This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Social network innovation in the internet’s global coffeehouses
1. John Cook
Designing for Digital Learners (D4DL) Research Group, UWE Bristol, UK
Slides: http://www.slideshare.net/johnnigelcook
Version 26 February 2014
1
2. 1. Caffeine induced fast forward through John’s timeline
‘76 onwards
2. Bad press for ‘new’ technology and tools
3. The disruptive power of social networking from 1600s
to now
4. Design Based Research
5. Learning Layers
6. Design Seeking and Scaling framework
7. Pandora
8. Challenges
2
10. Pre-UWE R&D timeline …
LTRI
(2005-12)
& LMLG
(2006 - on)
OU PhD
TEL &
Creativity
(1998)
2000
FP7 & LLL
Projects
ubiquitous
learning
(2007 - on)
Institutional
Impact:
‘Evidence’ to BIS
Manager
RLO CETL
(2005-08)
2005
Blended
Learning
Consultants
2008
Cooperative Problem-Seeking Dialogues in Learning: http://tinyurl.com/q9qbjvz
2010
11. Selected research outputs
London Mobile Learning Group
First monograph (2010) on
mobile learning. Being used
in teaching in such
institutions as University Hull,
University Leeds, University
Stockholm, and University of
California, Berkeley.
LMLG
semi-open
research
(2006 - on)
Workshop
Research
Methods in
Informal
and Mobile
Learning *
2000
2005
* http://www.milrm.wle.org.uk/
User Generated
Contexts
2008
2010
12. People thought the
first printing press was
an instrument of the
devil that would spawn
unauthorised versions
of the bible.
David Crystal (Guardian, 2008), author
of „Txtng: the gr8db8‟ (Crystal, 2008)
http://en.wikipedia.org/wiki/Printing_press
13. The telephone
created fears of a
breakdown in
family life, with
people no longer
speaking directly
to one another.
http://www.solarnavigator.net/inventors/inventor_images/alexander_graham_bell_1876_speaking_into_telephone.jpg
18. • After you have seem this!
• http://gnli.christianpost.com/video/when-thespeaker-asking-the-audience-to-turn-off-theircell-phones-something-unbelievablehappened-27694
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19. As well as complaining that Christians had
abandoned their traditional beer in favour
of a foreign drink, critics worried that
coffeehouses were keeping people from
productive work.
1677, Anthony Wood, an Oxford academic:
“Why doth solid and serious learning
decline, and few or none follow it now in
the University?” he asked.
“Answer: Because of Coffea Houses, where
they spend all their time”
(from Standage, 2013).
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21. “The book and website
both challenge what the
manifesto calls
outmoded, 20th-century
thinking about business
in light of the emergence
of the Web, clearly
listing "95 theses", as a
reference to Martin
Luther's manifesto which
heralded the start of the
Protestant Reformation.”
http://en.wikipedia.org/wiki
/The_Cluetrain_Manifesto,
accessed, 26/09/13
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22. “The lesson of the coffeehouse
is that modern fears about the
dangers of social networking
are overdone. This kind of
media, in fact, has a long
history: Martin Luther’s use of
pamphlets in the Reformation
casts new light on the role of
social media in the Arab
Spring.”
Standage, T. (2013). Social Networking in
the 1600s. New York Times (online), June
22,
http://www.nytimes.com/2013/06/23/o
pinion/sunday/social-networking-in-the1600s.html?pagewanted=all&_r=3&,
accessed 30/08/13
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24. “… a genre of research in which the
iterative development of solutions to
practical and complex educational
problems also provides the context for
empirical investigation, which yields
theoretical understanding that can inform
the work of others … [although
potentially powerful] the simultaneous
pursuit of theory building and practical
innovation is extremely ambitious”
McKenney, S. & Reeves, T. (2012).
Conducting Educational Design Research.
New York: Routledge.
