Student media focus groups – some notes

As part of my Pinterest project (blogged about previously here and here) I carried out a couple of focus groups this week with my students to explore their use of social media in general, their use of these tools in their learning and the pinterest resource that was created to help their learning on my Anthropology class. I thought it would be a good idea to blog some early thoughts from the process as it might be of interest to others, and it will be a while before it all gets written up and properly disseminated.

I should probably make a couple of methodological comments. I carried out two focus groups (with 6 and 7 participants) from students who had previously taken my anthropology class last term. In each focus group the students were all from the same class and knew each other well, which really helped the discussion flow. Whereas for my previous youtube project I used somebody unknown to the group to conduct the focus groups (my collaborator @elainertan) this time i decided to moderate the groups myself. This was  a lot of fun and I think the groups went well (I already had a good rapport with them from teaching them the previous term), but it’s worth mentioning as if students had any negative experiences they might have been less keen to offer these views.

The first striking thing was that I asked to tell me the range of social media and online tools that they use, and there was a massive range! Aside from the usual suspects (facebook and twitter, although neither was universal) there were some suprising blasts from the past with MySpace and Bebo getting mentions. There was also some mention of country specific networks such as RenRen and Weibo (I’m working on a project looking at weibo which I’ve blogged about ). There was also a couple of networks which I’d not heard of such as Xanga and the Japenese mixi.

Another suprising (well to me at least) finding was the popularity of mobile based apps. Instagram got a brief mention, but both groups talked a lot about Whatsapp which was used to keep in touch with people, sharing text and photos for free (the free bit was mentioned a lot). The anthropologist Danny Miller recently blogged about the popularity of Whatsapp in Trinidad suggesting that trinidad is ahead of the game. Perhaps Danny and I are just late to the whatsapp party? anyway it’s always good to hear about new tools that students are using.


These social media were being used to help with their learning. Youtube got a few mentions in this regard, and online forums as well. Even our much maligned VLE (Blackboard) got quite a few positive mentions! I know!

For the purposes of my project, and research interests, the really interesting stuff was all the stories of how students shared the stuff they found. One student had friends at other universities who would send him articles that they found, other students would share videos and webpages that they had found, but only with close friends. Another student told how they would take a picture of the whiteboard for a student who was absent (yes there would have been an interactive whiteboard in the room, unused! *this wasn’t me*) and share it with them, but not with anybody else, this hadn’t occurred to them.

This got me thinking about how we might be able to encourage this sharing that is already taking place, and try to help students share these resources with the whole group. One way to perhaps do this is to encourage sharing to take place within the classroom (possibly through the use of their smartphones)? I think that this idea has potential.

The pinterest resources were very popular, especially during revision, although i should probably treat this enthusiasm with some scepticism as ‘the pinterest project’ was paying for their lunch! The students liked the way that the resources were grouped together by topic, and included videos and websites etc. They also liked the visual nature of Pinterest. Interestingly though they didn’t really interact with Pinterest as a social media, so there was little (if any) repinning or commenting on the resources – which I guess feeds into the discussion of the previous paragraph.). This also reflects my experience of student use of slideshare (where I post all my lecture slides).

Anyway I will do some more analysis and write this all up into some kind of report/ paper, but I’d be interested to hear any comments or responses.

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Weibo use by UK universities

I’ve blogged in the past about the potential of chinese social media for our recruitment and marketing. I recently managed to commission a survey of Weibo use by UK universities (carried out by @yimeizhu ). This will eventually be worked up into an article of some sort (plenty of interesting issues have been raised), but I thought it would be a good idea to blog some of the results while they are still current, and get some feedback.

This study involved the manual search on Weibo for an official university presence in the period 27th-29th August 2012. The list of institutions was taken from HESA and a similar study carried out looking at institutions’ presence on other social media sites. This list was matched against the mission groupings as they stood on 6thSeptember 2012, this was manually done through a comparison with the different groupings websites.

Out of 163 UK universities 94 (58%) have some sort of Weibo presence, of these 41 have verified accounts. There are some differences amongst the universities. 64% of universities in Wales have weibo, in Scotland the figure is 53% while in Northern Ireland, only one university has weibo site (25%). Turning to the different university mission groups we can see quite a wide variation in table 1. [this is a shortened version of the table as extra columns (for GuildHE (17%) and nonaffiliated (39%) ruined the formatting in wordpress)

Mission group

Russell Group


University Alliance

Million +

% with Weibo account





mean followers


















Institute of Education




East London

  Table 1. Weibo account by mission group

Once an account has been set up it needs followers to be of any value. Each follower has made an active decision to engage with the institution’s presence on weibo. They may be prospective, current or past students so there are potentially large numbers of followers available to each university.

