www.nickhodge.com

The fol­low­ing is a blog-best-effort tran­script of danah boyd in Bris­bane on the 6^th August 2007. This is not a ver­batim tran­script.

This blog post, and Flickr images by Nick Hodge are licensed under the Cre­at­ive Com­mons License:

Mark Pesce

shar­ing rein­forces social bonds

people are shar­ing all the time. (eg; funny pic­ture of self on flickr.com)

another page, eg from wikipedia

John Gilmore: the net inter­prets cen­sor­ship as dam­age and routes around it

You can nego­ti­ate your pri­vacy. it won’t help; even­tu­ally someone will come over the barrier

wiki.markpesce.com  hairball of per­sonal inform­a­tion in our world.

example: mother’s maiden name issue. because of the bank­ing security.

Biggest threat to pri­vacy isn’t the gov’t, it isn’t cor­por­a­tions. it’s your friends

Jen­nifer Wilson, Head of Innov­a­tion, NineMSN

9msn. what are people doing with mobile, online

“generation-C” empowered and always on. 13–27 behaviours

don’t wear a watch

swedes: click-and-go

community/connected/creative/content

net­work 50–80 people. est 150. core net­work, can man­age rela­tion­ships in head

digital pub­lic spaces: com­munit­ies are as rel­ev­ant online, as offline

off­line meat­pace for online com­munitiies (twit­ter meetup eg)

increas­ingly we travel to meet up with digital com­munit­ies that have formed

rela­tion­ships online are as import­ant as any other

we trust the net­works we build in ters of recom­mend­a­tions, advice support

29 jobs, 5 dif­fer­ent indus­tries. change often

see right to grow as people and employ­ees important

expect­a­tions on job/career advance­ment. com­pan­ies 20–28, search for more money and career pro­gres­sion. per­son­ally strong, con­fid­ence. sense of enti­tle­ment in a world of full employ­ment. digital industry move­ment expectations

mid April-June; face­book grew +93%

note, concept of face­book as an alien term.

people will move when their friends, > 23.  ego and self is more import­ant myspace. 17–18 responsibility/life stages — facebook.

face­book has over­taken linkedin in Aus­tralia (num­ber of members)

why is com­munity rel­ev­ant, com­mer­cial per­spect­ive. people will make decisions 29% no rela­tion­ship, 71% they will get from net­work social network.

Why mobile:

Generation-C, own they phones. com­puter = con­trol by oth­ers, phones = yours. most intim­ate of device.

SMS is the largest data applic­a­tions on the planet. 1.8b users send SMS

37% of the planet have them. 35% are 3G. As SMS to 2G, Social net­work­ing 3G.

3.45b social net­work­ing on mobile is going to be big, big, big

moko UK, AU mobile com­munity. alpha users, like all com­munit­ies. freaks/geeks/queers as alpha users. 92,000 stats per coun­try per day. 100% mod­er­ated. chat site tel­stra, afl. every MNO (mobile net­work operator)

your­Time: what’s on. user reviews. etc.

jum­buck chat on nearly every car­rier in the world. jum­buck island, SL/habbo online. 73minutes per day.

mig33 app; run net­work from java app on your phone. data over voice. packet model rulez.

blue­pulse: designed bluetooth; wid­gets, bud­dies, place. have a room. flickr/yahoo/etc/msn IM — run from within bluepulse.

bluetooth: 6degrees, signed up bluetooth; con­nec­ted. generation-C ring­tones, music, videos. wildfire.

podmo: bluetooth dis­cov­ery. (nb: this whole world is out there. i can see why people hate closed iphone.and I don’t get  the cool stuff. time to go back to nokia, I reck­onz. Email sucks. too much work and formal stuff. need to get cooler than that! (I’ve ignored all email 2 day. twittered some)

Bluetooth is the new black. Gen­er­a­tion C. SNS are the killer app for 3G

Pan­el­ists:

Kris­tian Simento, St Peters Lutheran College

Elliot Bled­soe QuT/CC AU

Jen­nifer WIlson

danah boyd

Kris­tian: internal net­work­ing, no external blog that he knows of. myspace user. 6 months. joined because friends are there. peer pres­sure. 1 hour a day, as he is a mod­er­ator for the school. people who are join­ing in the school are actu­ally from the school. legit­im­ate: not say­ing some­thing bad about the school. ensur­ing the digital face of the school is good.

social con­text: just remove it? include mod­er­at­ors remov­ing the com­ment, and email­ing the sender. most don’t post again.

