Listing entries tagged with software

a better boom?   11.18.2005, 12:01 PM

An editorial in today's New York Times by The Search author Jon Battelle makes the argument that the current resurgence in technology stocks is not the sign of another technology "bubble," but rather an indication that companies have finally figured out how to capitalize on the internet. Batelle writes:

... we are witnessing the Web's second coming, and it's even got a name, "Web 2.0" - although exactly what that moniker stands for is the topic of debate in the technology industry. For most it signifies a new way of starting and running companies - with less capital, more focus on the customer and a far more open business model when it comes to working with others. Archetypal Web 2.0 companies include Flickr, a photo sharing site; Bloglines, a blog reading service; and MySpace, a music and social networking site.

In other words, Batelle is pointing out that one way to "get it right" is not to sell content to users, but rather to give them the opportunity to create and search their own content. This is not only good business sense, he says, it's also more enlightened — the creators of social software such as Flickr are motivated equally by a desire to "do good in the world" and a desire to make money. "The culture of Web 2.0 is, in fact, decidedly missionary," Batelle writes, "from the communitarian ethos of Craigslist to Google's informal motto, 'don't be evil.'"

O.K. Doing good while making money. Reading this, I'm reminded of Paul Hawken's Natural Capitalism and the larger sustainability movement — the optimistic philosophy that weaves together environmental ethics and profitability. But is that what's really going on here? Isn't the "missionary" culture of the internet a bit OLDER than Web 2.0? Batelle is suggesting that Internet capitalists have gotten all misty and utopian; isn't it the case that some of the folks who were already misty and utopian have just started making some money?

I guess the more viable comparison here would be to Marc Andreessen's decision to transform his Mosaic browser from its public-domain University of Illinois incarnation into the Netscape Browser. Andreessen certainly started out as a browser missionary — and, like the companies Batelle sees as characteristic of Internet 2.0, Andreessen's vision for Netscape (and in the beginning, Jim Clark's vision as well) was a strong customer focus and open business model. What happened? Netscape's meteoric success helped inflate the internet "bubble" Batelle's referring to, and in the end, after the long battle with Microsoft, the company's misfortunes helped to burst that bubble as well.

So what paradigm fits? Is "Internet 2.0" really new and more socially enlightened? Or are we just seeing a group of social software businesses — and one big search engine — just in the early stages of an inevitable transformation into corporations that are less interested in doing good than making money?

Incidentally, last month, Marc Andressen launched a social networking platform called Ning.

Posted by lisa lynch at 12:01 PM | Comments (0)
tags: 2.0 , Netscape , Social Software , capitalism , internet , social , software

the fly — a hundred dollar "pentop" for the overdeveloped world   11.17.2005, 11:55 AM

Two products that will most likely never be owned by the same teenager: The hundred dollar Laptop from MIT and the hundred dollar "pentop" computerized pen called the Fly. While the hundred dollar laptop (as we've said a few times on this site already) is promoted as a device to bring children of underdeveloped countries into the silicon era, the Fly is a device that will help technology-saturated 8 to 14 year olds keep track of soccer practice, learn to read, and solve arithmetic equations. Equipped with a microphone and OCR software, the Fly will read aloud what you write: if you use the special paper that comes with the product, you can draw a calculator and the calculator becomes functional. It's all very Harold and the Purple Crayon .

In his review of the Fly's capabilities in todays New York Times, David Pogue is largely enthusiastic about the device, finding it both practical and appealing (if a tad buggy in its original version). Most of all, he seems to think the Fly's too-cool-for-school additional features are necessary innovation in a market that he says has begun to dry up — digital educational products for children. According to Pogue:

When it comes to children's technology, a sort of post-educational age has dawned. Last year, Americans bought only one-third as much educational software as they did in 2000. Once highflying children's software companies have dwindled or disappeared. The magazine once called Children's Software Review is now named Children's Technology Review, and over half of its coverage now is dedicated to entertainment titles (for Game Boy, PlayStation and the like) that have no educational component.

If Pogue is right, and educational software is on its way out, does this mean that everything has moved over to the web? And what implication does this downturn have for the hundred dollar laptop project?

Posted by lisa lynch at 11:55 AM | Comments (1)
tags: Fly , OCR , The Ideal Device? , digital , educational , pen , pentop , software

powerpoint in transition   11.08.2005, 4:46 PM

Hi, this is from Ray Cha, and I’ve just joined the folks at the Institute after working in various areas of commerical and educational new media. I also spend a lot of time thinking about the interplay between culture and technology. I read a small tidbit in this week’s Time magazine about PowerPoint and thought it would be a good topic for my first post.

Whether you love it (David Byrne) or hate it (Edward Tufte), PowerPoint is the industry standard presentation tool. Microsoft is gearing up to launch its long overdue PowerPoint upgrade in 2006. Time reports 400 million people use the application, and in a single day, 30 million presentations are given using it. Although the PowerPoint handout is still common, presentations are commonly created and showed only in a digital format. The presentation is a great example of how a medium goes through the process of becoming digitized.

