Contents:
00:00 Introduction & Overview.
00:40 What is Multiply?
01.50 Description of Multiply’s user interface.
02:37 Networking features.
04:13 Tracking features.
04:53 Adaptability for educational settings.
05:19 Conclusion.
05:50 A few interesting facts.
06:14 End.
Link to the PODCAST…
Note: You will need a free member account with Multiply to hear the recording
Script:
Name: Sam (student)
Institute: University of Sydney
Course: META 6903 Managing eCommunications
The general focus of this course is on the management of ICTs. This is my first attempt at producing a video podcast. Enjoy!
This podcast will examine the social network environment found at Multiply.com. I look at the type of audience Multiply attracts and the type of networks that are emergent on the website. I will introduce the various features that Multiply offers to maintain a social network. I will also look at the feasibility of using the site for educational purposes.
Multiply, Inc., a Florida based company, was founded in December 2003. The company launched its flagship web site, Multiply.com in March 2004. Since its inception, Multiply has attracted over 5 million registered users to date. Their motto is quite simple: “The best way to share everything”
Multiply provides an easy way to share all kinds of digital media, including photos, blogs, videos, music and much more, all in the convenience of your own personal space. With Multiply, you can share, discuss, collaborate, and socialise with everyone in your “social network,” and also be alerted whenever they have something new. (Multiply.com)
Multiply appears to cater for quite an eclectic crowd of people. The site is comprised of groups and networks. There are many groups currently listed on the site. Groups are considered to be general categories of interest whereas networks are formed by individual users that have decided to connect with one another. It is possible to keep your groups separate from your network.
Multiply’s user interface is quite friendly. Its features allows for easy navigation of the site’s content. The home page naturally has a navigation bar that allows the viewer to navigate directly to a particular page, but it also acts as a display unit for the entire site. It is comprised of various tagged content boxes that display summaries and thumbnails of the site’s content. This way, the viewer can browse thru the summaries of the content of your site without having to view each page separately.
Members can choose the content they wish to display. For example, you can simply add a blog or your photos, or if you wish, you can list multiple items such as videos, audio, blogs, photos, calendars, reviews, and much more.
The networking features of this site are quite extraordinary. It appears that this site is predominantly focused on creating a comprehensive social environment that allows people to share multiple files and media. You are able to import all your contacts from Yahoo, Hotmail, MySpace, Outlook, Friendster, Gmail, and Orkut. You can also invite people to join your network via simple email. Once people join your network, their avatar and basic details are displayed on your own site as a member of your network. Networks can be separated into categories such as close, medium, and distant networks. You may also join groups which are separate from networks. For example, I have joined a web/graphic designers group, but I have not included the group in my network. My network comprises of my classmates and teachers from another course. When you mouse over the avatar of people in your network, you will see a pop-up that shows you how many people are in their network and it also allows you to send a message or comment or change the relationship you have with that person to a close, medium or distant network. By clicking on another person’s network, you can see if there’s anyone in their network that you are familiar with. In other words, this feature enhances networking possibilities immensely.
Whenever someone in your network contributes something, it is displayed on the ‘My Multiply’ page under the heading, ‘recent updates’, so you’re always aware of any new contribution.
Another quirky thing about this site is a simple tracking feature that can be very useful for teachers in an educational setting. Every page has a tagged content box at the bottom that shows the viewing history of your page. It contains information as to who has viewed your site and exactly what they have viewed. This way, one can see which articles have attracted the most attention. In a learning environment, a teacher can easily see which class members have been participating in the interactions on the site. In other words, a simple monitoring system such as this would enable teachers to determine which students are actively participating in the course.
Certain types of educational programs may be implemented via Multiply.com for it allows the use of many forms of digital media that may be incorporated into a course of study.
The site is fully customisable. Besides providing various templates to choose from, it even allows you to use your own CSS to design your Multiply site. You can also add or delete the tagged content boxes.
In conclusion, Multiply.com provides a rather comprehensive social networking space in which people are able to network with others and maintain an ongoing relationship and connection. It also shows promise for educational purposes. I became a member of the site as part of another course and my network is comprised of my classmates and teachers. We are currently utilising the site to post discussions and blogs. However, I do believe that this site has potential for a more broad engagement with education.
A few interesting facts about the site are as follows:
* More than 1,250,000 photos uploaded per day - a 500% increase from a year ago
* More than 13,000 videos uploaded per day - a 1,200% increase from a year ago
* More than 28,000 blogs posted per day - a 400% increase from a year ago
Well, his brings us to the end of my podcast. I hope it’s been informative and enjoyable. Thanks for listening.