Harness the Power of the #Hashtag

In the third chapter of his book Off the Network: Disrupting the Digital World, Ulises Ali Mejias describes how computers function together to form a network, defined as “a system of linked elements or nodes” (37). Digital networks, Mejias writes, use a combination of human and machine to assume social agency through social tagging systems. The concept may seem abstract, but for anyone who uses social media such as Twitter in their daily lives, tagging works as a beautifully simple way to sort through and classify information on a particular topic.

Perhaps what makes Twitter hashtags so appealing to its users is the fact that it operates as a “folksonomy” with few, if any, rules for what can and can’t be a hashtag. The relatively lawless nature of hashtags comes from the fact that “the negotiation of meaning during the process of classification is delegated from humans to code” (50). Mejias portrays this feature as “perhaps [the] greatest weakness” of social tagging systems, but I argue that any inefficiencies caused by the computer regulating the system are far outweighed by their benefits.

Yes, it is somewhat annoying that the same topic could take on multiple hashtags based on a misspelling or the choice to omit “the,” as in the example below.

twitter capture 3.9

Two people tweeting about the same thing won’t have their tweets sorted into the same “pile” because of their slightly different hashtag choice, but the inefficiency is minor and ultimately insignificant. What makes Twitter hashtags so fascinating is how they can provide a seamless link between celebrities and regular folks. When NASCAR driver Brad Keselowski—who has over 500,000 followers—wants to do an impromptu Q&A session with his fans, all he needs to do is harness the power of the hashtag, and computers handle the dirty work of aggregating all the submissions for him. In my view, it’s well worth a few small sacrifices in order to gain the “individual freedom and scale of access that only the internet can provide” (52).

Social Computing, Social Behavior, Algorithms, and Physics

In Mejias’ chapter on “Computers as Socializing Tools” he sites the critique of social computing, a field focused on the modeling of social behavior, that in some way it simplifies human behavior by “dumbing it down” to a level which a computer can understand it. The creation of artificial intelligence or games like the Sims demonstrate attempts to recreate human life in the digital realm. These attempts so far have fallen short in recreating a 100 percent realistic picture. Therefore, the question remains can computerized algorithms, however complex, ever truly model how we behave? The answer depends who you ask. Critiques such as those mentioned by Mejias might challenge the plausibility. However, some physicists may argue otherwise. Theoretically, if a unified theory of physics such as string theory were ever to be proven, any concept of free will would be nullified. This would mean our brains operate no differently than computers, collecting stimuli and working through algorithms to arrive at an appropriate action. If this is truly the case, then there is no reason computers could not accurately model human behavior. The only obstacle to this goal would be understanding the complex algorithms of the human mind, which is certainly a daunting task.

Expanding the “Small World Phenomenon”

David Easley and Jon Kleinberg’s chapter on graphs provides an instructional background on the mechanics of visual aids. Their explanations on distances between nodes, paths, and connectivity, however, read as overly specific. Developing “basic network properties in a unifying language” (23)  for graphs sounds unnecessary to a common reader because the very point of graphs is to make information accessible without the need for complicated directions. Visuals are so prevalent in our daily life that directions are unnecessary. Even seemingly private information made available to us with visual aids, like our Facebook data, is immediately digestible. Reconsidering how graphs are established, however, allows us to find similarities between visual aids that may be unexpected.

Through their discussion on social media, Easley and Kleinberg hinge upon a link between visual maps and connections with friends online. They introduce a concept named the “small-world phenomenon— the idea that the world looks “small” when you think of how short a path of friends it takes to get from you to almost anyone else” (35). The Guardian’s article on internet privacy opened our eyes to how closely linked humans are- even people who don’t know each other. I would argue that other graphs also work to shrink distant locations, and apply the idea of social network analysis to physical geography. Easley and Kleinberg use airline routes and subway maps to illustrate the graph’s ability to document “direct connections.” Shrinking one-hundred city blocks into twenty orderly dots makes an urban environment look compact. I can travel across an entire city by making a few stops along this lined? A flight from Atlanta to Tokyo, a fifteen hour flight across an entire ocean and continent, can be reduced to a two-page spread in a magazine. That journey looks pretty simple. As previously mentioned, graphs are incredibly accessible and benefit from not needing the mechanical directions provided by Easley and Kleinberg in their chapter. One thing graphs lack, however, is a sense of context. While they may be easy to read, their simplicity may imprint “the small-world phenomenon” on geography as well as people. Accessibility comes with a cost; whether or not such a cost is positive or negative is up for debate.

Vancouver and Amsterdam are only a magazine page away

 

Meaning Behind a Digital Network

Through technology, we choose who we associate ourselves with. The association with someone would create an edge between nodes. The edge forms a network that connects two nodes together where the nodes of family, friends, and associates are now connected to both nodes. For example, Facebook is a digital network where two people can become friends on Facebook. Now, the friends of these two individuals are connected through a path that are formed by two individuals, unless the friends already have mutual friends. Ulises Ali Mejias states in Off the Network how “to ‘Friend’ in a social network that establishes a correspondence between two records of data (47). Every day, Facebook users are being connected together as one can find Facebook to consist of a giant component that encompasses every Facebook user being connected through edges. Even if one creates a new Facebook account, then they will soon friend someone else that will tie them into the giant component. Yet, the downfalls behind the giant component of Facebook include disruptive forces like a person impersonating a real-world friend that could disrupt the connection between you and your friends.