When Microsoft purchased PowerPoint and its creator Forethought in 1987, presentations were shown on the once standard overhead projector and acetate slides. With PowerPoint’s Windows and DOS release, the software quickly replaced painstaking tedious letter transfers. However, PowerPoint presentations were still printed on expensive transparencies to be used with overhead projectors throughout the 1990s. As digital projectors became less expensive and more common in conference rooms, acetate slides became a rarity as the hand written letter did in the age of email.

Presentations were an obvious candidate to pioneer the transition into digital text. As stated, presentations were time intensive and expensive to produce and are often given off site. Therefore, a demand existed to improve on the standard way of creating and delivering presentations. I will also go out on a limb and also suggest that people did not have the emotional connection as they do with books, making the transition easier. In terms of the technological transfer, presentation creators already had desktop computers when PowerPoint was released with MS Office in 1990. By printing their PowerPoint output onto transparencies, display compatibility was not an issue. The PowerPoint user base could grow as the digital projector market expanded more slowly. This growth encouraged organizations to adapt to digital projectors as well. Overhead and digital projectors are a shared resource, therefore an organization only needs one project per conference room. These factors lead to fast track adoption. In contrast, ebook hardware is not efficiently shared, people have an emotional bond with paper-based books, and far fewer people write books than presentations. Only when handheld displays become as common and functional as mobile phones, will the days of paper handouts will be numbered.

Moving to a digital format has negative effects as mentioned by critics such as Tufte. Transferring each letter by hand did encourage text to concise and to the point. Also, transparencies were expensive as compared to PowerPoint slides, where the cost of the marginal slide is effectively zero, which is why we are often subjected to painstakingly long PowerPoint presentation. Although, these same critics argue that valuable time is wasted now in the infinite fiddling that occurs in the production of PowerPoint presentations at the expense of thinking about and developing content.

The development of the digital presentation begins to show the factors required to transfer text into a digital medium. Having an existing user base, a clear advantage in terms of cost and capability, the ability to allow users to use existing technology to either create or display the text, all start to reveal insight on how a printed text transforms into a digital medium.

Posted by ray cha at 04:46 PM | Comments (2)
tags: Microsoft , Powerpoint , history_of_interactive_media , presentation , software

no laptop left behind   11.08.2005, 8:31 AM

MIT has re-dubbed its $100 Laptop Project "One Laptop Per Child." It's probably a good sign that they've gotten children into the picture, but like many a program with sunny-sounding names and lofty goals, it may actually contain something less sweet. The hundred-dollar laptop is about bringing affordable computer technology to the developing world. But the focus so far has been almost entirely on the hardware, the packaging. Presumably what will fit into this fancy packaging is educational software, electronic textbooks and the like. But we aren't hearing a whole lot about this. Nor are we hearing much about how teachers with little or no experience with computers will be able to make use of this powerful new tool.

The headlines tell of a revolution in the making: "Crank It Up: Design of $100 Laptop for the World's Children Unveiled" or "Argentina Joins MIT's Low-Cost Laptop Plan: Ministry of Education is ordering between 500,000 to 1 million." Conspicuously absent are headlines like "Web-Based Curriculum in Development For Hundred Dollar Laptops" or "Argentine Teachers Go On Tech Tutorial Retreats, Discuss Pros and Cons of Technology in the Classroom."

Help! Help! We're sinking!

This emphasis on the package, on the shell, makes me think of the Container Store. Anyone who has ever shopped at the Container Store knows that it is devoted entirely to empty things. Shelves, bins, baskets, boxes, jars, tubs, and crates. Empty vessels to organize and contain all the bric-a-brac, the creeping piles of crap that we accumulate in our lives. Shopping there is a weirdly existential affair. Passing through aisles of hollow objects, your mind filling them with uses, needs, pressing abundances. The store's slogan "contain yourself" speaks volumes about a culture in the advanced stages of consumption-induced distress. The whole store is a cry for help! Or maybe a sedative. There's no question that the Container Store sells useful things, providing solutions to a problem we undoubtedly have. But that's just the point. We had to create the problem first.

I worry that One Laptop Per Child is providing a solution where there isn't a problem. Open up the Container Store in Malawi and people there would scratch their heads. Who has so much crap that they need an entire superstore devoted to selling containers? Of course, there is no shortage of problems in these parts of the world. One need not bother listing them. But the hundred-dollar laptop won't seek to solve these problems directly. It's focused instead on a much grander (and vaguer) challenge: to bridge the "digital divide." The digital divide -- that catch-all bogey, the defeat of which would solve every problem in its wake. But beware of cure-all tonics. Beware of hucksters pulling into the dusty frontier town with a shiny new box promising to end all woe.

A more devastating analogy was recently drawn between MIT's hundred dollar laptops and pharmaceutical companies peddling baby formula to the developing world, a move that has made the industries billions while spreading malnutrition and starvation.

Breastfeeding not only provides nutrition, but also provides immunity to the babies. Of course, for a baby whose mother cannot produce milk, formula is better than starvation. But often the mothers stop producing milk only after getting started on formula. The initial amount is given free to the mothers in the poor parts of the world and they are told that formula is much much better than breast milk. So when the free amount is over and the mother is no longer lactating, the formula has to be bought. Since it is expensive, soon the formula is severely diluted until the infant is receiving practically no nutrition and is slowly starving to death.