NOT Same as Research-based design …
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25. Tom Reeves keynote:
“How many educational
revolutions have we heard
of?”
DBR = "Impact on real world
problems."
“… in the era of iPhone ... we
want frictionless solutions ...
but people and institutions
can feel messy ... they
introduce uncontrolled
variability.”
“You know DBR has rigor and
discipline, but it must also
have impact.”
http://dbrxroads.coe.uga.edu/index.php/homepage
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26. DBR Example: Augmented
Context for Development
“… context as a core construct that enables
collaborative, location-based, mobile device
mediated problem solving where learners
generate their own „temporal context for
development‟ within the wider frame of
Augmented Contexts for Development
(ACD).”
Cook, J (2010). Mobile Phones as
Mediating Tools Within Augmented
Contexts for Development, IJMBL.
Link to paper http://goo.gl/NFWnSZ
Used in mLeMan project
as basis for Mobile
Augmented Reality –
with Carl Smith, Claire
Bradley
2000
2005
2008
2010
31. Cook, J., Bannan, B. and Santos, P. (2013). Seeking and Scaling Model for Designing Technology that Supports Personal and Professional Learning Networks. Workshop 31
on Collaborative Technologies for Working and Learning (ECSCW meets EC-TEL), 21 September, Cyprus. Available from: http://tinyurl.com/la6y927
32. • Rogers (2003) “Diffusion of Innovations” seminal work from 60s
– May be too linear
• Can we abstract out of a perfect study and scale as Kampylis, et al.
(2013) claim?
• According to Forge et al. (2013, p. 8) design libraries encourage
common shared intellectual capital as a general basis for innovation
and scaling
• Forge et al. (2013, p. 8) also note in support of their argument that
– Apple the largest company in the world by market capitalization in
May 2012 (they can scale)
– Relies on design concepts for its leading position
– Currently using its British designers and previously its German
designers
• Design matters!
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35. • Double espresso for Internet powered coffee houses?
• Claims to be putting more intelligence, more meaning
into the web
• Web of collective knowledge systems, which are able
to provide useful information based on human
contributions and which get better as more people
participate
• The socio-semantic web may be seen as a middle way
between the top-down monolithic taxonomy approach
like the Yahoo! Directory and the more recent
collaborative tagging (folksonomy) approaches
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36. Layers EGs: Ach So! –
Mobile video
recording app &
Help Seeking tool
Layers Social
Semantic
Server
36
http://www.w3.org/2008/09/msnws/papers/sioc.html / http://odl.learning-layers.eu/ach-so-mobile-video-recording-app/
37. • Can you solve it? No, but I know a woman who can!
• Personal Learning Networks (PLN): Curating, managing and
promoting a PLN develops critical, creative, 21st century skills
and socio-emotional capabilities.
• Cook and Pachler
(2012)
• Santos, Cook, TreasureJones, Kerr & Colley
(2014)
http://odl.learning-layers.eu/seeking-support-prototype/
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41. • SSS can generate meta-data to relate people
and data, people and people, data and data!
• Goal of the following exercise is to explore
integration of Help Seeking tool’s sociocultural-historical approach (Vygotsky) with
SSS
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41
42. So, we have 3 people: Patricia, Mark and Natasha. They all search
for and read an article called “Registration guidelines on diabetes”
which is downloaded from the Intranet onto their respective PLEs
(blue lines below)
Mark
Natasha
Registration
guidelines on
diabetes
Patricia
From this the SSS will begin a service known as user event service
(or looking at what people are doing and finding patterns) in this
instance, the pattern is 3 people have all downloaded the same
document meaning they have shown an interest.
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43. From SSS perspective we draw a (Green) connection between the 3
people, since they all downloaded & (we assume) have read the
same article.