(nb: he’s a digital cen­sor, he works for the hegemony!)

Elliot: online editor, 4thousand. 900 sub­scribers from the 5^th issue. Bris­bane part of 3thousand.

email is about external people through an offi­cial path­way. myspace/facebook etc.

Ques­tion: Spam: Is it com­prom­ising SNS

- Jen­nifer: face­book friends more genu­ine in face­book vs. myspace.

- danah: spam tak­ing off in dif­fer­ent ways. myspace friend requests; phish­ing requests on myspace. now face­book apps that are spam. its an arms race. no one likes it, but it hap­pens. massive spam increases in SNS as the tar­get becomes larger.

- Jen­nifer: not that much SMS spam in AU due to char­ging arrange­ments; bluetooth spam (eg: dubai) where bluetooth apps are great.

- danah: turn­ing off SMS in the US because of char­ging arrangement.

- elliot: what is spam? myspace example; use­less stuff from their friends that is spam.

Ques­tion: attract­ing generation-C into teaching

- jen­nifer: recruit­ment: migra­tion in com­mer­cial is dif­fer­ent. great age divide. digital and media is a sexy industry. want to trans­fer prior to skills gathered.

- jen­nifer: gen­er­a­tion C are time tol­er­ant. but expect everything.

- danah: US dif­fer­ent; pay­levels. career. recc book “Gen­er­a­tion Me” rise of nar­ciss­ism with teens. want it now, they deserve it. how the data plays out, psy­cho­lo­gist pov. self esteem move­ment took people fur­ther along than their skills. US skills short­age; no jobs for the work­ing class is a dif­fer­ent issue. bal­an­cing the belief that you are won­der­ful vs. skills building.

- elliot: digital tech­no­lo­gies in the classroom; research — comes from ambigu­ous legal frame­work. teach­ers. eg: copy­right. raft of new legis­la­tion. Elliot talk­ing about digital tech­no­lo­gies with cre­at­ive stuff. defam­a­tion issues.

Mark Pesce: where stuff is banned in the classroom, you leave the 21^st cen­tury. nb: hur­rumphs in room from teachers.

- kris­tian: ooh, there are kids who only use wiki­pe­dia for their inform­a­tion. going back to the sources. look deeper. points out errors in brit­tan­ica and wiki­pe­dia online.

- danah: what to do with “keep out sign” on classroom. books are not always true, either his­tory is taught by the win­ners in a main­stream nar­rat­ive. Paradigm of rote learn­ing is old school. kids should not be pass­ive accepters of truth, should search it out them­selves to do this. must be pro­du­cers of know­ledge. are teach­ers need­ing to change?

- elliot: mis­takes in wiki­pe­dia; all stu­dents should be taught to ques­tion and ana­lyse the inform­a­tion as it is presen­ted to them.

- danah: experts have a par­tic­u­lar view of know­ledge. demo­crat­ising know­ledge is upset­ting the know­ledge cart. not formal qual­i­fic­a­tions — but many can con­trib­ute. Con­trib­ut­ing is more important.

Ques­tion: how do we man­age these mul­tiple online identities

danah — iden­tit­ies — we can­not sep­ar­ate our digital/offline iden­tit­ies. blog­ging for 10 years. skill to be learned to under­stand the con­text. we can­not cre­ate walls as eas­ily as we could. people are really drilling into the inform­a­tion are stalk­ers. can­not erase the past, but can write and write that update the opin­ions. evolving pub­lic­ally is import­ant. the cur­rent is the most important.

elliot — can­not keep roles sep­ar­ate; I am who I am. no longer wear­ing hats. can­not deny the google his­tory; just gotta keep adding to the google. young people are col­lapsing the bar­ri­ers and walls. cre­at­ing divi­sion is from external force. (par­ent safe myspace, non-parent safe myspace) old gen­er­a­tion bad­der at this.

jen­nifer- mul­tiple iden­tit­ies online; 4–6 online for years. mul­tiple chan­nels and streams of inform­a­tion. younger gen­er­a­tion under­stands com­part­ment­al­isa­tion of their identities.

elliot — dif­fer­ent medi­ums to express dif­fer­ent iden­tit­ies. Second­Life iden­tity is dif­fer­ent to other places..