  Frequency Percent
0-50 followers 20 21.3
51-500 followers 25 26.6
501-1000 followers 11 11.7
1001-5000 followers 31 33.0
5001+ 7 7.4
Total 94 100.0

Table 2 Followers on Weibo

This table gives an idea of the popularity of these accounts. Of particular interest are the accounts with large followers. There are 31 institutions with between 1001-5000 followers and 7 with over 5001. The institution with the largest number of followers is the University of Huddersfield with 30,469 followed by the University of Central Lancashire (25,442) and Kingston University (16,025). Huddersfield is in the University alliance, whereas the other two institutions are part of the million+ group.

Having an account is just the first step, however and table 1 gives a breakdown of the level of activity.

  Frequency Percent
everyday or almost everyday in the last month 16 17.0
frequent & have been tweeting recently 38 40.4
not very often (but has recently) 5 5.3
haven’t recently (nothing in last 2 months) 17 18.1
a few tweets in total (less than 5) 11 11.7
no content 7 7.4
Total 94 100.0

Table 3 Frequency of posted messages in the last month

We can see from table 3 that whilst 18 institutions can probably be categorised as dead/dormant users 54 clearly have some sort of regular interactions with Weibo. The three institutions with the most followers are all daily or frequent users, as you might expect.

So overall the survey found a pretty high level of use of Weibo by UK universities, although there is a big range in the level of interaction. This is clearly an area worth exploring from an admissions and marketing point of view, although there are a few questions remaining.

How do chinese students (and there parents?) use Weibo when thinking about which UK universities to apply to? Are the sites used by current students or alumni? Are there interactions between these groups? Is wiebo used in similar ways to other social media sites (such as a facebook page, which we set up a few years ago?). What are the intercultural issues for UK institutions in establishing and maintaining a presence on weibo and other foreign social media networks?

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Zombies in the Academy Book

Just received notification that the Zombies in the Academy book is slightly delayed, but due to be published in early 2013. This is quite a long time after my first blog post about our chapter, in February 2011!

The book now has a page on the University of Chicago Press site, which shows off quite a funky front page!

The contents look really interesting, and I can’t wait to get my hands on a copy, although I did notice that Margaret Attwood is now writing a zombie novel which might suggest that zombies have jumped the shark.

If zombies are on the way out, I wonder what will be the next metaphor to go viral?

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Could Weibo overtake Twitter?

Most people think of Weibo as a ‘chinese twitter’ (if they think about it at all), but what if it made a play for the global market? Does it have the potential to overtake the original?

I’ve been working on a project (with @yimeizhu ) looking at the use of Weibo by UK universities. I’ll blog some of the results of that in the near future, but one upshot is that I’ve been quite impressed by some of the features of Weibo and rather than thinking of it as an inferior copycat I’ve started to wonder whether the features commented on as weakness (close control/ censorship) could make for mass market global appeal.

If you look at the most popular university weibo site, for Huddersfield University you can see that it is a mixture of english and chinese, although mainly the latter. They currently have over 30,000 followers (compared with an average for the rest of the University Alliance of 2,900, and Russell Group and 1994 group averages of 1,500 and 2,000 respectively).

You can see that pictures are embedded within the page in a way that isn’t currently default on Twitter (although there are firefox plugins for that) and weibo supports animated emoticons in a way which I find quite cool, but which most likely split opinions.

Screenshot of Huddersfield University's Weibo page

The bigger differences are less obvious.

Firstly the content on weibo is closely monitored. The focus in the west has been on the policital nature of this, but this monitoring presumably also focuses on other elements such as pornography and spam.

Seconldy most weibo accounts are verified (in a way that only celebrity accounts are on twitter) which presumably makes spambots a lot less likely.

These two features taken together remind me of Apple’s app store, which has of course been hugely successful with consumers who appear to be happy to trade off an element of freedom for a dependable and safe product.

This leads me to wonder what might happen if twitter becomes increasingly clogged with spambots and Weibo were to agressively expand into non-Chinese markets. What if Weibo’s success in China isn’t just because of the great wall of china (which can be circumvented fairly easily) but becuase it’s a good product? Could Weibo overtake Twitter?

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Finding and Pinning resources

A guest blog from Sarah Learmonth, who has been working on my Pinterest project for a little over a week now:

This week has seen the launch of the Pinterest project; combining video, images and other useful resources into an engaging student learning tool.

