donation or taking a campaign action from here in return for getting the resources for free.