mark — email/IM voice

danah — dif­fer­ent audi­ences, dif­fer­ent facets of who you are. not mul­tiple iden­tit­ies. dif­fer­ent roles. just like real life. search tools can col­lapse these in sur­pris­ing ways. lan­guage fin­ger­print­ing in search engines. visual media search­ing, etc. doesn’t mean a per­sonal crisis. search­ab­il­ity is continuing

Ques­tion: 20yrs from now elliot and kris­tian are going for fed­eral par­lia­ment seat. Par­ents are up in arms about for their future.

elliot: more rep­res­ent­at­ive representatives.

mark: ques­tion of trust.

danah: in the future, real­ity we under­stand it looks like. will the data really haunt us. (nb: lack of trans­par­ency wor­ries me) danah fears those who are 16 now and they think they are going to be pres­id­ent some day. we learn from mis­takes, opin­ions, dis­cus­sions, con­ver­sa­tions etc. people are not static, they evolve. they move on.

Ques­tion: health­care work­force, stu­dents: skills usage/learning

elliot: stuff already exists in a dif­fer­ent wrap­per. tech­no­logy fil­ters into the work­force over time.

mark: organ­isa­tions that don’t accept SNS will be out-competed by those that do embrace these.

danah: con­trol of inform­a­tion, trans­par­ency is import­ant. why aren’t teach­ers put­ting their stuff like syll­bus closed? open it up. 66% mes­sages are pub­lic wall. default pub­lic, private when neces­sary. this work­force comes from a default pub­lic paradigm.

elliot: if you can’t say it pub­lic­ally, why say it? is advoc­ate of pub­lic open education.

Ques­tion: teach­ing to write essays; bet­ter skills of com­mu­nic­a­tions, bet­ter than essays.

kris­tian: teach­ers must help the stu­dents crit­ical ana­lyse their work. and why their work was not good enough.

elliot: new ideas are hard

danah: how many have cre­ated a 5 para­graph paper. not 1000 words! stand­ard­ised ed check­boxes killing edu­ca­tion. syn­thes­ize, thesis, defend. adapt. don’t just regur­git­ate, edu­cate. what are we try­ing to teach when we teach writ­ing? what is debate in a sec­ond­ary oral society

(close)

The fol­low­ing is a blog-best-effort tran­script of danah boyd in Bris­bane on the 6^th August 2007. This is not a ver­batim tran­script.

This blog post, and Flickr images by Nick Hodge are licensed under the Cre­at­ive Com­mons License:

1. Where are geeks/freaks/queers now?

• gay men still on friendster
• tribe.net / myspace for “freaks“
• geeks whatever is the coolest new­est thing. twit­ter etc.
• seg­ment­a­tion: US split based on class lines; danah men­tioned media tak­ing the wrong per­spect­ive of her recent postings
• world where the cul­ture is of celebrity to get out of cur­rent “class“
• in AU, split more on age

2. where are those who are not online?

• 93% US teen­agers have inter­net access (of vari­ous speeds/feeds/modes)
• 7% know what it is, but are restric­ted (eg: evan­gel­ic­als in US)
• the digital divide is method of access (school/library only)
  • hyper­con­nec­ted, basic, (and a few others)
  • evid­ence that with con­nectiv­ity, digital soci­ety has reduced young gay suicide
  • (danah noted: doing eth­no­graphic stud­ies, wor­ried about kids with no friends, online or offline)
  • hanging around with friends is import­ant; SNS is US/English based vs. mobile cul­ture (nb: mobile phones now advert­ised with myspace logo in AU on the weekend)

3. Vir­tual Worlds

• immers­ive vir­tual worlds such as WoW, gamer sites: another place to hang out with friends (more WoW than SL)
• Second Life: edu­cat­ors watch­ing edu­cat­ors watch­ing educators…
• SNS when kids use it for fun
• “is this tech­no­logy some­thing gen­eral users use?”

4. Lib­rar­ies in myspace, OK?

• most teens know that you exist
• when non-profits/politicians/etc are there, but they need to con­verse, not just be there. need to digit­ally shake hands
• some people in the SNS will use the link as a marker

5. Addicted to MSN/WoW (what to do with kids “addicted”)
• online is a place to inter­act with friends, and avoid school­work. this has been com­mon for many gen­er­a­tions where home­work existed
• WoW/MSN is hanging out with their friends
• more wor­ry­ing are those who have no friends
• prob­lem deeper than “the tech­no­logy” if there is no com­mu­nic­a­tion and understanding
• ques­tion on how soci­ety acts in the “digital street” to look out for kids who need help.