To achieve this, I have been researching and sourcing material (including videos, blog posts and newspaper articles) using the following criteria;

  • The resource has to be directly related to course material which students could use as revision or read in addition to their notes.


  • The resource is interesting/thought-provoking and related to a particular subject.

For example this light hearted article from the Telegraph discusses whether Indiana Jones is a negative role model for Archaeology.

I’ve been searching google, academic blogs, museums, university research findings, tumblr, newspapers and then browsing/searching archives and recommended links. Once a resource is found that matches the criteria as described above; it has to be simple and straight forward to understand, not bogged down in jargon or overly complicated otherwise students won’t read it. The visual has to appealing and from a reliable independent source that is not biased (well as close to this as possible!)

The difficulties I’ve had are finding resources that match all the requirements.  For example, I wanted to pin the following link, which includes a video and an article about the English language. It won’t allow me to do so. I can ‘share’ via the option already embedded on the website but it does not allow me to attach a visual therefore defeating the purpose of Pinterest. Other sites I’ve had problems pinning from are national geographic, and the BBC learning zone.

Other problems encountered is that scholarly articles rarely contain visuals, PDFs cannot be pinned, or should a website contain an appropriate visual the surrounding content may not be reliable.

I have pinned a number of items that are visually appealing and linked to informative resources but would welcome any feedback, comments or suggestions.

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Pinterest: Sex, Death and (Famous) Monkeys

I have been successful in getting a little bit of internal money to explore some ideas I have had about using pinterest to teach my anthropology class. I have employed a student from the previous cohort (hello Sarah! ) to help me scour the internet looking for the best resources for each topic covered. These will include videos, slideshares, blog posts etc. She has already been very busy and here’s a screenshot of the account so far.


We’re trying to think of creative ways of linking to books on the reading list (would like to link to library catalogue, but no pictures) and also ways of embedding the pinboards into Blackboard. Finally we are thinking about ways of evaluating the impact of the resources on students’ learning, where I’ve successfully used focus groups in the past to look at students’ use of YouTube Playlists, which I see Pinterest continuing and developing upon.

I am sure there are other people thinking about and using Pinterest in their teaching, so I would be (p)interested in hearing from them!

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Some first thoughts on Pinterest

Well I’ve finally gotten round to having a look at Pinterest, which at first glance looks to be relevant to a number of projects that I’ve been working on over the last few years, and looks a promising basis for some future projects which will continue some of the themes I’ve been developing such as ‘clickolage’ and openish practice.

Pinterest is, in its own words, “a virtual pinboard. Pinterest allows you to organize and share all the beautiful things you find on the web. You can browse pinboards created by other people to discover new things and get inspiration from people who share your interests”.

In a previous project I looked at teaching with YouTube playlists which was an interesting angle, but had plenty of pitfalls, including being tied to one platform. A very interesting and striking feature of Pinterest is that it piggybacks on all (or nearly all, I think some sites limit acccess) the web. You don’t even have to sign up with an account, once you have asked to be invited you can join in via your twitter or facebook account. In this sense Pinterest is very squarely a meta – site and has proven to be pretty popular so far, despite some copyright concerns (more of which in a bit).

So Pinterest could be a good medium for sharing images, and videos, all of which incorporate links to their original sources and facilitate commenting and sharing. This would seem to tie in quite nicely with the concept of clickolage I’ve developed for a forthcoming article in Teaching Anthropology which emphasised these aspects of learning where clickolage is “the self-directed creation, curation and linking of multimedia content through social media sites and tools”.

In order to have a play around I have created a pinboard called ‘famous monkeys’, here’s a screenshot because at the moment I don’t think it’s possible to embed pinboards (which could be really useful) only individual pins.


Naturally I’m not the first to consider using Pinterest for education. A group of sociology grad students in america (i think), the Sociology Cinema, have been very quick to explore some of the possibilities and have already put together a useful resource. Chareen Snelson, who has done some really interesting work with YouTube, has also been quick to consider some of the educational possibilities of this new site .

There are some important critical considerations to think about though. Obviously Pinterest is yet another internet startup with no clear business model which could die a death or change business models, so I am wary of investing too much time into this. On the other hand it is an incredibly lightweight means for collating content, so doesn’t really take too much time.

The more important cloud on the horizon is the site’s cavalier treatment of copyright. Some of the legal issues have been discussed elsewhere but they boil down to who owns the material being ‘pinned’ and more problematically whether or not they have permission to use those images in that way (which seems v. unlikely). As Pinterest continues to grow (currently 12 million users) and maybe starts to look valuable I am sure that these issues will become more prominent.