...Babies are important when it comes to profits for the peddlers of formula. But there are only so many babies in the developed world. For real profit, they have to tap into the babies of the under-developed world. All with the best of intentions, of course: to help the babies of the poor parts of the world because there is a “formula divide.” Why should only the rich “gain” from the wonderful benefits of baby formula?

Which brings us back to laptops:

Hundreds of millions of dollars which could have been more useful in providing primary education would instead end up in the pockets of hardware manufacturers and software giants. Sure a few children will become computer-savvy, but the cost of this will be borne by the millions of children who will suffer from a lack of education.

Ethan Zuckerman, a passionate advocate for bringing technology to the margins, was recently able to corner hundred-dollar laptop project director Nicholas Negroponte for a couple of hours and got some details on what is going on. He talks at great length here about the design of the laptop itself, from the monitor to the hand crank to the rubber gasket rim, and further down he touches briefly on some of the software being developed for it, including Alan Kay's Squeak environment, which allows children to build their own electronic toys and games.

The open source movement is behind One Laptop Per Child in a big way, and with them comes the belief that if you give the kids tools, they will teach themselves and grope their way to success. It's a lovely thought, and may prove true in some instances. But nothing can substitute for a good teacher. Or a good text. It's easy to think dreamy thoughts about technology emptied of content -- ready, like those aisles of containers, drawers and crates, to be filled with our hopes and anxieties, to be filled with little brown hands reaching for the stars. But that's too easy. And more than a little dangerous.

Dropping cheap, well-designed laptops into disadvantaged classrooms around the world may make a lot of money for the manufacturers and earn brownie points for governments. And it's a great feel-good story for everyone in the thousand-dollar laptop West. But it could make a mess on the ground.

Posted by ben vershbow at 08:31 AM | Comments (4)
tags: $100_laptop , MIT , Negroponte , digital_divide , laptop , linux , notebook , one_laptop_per_child , open_source , redhat , smalltalk , software , squeak

premature burial, or, the electronic word in time and space   10.06.2005, 2:09 PM

We were talking yesterday (and Bob earlier) about how to better organize content on if:book - how to highlight active discussion threads, or draw attention to our various categories. Something more dynamic than a list of links on the sidebar, or a bunch of hot threads advertised at the top. A significant problem with blogs is the tyranny of the vertical column, where new entries call out for attention on a stack of rapidly forgotten material, much of which might still be worth reading even though it was posted back in the dark ages (i.e. three days ago). Some of the posts that get buried still have active discussions stemming from them. Just today, "ways of seeing, ways of writing" - posted nearly two weeks ago - received another comment. The conversation is still going. (See also Dan's "blog reading: what's left behind".)

This points to another thorny problem, still unsolved nearly 15 years into the world wide web, and several years into the blogging craze: how to visualize asynchronous conversations - that is, conversations in which time lapses between remarks. If the conversation is between only two people, a simple chronological column works fine - it's a basic back-and-forth. But consider the place where some of the most dynamic multi-person asynchronous conversations are going on: in the comment streams of blog entries. Here you have multiple forking paths, hopping back and forth between earlier and later remarks, people sticking close to the thread, people dropping in and out. But again, you have the tyranny of the vertical column.

We're using an open source platform called Drupal for our Next\Text project, which has a blog as its central element but can be expanded with modular units to do much more than we're able to do here. The way Drupal handles comments is nice. You have the usual column arranged chronologically, with comments streaming downward, but readers have the option of replying to specific comments, not just to the parent post. Replies to specific comments are indented slightly, creating a sort of sub-stream, and the the fork can keep on going indefinitely, indenting rightward.

This handles forks and leaps fairly well, but offers at best only a partial solution. We're still working with a print paradigm: the outline. Headers, sub-headers, bullet points. These distinguish areas in a linear stream, but they don't handle the non-linear character of complex conversations. There is always the linear element of time, but this is extremely limiting as an organizing principle. Interesting conversations make loops. They tangle. They soar. They sag. They connect to other conversations.

But the web has so far been dominated by time as an organizing principle, new at the top and old at the bottom (or vice versa), and this is one the most-repeated complaints people have about it. The web favors the new, the hot, the immediate. But we're dealing with a medium than can also handle space, or at least the perception of space. We need not be bound to lists and outlines, we need not plod along in chronological order. We could be looking at conversations as terrains, as topographies.

The electronic word finds itself in an increasingly social context. We need to design a better way to capture this - something that gives the sense of the whole (the big picture), but allows one to dive directly into the details. This would be a great challenge to drop into a design class. Warren Sack developed a "conversation map" for news groups in the late 90s. From what I can tell, it's a little overwhelming. I'm talking about something that draws people right in and gets them talking. Let's look around.

Posted by ben vershbow at 02:09 PM | Comments (4)
tags: Online , blog , blogging , blogs , comment , comments , content , conversation , design , design_curmudgeonry , dialogue , display , drupal , flow , graphical , graphics , infoviz , internet , layout , metadata , movable_type , platform , publishing , software , space , time , visualization , viz , web