6/7. SNS, use within schools?

•  works when teach­ers respond online, not just “appear”
• remem­ber, SNS is for fun/friends. not school work
• engage in the con­ver­sa­tion, don’t be judgemental.
• worst thing is for­cing “decep­tion” where kids cre­ate shadow inden­tit­ies — are we for­cing kids to do this?

8. Gen­er­a­tion “Y” in the workplace

• lifest­ages; online vs off­line; and use of SNS changes when life interferes
• mobile; out and about greater import­ance with pro­fes­sion­als who are not at their desks
• email is NOT social; its work. it’s hell. spam, par­ents, cor­por­ate emails etc
• IM is the new email. more import­ant than email. Phone is a jar­ring interruption

9. Property/ IP hold­ing back?

• remix gen­er­a­tion; kids mix­ing point­ers (URLs) rather than base content
• own­er­ship is inter­est­ing in a world where copy­ing is easy

10. edu­ca­tion: in schools, cyber­bul­ly­ing etc == ban on access to SNS

• kids route around cen­sor­ship; prox­ies, etc. ask them how they do it
• mobiles change the ground rules
• teach­ers must push back

11. future of SNS?

• mobile
• 10 years all this will be nat­ural and there­fore calmed down
• embrace the new digital publics.

The fol­low­ing is a blog-best-effort tran­script of danah boyd in Bris­bane on the 6^th August 2007. This is not a ver­batim tran­script.

This blog post, and Flickr images by Nick Hodge are licensed under the Cre­at­ive Com­mons License:

10:00am start. Rec’d tag, http://blogs.educationau.edu.au/feed/

new policies, 68yo PM use youtube.com to announce policies (nb: cheaper than full advert­ise­ments, but same com­ment­ary = cheap). Soft­ware alone doesn’t fix stuff. its about good teach­ers (true)

explos­ing of flickr,myspace,facebook,youtube: self pub­lish­ing: live work and learn?

Intro danah boyd: expert on social net­works. yahoo, tribe, google. online iden­tit­ies, com­munit­ies, how people rep­res­ent them­selves online and to each other.

Gen­er­a­tion MySpace

His­tory of social net­work­ing, why big, interesting

Why youth are using these sites

edu­ca­tion: think­ing about, how used and applied.

Social net­work site: 6degress: 1997, flittered away

Hun­dreds emerged for many

Net­worked pub­lics: pub­lics in a net­worked soci­ety. eg: parks, civic places. SNS online publics.

usenet first of the net­worked pub­lics; first hier­archy. geeky space. eg: comp.lang.perl. cre­ate net­worked pub­lics. interests out­side com­puter stuff.

social norms; in hier­archy, talk related. rec.pets.cats.  Rup­tured by spam, not geeks.

alt.tastless invade rec.pets.cats » attack; spoil­ers: Harry Pot­ter. ruin­ing social expect­a­tions of another group.

people fled usenet to mail­ing lists (yahoo! groups) mail­ing lists have mod­er­at­ors, kick people off. vouch­ing via email address. not as pub­lic as usenet. what are the rules?

web=? com­munity, con­ver­sa­tion, com­merce?? tech boom, crash. things got worked out.

rethink­ing through on blo­go­sphere based people, based on “friends” — who are you friends, audi­ence is. not on com­mon interest, about people.

dif­fer­ent nar­rat­ives on web2. com­pan­ies use as label. is it tech­no­logy? busi­ness? make us feel bet­ter of the crash.

web2 is about reor­gan­ising the web around people, friends.

friend­ster; earli­est days of web2. web geek make greater than match.com; bet­ter ver­sion. more purposeful.

3 key earlier adop­ter domains: self-describes geeks/freaks (eg: burn­ing man) / queers. They thought it was their site. 20–30 somethings, not work­ing, jobs click­ing on the web. nego­ti­ati­ing the nar­rat­ive of friends. concept of play.

tech­no­logy reflects the val­ues of the cre­at­ors: deep desire on friend­ster to get as many friends as pos­sible. someone become icons — burn­ing man, ali g (blog­ger cul­ture). friend­ing them to make them big­ger. more fake char­ac­ters. har­vard uni­ver­sity. jesus with a base­ball bat. artistic : salt and pep­per, love let­ters. people didn’t have jobs.

friend­ster: whack-a-mole, rid of pop­ular­ity game, fake char­ac­ters. kill the fun. tech­nical dif­fi­culties: out­side US, friend­ster still around.

myspace: people who friend­ster didn’t want. kicked off friend­ster, rock bands — onto myspace.com. no kick­ing off. fea­tures around music; indi rock music — appeals to young crowds. 21+ indi band fol­low­ers, down the ages. 18yo 16yo 14yo. ignore younger because they don’t SNS.