This somewhat cavalier attitute to copyright reflects my views on opennish educational practice, where practice preceeds policy and open activities such as sharing, curating and commenting on things can happen even though they are certainly breaking the letter of the copyright law. In my case I’m talking about for the purposes of education not profit, so Pinterest is an interesting case as they are not pretending to be anything other than private profit making (at some point) company.

Definitely a site to keep an eye on, and I’m working on an internal proposal for a little bit of money to pay a student to use the site to collate relevant materials, seed and moderate pinboards for one of the classes I teach. Fingers crossed, and see if you can help me by sharing some famous monkeys…

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The pub quiz and social science

Last year I put on a very successful zombie event as part of the ESRCs festival of social science. There was a good turnout for my talk and film screening and quite a lot of press coverage, including at the discovery channel website and the register blog, both of which included plenty of ‘interesting’ comments.

Anyway this year I’m putting together a proposal for something to do with pub quizzes. A few friends of mine, one of whom happens to be a quant social scientist, have been doing a pub quiz for quite a while now. There happens to be two quizmasters at this quiz, a man and woman, and we suspected that the women was running a much tougher quiz. Being nerdy academics my friend started collecting data (ie beer sodden scoresheets) and we did some number crunching to conclude that our initial hypothesis was correct.

This also got me thinking about the pub quiz and how it fits in with British culture. It has been estimated that there are 22,400 pub quizzes in the UK, although actual data about the phenomenon is quite hard to come by. Some sociological questions might include, how does the pub quiz relate to class? to gender? to community? Is the pub quiz unique to the UK? what kinds of people volunteer massive amounts of time to run these things? and why?

These two strands taken together (a socio-cultural exploration of the pub quiz, and a quantitative analysis of a specific quiz to explore some of these themes) could make for an interesting and fun event which could help promote social science, and quantitative social science in particular as part of the 2012 festival. I’ve just had a meeting with the lit and phil who are keen to host again and I’ll start working on the proposal soon.


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Involving students in the research process, right from the start

What would pedagogic research look like if students were involved from the proposal stage? What would be the impact of including student representatives on ethics committees dealing with research involving students? I’ve recently been awarded a small-ish amount of money as part of the much larger EPSRC FRIICT project to investigate these issues in a case study.

I’m hoping that the lessons learnt in this case study will have wider significance for research governance and the implications for including research subjects much earlier into the research cycle, it’s just that at the foundation centre we do an increasing amount of research with out students, and they are close to hand for interviewing/ involving in committees :-)

I would be really interested to hear about any attempts to include students into the research process in this way, or any thoughts that people might have about the process. Is this opening up the research too much? how will a student feel if they are involved in an unsuccessful bid? Will colleagues resent the intrusion or will they feel that their proposals are strengthened because of it? so much to look at!


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Lecturing in the nude

My last few blog posts have been reflecting on open(ish) practice and one instance of this has been making my lecture notes publicly available, warts and all, on slideshare. Exposing my mishapen slides to the unsuspecting public.

I had a trial run with some revision notes from a course last term that went quite well. I think because of a snazzy title (sex, death and monkeys) it was picked up on slideshare’s front page and got a thousand hits fairly sharpish, a few downloads etc.

This term I have tried to keep up the momentum and made the first two week’s slides available. It’s made me focus on trying to make my slides prettier, although I’m not a naturally gifted design oriented person, and there’s definitely a few ‘fillers’!


The reality is they are OK slides. I’ve started to try and make slides that would be relatively intelligible to the general public, although I feel some way short of that. I’m conscious that some of my choices of images might actually confuse, as I have picked examples to spark discussion which may be because they illustrate the opposite of the point I’m making. And embedded videos don’t appear to work, although I imagine I’ll sort that out at some point.

Being this open with my slides is quite unsettling. I think it’s similar to having a lesson observed, except that I can’t see who is observing, or what criteria they value. I’m half expecting some negative comment via slideshare from somebody slating my slides as ugly or unhelpful. On the other hand I may get a positive comment from somebody somewhere who finds them useful, as has happened with this blog or on my work related stuff on YouTube or Facebook (where one positive comment/ interaction can really make my day).

Essentially I feel like I’m lecturing naked, and I have to question how long I will keep going before I get cold and put my clothes back on, only exposing myself in the relatively privacy of our VLE. Or maybe I just need to go the metaphorical gym (ie learn photoshop) and get buff instead :-)

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