Mark
Natasha
Registration
guidelines on
diabetes
Patricia
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44. Well, Patricia asks Mark (who she has previously tagged in her PLE,
a ‘more capable peer’) a question about booking interpreters for a
patient via her contacts
Mark
Natasha
Registration
guidelines on
diabetes
Booking
interpreters
for a patient
Patricia
For the SSS this is part of the meaning making system, since they both
have looked at the “Registration guidelines on diabetes” document the
SSS user event service draws in a relationship between those two sets
of data (purple lines).
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45. Now the SSS pushes a service called “Recommendation Service”
(Linking to good stuff, which is part of the guidance service group),
because it has seen that Patricia and Mark both are in this
discussion
Mark
Natasha
Registration
guidelines on
diabetes
Booking
interpreters
for a patient
Patricia
it assumes that Natasha probably would like to be in the discussion too
(because of the similarity of the three persons)! So SSS suggests to
Natasha that she joins the discussion (red line), the SSS is therefore
scaffolding a collaborative ‘temporal context for development’.
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46. • And there we go, Natasha discovers a discussion that
she also finds useful
– Thanks to the SSS’s hi-level services “recommendation”
(guidance service group).
• The services & connections provided/made by SSS in
this example are:
–
–
–
–
–
User event service (finding a pattern)
Recommendation service
Connection between the 3 people (green)
Relationship between those two sets of data (purple lines)
Suggests for person to join a discussion (red line)
• In Vygotskian terms we have in play two key concepts
– More Capable Peer
– Temporal Context for Development
– … and there is lots of mediation going with signs and tools
47. • How to design Help Seeking tools for health sector?
• Scale to other sectors
• There are certain assumptions built in the Social Semantic
Server (based on artefact-actor networks and Piagetian
schemas) that still need resolving with our socio-culturalhistorical approach (Vygotsky) of Help Seeking
• Investigate further notion of context formation
⁻ How do we construct and process context?
⁻ Fear of learning, technology, problem solving, creativity
⁻ How we can integrate different contexts? For example learning in
formal and non-formal contexts
⁻ Re-examine Augmented Contexts for Development (Cook, 2010) and
User Generated Contexts (Cook, 2014) in the light of neuroscience
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48. “hippocampus can process and
store contextual information
reliably and independently
without the potentially
detrimental interference from …
[unpleasant] salient event”
Assitant Prof Attila Losonczy,
http://www.bbc.co.uk/news/sci
ence-environment-26249509
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49. • Are we closer to solving puzzle of how the hippocampus can successfully
encode the context, while ignoring the impact of the ongoing negative
stimulus?
– Provides one mechanism for parallel-processing in the brain
– Here temporally overlapping inputs are disentangled and sorted into separate pipelines
for further processing and context formation
– It appears we may separate the construction of context from our feelings about the
context
– Storing context separately allows objective processing of context
– Big ethical considerations
• Refine Design Seeking and Scaling framework
• Need to improve community engagement around ODL
• Form partnerships for spin outs for Help Seeking tool
• Balance my coffee intake …
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52. •
•
•
•
•
•
•
•
Academia.edu: http://westengland.academia.edu/JohnCook/About
ResearchGate: https://www.researchgate.net/profile/John_Cook9/
Mendeley: http://www.mendeley.com/profiles/john-cook6/
Twitter: http://twitter.com/johnnigelcook
Slideshare: http://www.slideshare.net/johnnigelcook
Linkedin: http://www.linkedin.com/pub/john-cook/0/488/b54
Facebook: https://www.facebook.com/john.cook.56027281?fref=ts
Skype: johnnigelcook
And general links
• Designing for Digital Learners (D4DL): http://cloudworks.ac.uk/cloudscape/view/2435
• BRILLE: Bristol Centre for Research in Lifelong Learning and Education (BRILLE)
• UWE Bristol profil: http://people.uwe.ac.uk/Pages/person.aspx?accountname=campusjn-cook
• Learning Layers: http://learning-layers.eu/
• Open Design Library: http://odl.learning-layers.eu/
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53. Thank You
Acknowledgement of work used in this talk:
Tom Standage (The Economist), Dr Xu Liu (MIT), Carl Smith, Claire Bradley, Brenda
Bannan, Patricia Santos, Tribal, Owen Gray, Tamsin Treasure-Jones, Micky Kerr, &
various Learning Layers colleagues
Learning Layers is a 7th Framework Large-scale integrating project co-funded by the
European Commission; Grant Agreement Number 318209; http://learning-layers.eu/
Questions?