Cool in LA region, worked down. teen­agers where there as a place to hang out. If you are not on myspace you don’t exist (late 2005) every­where else in the world, mobile phone.

myspace US == mobile phone outside.

55% online us teens 12–17 have a pro­file; 70% girlds 15–17. using to hang out with friends they see every day.

social net­works,. not meet­ing people, its com­mu­nic­at­ing to your network.

pro­files: unique URLs, age/sex/location. made up as its fun.

friends list: pub­lic list of people I care about, and I hope care about me and listen to me.

wall/testimonial: con­ver­sa­tion to the (wall ==write all) friends

myspace: copy+paste, make it loud and obnox­ious. like the bed­room. same feel­ing, per­sonal expres­sion of self. who is the audi­ence. remix cul­ture, says who you are.

SNS where people hang out. shoot­ing the shit, deal­ing with status. done in dif­fer­ent envir­on­ments (park, malls) for many years. friends to gather in a lar­ger collection.

prop­er­ties online dif­fer­ent to phys­ical space. in 20s, the pub. hung out, came together. have import­ant values.

what prop­er­ties: 4 key

per­sist­ence: what you say sticks around. eph­er­meral pub­lics, vs. for ever.

search­ab­il­ity: where are the teen­ages. search­able. all sorts of audi­ences, par­ents, teach­ers, bosses.

rep­lic­ab­il­ity: copy-paste, original/modified? teen­age break­ups online. gets out of he said/she said game. eg: IM text into blog. who got the final say. delete someone as friend. not being in con­trol. bul­ly­ing. 3 way call­ing, bul­ly­ing example

invis­ible audi­ences: assump­tions, edu­ca­tion, con­text: vis­ible audi­ence. no idea who is record­ing, and where it will go. con­text: adjust what we are say­ing based on con­text. soci­ety instructs us. to break the rules, we’ve got to know them. medi­ated envir­on­ments con­trol how we converse.

teen­agers: invis­ible audi­ences, social scripts. how to speak to the unknowns. gen­er­a­tion grow­ing up and deal­ing with stuff that only celebrit­ies and fam­ous people had to deal with. every­one is fam­ous for 15 people. myspace. Top 8 passive/aggressive social acceptance.

per­form­ing to people you know, this is how it will effect you.

high schools: age segreg­a­tion from 1930s. deeply cul­tur­ally embed­ded in the US. ment­ors friends 2 yrs around their age. No good reason to inter­act with people older than you.

US, other eng­lish speak­ing world: age segregation.

US, chil­dren are locked in doors. hyper­con­trolled. few places to chill. fear of abduc­tion. com­munit­ies don’t exist in sub­ur­bia. no places to hang out. primary social­isa­tion, at homes. par­ents reg­u­late; par­ents are respons­ible. ten­sion between teen­ages and adults. kids locked down.

“mum doesn’t let me out, so I am on myspace” — hang out on myspace

sexual pred­at­ors: evid­ence shows not a real issue; teen­agers: want to go some­where their par­ents are not. (ref danah’s site)

teen­agers: decep­tion so not search­able. tech­no­logy put in place to be really easy searched. comp.lang.perl vs alt.sex.bondage

pri­vacy: hav­ing con­trol over who has access to your data. those of have con­trol of teen­agers, leech­ers etc.

pre­tend like it doesn’t exist doesn’t work. How do we deal these kinds of publics.

edu­ca­tion of youth: not how they learn about maths and his­tory. how to deal with social works. they have a pub­lic life; with con­fid­ence, will­ing­ness to make mistakes.

mis­take: ban these sites in eng­lish speak­ing. they are evil. we don’t under­stand them, so they are wrong. broad data doesn’t reflect this.

how do we rethink this. they are pub­lics, dif­fer­ent archi­tec­tures. request to teach­ers: learn from the stu­dents. they can teach you unbe­liev­able things. youth populated.

why is this important.

we want our youth to be civically engaged. to be civically engaged, need to be public.