Furthermore, through Facebook, we witness various Facebook users discover their friends to have hidden mutual friends that may have not been discovered through technology. David Easley and Jon Kleinberg states this idea, small-world phenomenon, where the world looks “small” when you think of how short a path of friends it takes to get from you to almost anyone else (35). The downside from this phenomenon is it doesn’t mean you’re socially close to them.

Facebook friends
http://socialmediaiseasy.blogspot.com/2012/11/learn-how-to-use-facebook-basics.html

David Easley and Jon Kleinberg, “Graphs” from Networks, Crowds, and Markets: Reasoning about a Highly Connected World (2010)

Ulises Ali Mejias, “Computers as Socializing Tools” from Off the Network: Disrupting the Digital World (2013)

February Class Attendance and Weather

Through tracking class attendance this week, collecting attendance from prior observer posts and looking up weather reports from this past month, I was able to create graphs that looked at the percentage of students present in class through the month of February with respect to the day’s weather and and high temperature.

There were 4 different descriptions of the weather on days we had classes.  Clear, Scattered Clouds, Rain, or Snow.  I averaged the percentage of students present on each type of weather days.

FebClassAttendance

FebClassWeather

FebClassTemp

Time Between Question and Answer (Part 2)

Unknowingly, I collected the same data as Spencer this week. My data looked similar but a little different.

Tuesday:

Mean (seconds) : 7.07

Standard Deviation (seconds) : 5.46

Thursday:

Mean : 6.28

Standard Deviation : 4.87

The slight alterations in my data vs Spencer’s could be a result of different timing strategies or different questions timed. To explain this data I hypothesized that the more reading we had assigned, the longer it would take between question and answer. Tuesday’s reading assignment was significantly longer than Thursday’s so I thought there would be a large difference between question and answer times. In reality, the means were fairly similar so my hypothesis was likely false. One explanation could be because we don’t always discuss the readings directly. Often we break off and do group work or use our computers.  I found that when we are asked to share what we’ve found on the computer, our time after the question is very small, averaging around 2 seconds. This could be because people are excited to share what they’ve found. To get more specific data it could be helpful to categorize the questions into different groups, like questions about the reading or questions about group work, in order to get a better understanding of the time between question and answer.

Time Between Question and Answer

On Tuesday and Thursday I observed the time between a question was finished being asked by Dr. Sample, and when a student began to give an answer. This data is below:

Tuesday times between question and answer (seconds): 3, 9, 6, 2, 8, 4, 2, 8, 11, 16, 5, 4, 6, 17, 9, 1

Tuesday average = 6.4 seconds

Thursday times between question and answer: 7, 6, 17, 5, 4, 11, 2, 13

Thursday average = 8.1 seconds.

Observed Data

Since I was not in class all last week, I collected data this week to make up for it. My data is presented below:

The first thing I observed was the total number of minutes someone was looking at their phone or computer screen when Dr. Sample or someone else was talking (I did not take data when we were supposed to be looking at the computer and a few minutes after as well).

Tuesday
Person 1 Person 2 Person 3 Person 4 Person 5 Person 6 Person 7 Person 8 Person 9 Person 10
3 9 5 3 5 2 8 1 7 2
Thursday
Person 1 Person 2 Person 3 Person 4 Person 5 Person 6 Person 7 Person 8 Person 9
3 7 22 1 7 14 2 5 4

Although you do not have the data, it is interesting to note that the majority of the time spent browsing on phones and computers happened towards the latter half of class.

The next thing I observed was different on Tuesday and Thursday. On Tuesday, I observed the number of times Dr. Sample furrowed his eyebrows…it was 20 times during the class. On Thursday, I observed the number of times Dr. Sample flicked his hair…it was 2.

The last thing I observed was the number of times someone looked confused during class. On Tuesday, it was 94 and on Thursday (it was much harder to tell since faces were focused on the TV screens) it was 42.

As with all data, I could give you my interpretation of my data but then it would influence the way you looked at the data. However, one thing to think about after you look at my data…Is it meaningless data or is there more to it?

Observations

Tuesday

Four students were wearing Bean boots

Three students brought coffee

Phones were used nine times while Dr. Sample was talking

Seven people were visibly wearing their misfits

Thursday

Six students were wearing Bean boots

One student brought coffee

Phones were used three times while Dr. Sample was talking

Eight people were visibly wearing their misfits

 

Tracking the Flow of Class Discussions

I made a couple of visualizations of this week’s class discussions. I’m tempted to just throw them up here without any explanation, like Dr. Sample did with that French popsicle image, but I don’t think mine are spiffy enough to make any sense unless I provide at least some info.

  • The black rectangles are the doors of Studio D.
  • The red circles are occupied seats.
  • The green rectangles are Dr. Sample’s perches, i.e. where he spoke from (his desk, where he stood).
  • The orange-ish rectangles and squares are the tables.
  • I used a different method for each of the visualizations.
    • If you think of the flow of conversation as passing a ball around the room, then Tuesday’s image assumes that the ball is thrown back to Dr. Sample after each comment unless you’re directly responding to someone else.
    • Thursday’s, on the other hand, assumes that the ball is thrown from student to student, and never given back to Dr. Sample after he “kicks off” the day’s discussion.

That’s all I’ll say! Hopefully you can make some sense of out them. Maybe you can even come to a meaningful conclusion. Maybe not.

 

Tuesday

tuesday

 

Thursday

thursday