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54. ALT/TLRP-TEL (2010). Technology in Learning: A Response to Some [evidence-seeking] Questions from the
Department of Business Innovation and Skills. Foreword by John Cook (LTRI/ALT) and Richard Noss (TLRPTEL), October. Available: http://repository.alt.ac.uk/839/. Cook also first author of content.
Cook, J. (2014). User Generated Contexts: Thinking About Changes in Mass Communication in Terms of
Agency, Innovation, Trust and Risk. Proceedings of Bristol Ideas in Mobile Learning 2014 (Ed Cook, Santos and
Mor). See also http://cloudworks.ac.uk/cloud/view/8586
Cook, J., Bannan, B. and Santos, P. (2013). Seeking and Scaling Model for Designing Technology that Supports
Personal and Professional Learning Networks. Workshop on Collaborative Technologies for Working and
Learning (ECSCW meets EC-TEL), 21 September, Cyprus. Link to paper goo.gl/K7zMHO
Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services and Work-based
Learning. British Journal of Education Technology, 43(5), 711–725. Link to paper goo.gl/S5kfgi
Cook, J., Pachler, N. and Bachmair, B. (2012). Using Social Network Sites and Mobile Technology for Bridging
Social Capital. In Guglielmo Trentin and Manuela Repetto (Eds.), Using Network and Mobile Technology to
Bridge Formal and Informal Learning, pp. 31-56. Chandos. Link to paper goo.gl/3C3TCN
Cook, J., Pachler, N. and Bachmair, B. (2011). Ubiquitous Mobility with Mobile Phones: A Cultural Ecology for
Mobile Learning. E-Learning and Digital Media. Special Issue on Media: Digital, Ecological and
Epistemological. 8(3), 181-195. Link to paper goo.gl/Q17Elh
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55. Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development.
International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September. Link to paper
http://goo.gl/NFWnSZ
Cook, J., Pachler, N. and Bradley, C. (2008). Bridging the Gap? Mobile Phones at the Interface between
Informal and Formal Learning. Journal of the Research Center for Educational Technology, Spring. Available
from: http://www.rcetj.org/index.php/rcetj/article/view/34
Cook, J., Holley, D. and Andrew, D. (2007). A Stakeholder Approach to Implementing E-Learning in a
University. British Journal of Education Technology, 38(5), 784–794.
Cook, J., Holley, D., Smith, C., Haynes, R. and Bradley, C. (2006). Team Enhanced Creativity: An Approach to
Designing User-Centred Reusable Learning Objects. IV International Conference on Multimedia and ICTs in
Education (m-ICTE2006), Seville (Spain), 22-25 November 2006. See http://www.formatex.org/micte2006
Cook, J. (2000). Cooperative Problem-Seeking Dialogues in Learning. In Gauthier, G., Frasson, C. and VanLehn,
K. (Eds.) Intelligent Tutoring Systems: 5th International Conference, ITS 2000 Montréal, Canada, June 2000
Proceedings, p. 615–624. Berlin Heidelberg New York: Springer-Verlag.
Crystal, D. (2008). Txtng: the gr8 db8. Oxford, Oxford University Press.
55
56. Forge, S., Blackman, C., Goldberg, I. and Biagi, F. (2013). Comparing Innovation Performance in the EU and
the USA: Lessons from Three ICT Sub-Sectors. European Commission Joint Research Centre Technical Report,
Institute for Prospective Technological Studies.
McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. New York: Routledge.
Michael Chui, James Manyika, Jacques Bughin, Richard Dobbs, Charles Roxburgh, Hugo Sarrazin, Geoffrey
Sands and Magdalena Westergren (2012). The social economy: Unlocking value and productivity through
social technologies. McKinsey Global Institute,
http://www.mckinsey.com/insights/high_tech_telecoms_internet/the_social_economy, accessed September
2013
Mitchell, A., Holley, D., Cook, J., Windle, R. and Morales, R. (2008). 360 Degree Rotations – A Kaleidoscope of
Voices from the RLO-CETL. The Higher Education Academy Annual Conference 2008, Harrogate, July 1-3.
Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New York:
Springer.
Panagiotis Kampylis, Nancy Law, Yves Punie, Stefania Bocconi, Barbara Brečko, Seungyeon Han, Chee-Kit Looi,
Naomi Miyake (2013). ICT-enabled innovation for learning in Europe and Asia: Exploring conditions for
sustainability, scalability and impact at system level. See
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6362, accessed Sept 2013.
56
57. Rogers, E. M. (2003) Diffusion of Innovations. Fifth Edition. New York: Free Press
Santos, P., Cook, J., Treasure-Jones, T., Kerr, M., & Colley, J. (2014). Networked Scaffolding: Seeking Support in
Workplace Learning Contexts. Networked Learning Conference, Edinburgh, UK.
Standage, T. (2013). Social Networking in the 1600s. New Yourk Times (online), June 22,
http://www.nytimes.com/2013/06/23/opinion/sunday/social-networking-in-the1600s.html?pagewanted=all&_r=3&, accessed 30/08/13
Vygotsky, L. (1978). Mind in society. The development of higher psychological processes (Cole, M., Eds.).
Cambridge, MA: Harvard University Press. (Original work published 1930)
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Hinweis der Redaktion
Post Punk era was all about informal learning.All my pop, indie, rock, blues and jazz bass skills were largely self-directed informal learning or with a mentor outside formal institutions. One of my minor claims to fame is that of having being the electric bass player in an alt band Angels One 5 that was selected by John Peel, a DJ on Radio 1, as being one of his best sessions of 1981. Angels One 5 from left to right: John Cook (bass, vocals), Martin Cottis (drums, vocals), Cressida Bowyer (vocals), Jimmy Cauty (guitar, vocals). The guitarist, Jimmy Cauty (on right), easily topped this by going on to form a band with Bill Drummond called the KLF. The KLF made, literally, millions of pounds and gained media notoriety, partly by allegedly burning one million pounds on the Orkney Islands and by offering an alternative Turner prize for the worst art. Clearly I turned out to be the serious one. Following this I did a stint with Strawberry Switchblade, a WEA band.
Me on left! Seriously, no me in bright shirt on right. This is at Strathclyde Uni, Carl Smith found it on Internet …
Nov 2012, Infographic, http://mashable.com/2012/11/02/social-media-work-productivity/, accessed 01/09/13http://losangeles.cbslocal.com/2013/08/26/glendale-unified-hires-local-company-to-monitor-students-social-media-posts/
Although some coffeehouses had female staff, no respectable woman would wish to be seen inside these premises and the Women’s Petition Against Coffee (1674) bemoaned how the "newfangled, abominable, heathenish liquor called coffee" had transformed their industrious, virile men into effeminate babbling layabouts who idled away their time in coffeehouses.London's first coffee house stood on St. Michael's Alley, off Cornhill BUT some say it was in Oxfordhttp://www.telegraph.co.uk/travel/destinations/europe/uk/london/9153317/London-cafes-the-surprising-history-of-Londons-lost-coffeehouses.html London's first coffee house stood on St. Michael's Alley, off Cornhill.An undated illustration showing Lloyds Coffee House on Pope's Head Alley in London. Image: Alamy
social networking within companies could increase the productivity of “knowledge workers” by 20 to 25 percent: “Two-thirds of this potential value lies in improving collaboration and communication within and across enterprises. The average interaction worker spends an estimated 28 percent of the workweek managing e-mail and nearly 20 percent looking for internal information or tracking down colleagues who can help with specific tasks. But when companies use social media internally, messages become content; a searchable record of knowledge can reduce, by as much as 35 percent, the time employees spend searching for company information. Additional value can be realized through faster, more efficient, more effective collaboration, both within and between enterprises” (McKinsey Global Institute, 2012).OpenWorm is an open source project dedicated to creating the world’s first virtual organism in a computer and fostering growth of a completely open computational biology community.