US: civic life, age segreg­ated: not a part of civic and polit­ical life.

must be social­ised in the pub­lic life; not tran­di­tional civic lec­ture, what is hap­pen­ing now. nego­ti­at­ing pub­lics. only school/after school activ­it­ies. why do people out­side their school matter.

US young people writ­ten out of immig­ra­tion protest: teen based a few days later, March 2006. walk to civic space. IM/phones. 15000 LAX alone. Adults covered: “skip­ping school”.

Must engage: they under­stood that their par­ents were going to get kicked out of the country.

Sep2006: news­feed in face­book. in-SNS out-rage 700,000 col­lege kids joined a group to make a state­ment; com­pany 72 hours to imple­ment a fea­ture. Users say its unac­cept­able. news­feeds stayed, by pri­vacy added. polit­ical activ­ity (ignored)

public/private: pri­vacy doesn’t look the same any­more. edu­ca­tion around this: rather than say­ing they are bad because they are pub­lic. one assumed youth had no pub­lic face/no pub­lic life. now they need to know what is public/private

com­pan­ies ques­tion­ing how we deal with this new public.

pro­pos­als: pro­file, how would you feel if? situ­ational role play­ing on pro­files. there is no write/wrong/easy/hard answer. what is the con­sequence of what you are doing (editor: I like this)

visual lit­er­acy to under­stand degrees

every­day space mirrored and mag­ni­fied. some good/some bad. off­line prob­lems, online prob­lems. a reflection.

digital street out­reach. why are we look­ing online only for tagging/grafitti get kids into trouble?

why are we not help­ing kids in their online streets?

SNS are not good tools for edu­cat­ing. Politi­cians. not even doing a good jobs. not engaging.

Not used in the classroom; edu­ca­tion around them.

Blog­ging good tools. public/private ten­sions. essay that every­one in class can see. how about every­one in the world. edu­ca­tion paradigm. what is your audience.

Wiki­pe­dia. US/AU ban it. its ter­rible. its bad. teens told its bad, but they using it? why are we not using this in schools for pub­lic knowledge.

Israeli/Palestinian con­flict; wiki­pe­dia; think­ing about dif­fer­ent views and voices. Talk: page, his­tory. who is inves­ted in this pro­cess. Edu­cat­ors under­stand­ing these technologies.

edu­ca­tion stu­dents on who know­ledge is pro­duced. I am not hte only voice on this matter?

rethink what pub­lic life is about.

one is inform­a­tion, inform­a­tion access.

its about com­munity and communciation.

social­ising teens into adult life; edu­ca­tion is more than what is a stand­ard model.

The above is the sunset-view from my room. To the left is the hin­ter­land, and to the right is the beach itself.

On Loc­a­tion, at the Gold Coast pre­par­ing for a busy, edu­ca­tional week at Microsoft TechEd. Being my first TechEd, any­thing could and prob­ably will hap­pen. I do know I will leave more edu­cated than I arrive.

Whilst I watched the SBS TV series on the mak­ing of the Crowded House album, Wood­face, there were much rev­els going on around me. It seemed to be a beer bash-come-stag party. So I turned up the TV with Neil Finn hope­fully calm­ing the din. Neil gets the impact of his music. The mer­cur­ial Finn brothers.

Up at 9am this morn­ing thanks to a fire alarm. I could smell the smoke, but thought it was someone smoking on a non-smoking floor.  By the time I got my import­ant items (pair of pants on, room key, wal­let, cam­era, phone — in that order) ready to stroll out — the fire­men were look­ing around for the smoking cul­prit. No one seemed ultra alarmed, so stayed put.

Today, it’s about plan­ning. To quote Uncle Mike: “Piss Poor Plan­ning Pre­cedes Poor Per­form­ance”. Check­ing the cam­era equip­ment comes first.

Hav­ing installed the new Adobe Pro­duc­tion Premium Suite, I tried out OnLoca­tion. And this piece of tech­no­logy Adobe pur­chased rocks. It essen­tially turns your Firewire/Laptop into a hard disk recorder and mon­it­or­ing sta­tion. No more cap­tur­ing slowly in post-production. Straight into Premiere, encode and you’re outta there.

Tomor­row it starts: danah boyd in Brisbane.