The Cluetrain Manifesto is a set of 95 theses organized and put forward as a manifesto, or call to action, for all businesses operating within what is suggested to be a newly-connected marketplace. The ideas put forward within the manifesto aim to examine the impact of the Internet on both markets (consumers) and organizations. In addition, as both consumers and organizations are able to utilize the Internet and Intranets to establish a previously unavailable level of communication both within and between these two groups, the manifesto suggests that changes will be required from organizations as they respond to the new marketplace environment.http://en.wikipedia.org/wiki/The_Cluetrain_Manifesto
McKenney, S. & Reeves, T. (2012). Conducting educational design research. New York: Routledge.
The consortium consists of 17 institutions from 7 different countries. Total project budget over 4 years is 12 Million Euros (i.e. £10 million or over 16 Million USD).
Sit with coffee in my office …
Rogers, E. M.: Diffusion of Innovations. Fifth Edition. New York: Free Press (2003).Diffusion of Innovations is a theory that seeks to explain how, why, and at what rate new ideas and technology spread through cultures. Everett Rogers, a professor of rural sociology, popularized the theory in his book Diffusion of Innovations; the book was first published in 1962, and is now in its fifth edition (2003).[1] The book says that diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system. The origins of the diffusion of innovations theory are varied and span multiple disciplines. The book espouses the theory that there are four main elements that influence the spread of a new idea: the innovation, communication channels, time, and a social system. This process relies heavily on human capital. The innovation must be widely adopted in order to self-sustain. Within the rate of adoption, there is a point at which an innovation reaches critical mass.The categories of adopters are: innovators, early adopters, early majority, late majority, and laggards (Rogers 1962, p. 150). Diffusion of Innovations manifests itself in different ways in various cultures and fields and is highly subject to the type of adopters and innovation-decision process.
Pandora - John William Waterhouse.jpghttp://en.wikipedia.org/wiki/File:Pandora_-_John_William_Waterhouse.jpg
"Social Semantic Information Spaces" (Figure 1), where information is socially created and maintained as well as being interlinked and machine-understandable, leading to new ways to discover information on the Web. http://www.w3.org/2008/09/msnws/papers/sioc.html ch so! creates MPEG-7 compatible semantically annotated videos. Video descriptions automatically include location, date and author, but they can also be enriched by pointing and adding text-based annotations to locations on screen. The purpose for handling video annotations and descriptions as semantic data is to create recommendations for viewing and using the data as assumptions and suggestions when creating new videos.
Clay CourseStraw building students
Artifact Actor Network (Reinhardt et al., 2009)
http://www.bbc.co.uk/news/science-environment-26249509"This study solved the puzzle of how the hippocampus can successfully encode the context, while ignoring the impact of the ongoing negative stimulus.""[It] shows one mechanism for parallel-processing in the brain, where temporally overlapping inputs are disentangled and sorted into separate pipelines for further processing," Dr Liu told BBC News.
Standage, T. (2013). Social Networking in the 1600s. New Yourk Times (online), June 22, http://www.nytimes.com/2013/06/23/opinion/sunday/social-networking-in-the-1600s.html?pagewanted=all&_r=3&, accessed 30/08/13