Web+2.0+&+Hobbyists

Running head: Web 2.0 and Hobbyists 1

Web 2.0 and Hobbyists Brian Diner Florida State University

**Web 2.0 and Hobbyists **  Origami, home brewing, sailing, politics, fishing, and chess are all hobbies found, in depth, on the Internet. The simple idea of asking a question and getting a response was the beginning of Web 2.0. Web 2.0 provides a much-needed outlet for hobbyists, whom have the desire to improve, promote, and for some, master their chosen area of leisure. Web 2.0 has even created a completely new set of hobbies, such as blogging, and has provided a conduit to those interested in topics or activities not traditionally supported by society. Web 2.0 has also created a new interactive world. This new world has thousands of tools. Each tool has the ability to be employed in a number of ways. Hobbyists have taken these tools and created a new learning environment. This new environment has two learning settings, informal and formal. While these two settings often use the same tools, there are distinct differences in the interactions and learning experience. This chapter looks at the tools used by hobbyists and how these settings differentiate.

**Background Information **  Merriam-Webster defines hobby as “a pursuit outside one’s regular occupation engaged especially for relaxation”. Dictionary.com defines it as “an activity or interest pursued for pleasure or relaxation and not as a main occupation”. For the purposes of this chapter, a hobby is defined as any activity or interest that is pursed outside of the workplace. The internet has expanded on what was traditionally considered hobbies. Once latent interests groups now have to ability to seek one another out and use Web 2.0 technologies to organize, socialize, and educate themselves (Shirky, 2008). “Web 1.0” and its 1 directional method of information sharing was a great platform for the hobbyist to learn a particularly interesting topic. However, Web 1.0 had significant drawbacks. As an individual advances through the stages associated with their hobby, questions and challenges are bound to appear. Web 1.0 did not support a hobbyist’s desire to question, discuss, or counter information available. Enter Web 2.0 and the hobbyist community.

**Use of Tools in an Informal Setting **  A hobbyist primarily learns about an interest in the informal setting through internet research, online discussions, and becoming part of a virtual community. A study in 2007 showed that 83% of internet users have looked up information on a hobby and 29% reported doing it the day before the survey (Horrigan & Smith, 2007). This demonstrates that significant users are, at a minimum, seeking out casual information on hobbies. An individual pursing a hobby in a virtual community advances through three membership categories: peripheral, inbound, and insider (Wenger, 1998). By merely lurking or asking a few questions, these users are beginning to build their “cultural capital” of the hobby they are interested in, learning the community’s language and skill sets, and more importantly identifying the behavioral norms and values (Leadbetter & Miller, 2004). This novice hobbyist is in the peripheral membership phase (see figure 1). Once a peripheral member decides to actively engage other members via forums, blogs, instant message, or other tools, they start the transition into an inbound phase. Though an inbound member is actively engaging others, they are still primarily a receiver of information, learning about the hobby and community. The transition from inbound to insider occurs when the following three criteria are met; becomes a consumer and producer of information, abides by and enforces the community norms and values, and earns the communities trust through past behavior and community involvement (Kosonen, 2009). The formation of these membership categories lacked in Web 1.0 environment, as communities did not have the tools to develop fully. The evolvement to Web 2.0 provided the key changes and improvements necessary to introduce tools capable of answering questions and ultimately creating modern online, virtual communities. Figure 1 – Membership Categories The primary method of communication for hobbyist in their community is the discussion forum (see figure 2). The discussion forum, or board, provides three key advantages over face-to-face communications; it overcomes time and space, and records the information as it was presented (Carswell & Venkatesh, 2002). This asynchronous tool has provided the backbone for virtual communities. Peripheral members have the ability to browse the discussion forums to learn more about the hobby, forum etiquette, and community values. Inbound members actively utilize the forum, engaging other members in discussion and are in general, are a consumer of these interactions. The insiders act as producers and consumers, and are vital to the overall success of discussion forum and the community. With a discussion forum, hobbyists from around the world are now able to communicate with each other on an unlimited number of topics. Language is the only remaining barrier and easily overcome with currently available translation software.

Figure 2 – Discussion Forum Screenshot retrieved from [|www.modeltrainforum.com]

**Use of Tools in a Formal Setting ** In a formal setting, a hobbyist is looking for information presented in a more organized manner with a curriculum and teacher. A photographer might sign up for online photography lessons or a home brewer might look for classes in water chemistry or yeast microbiology. Unlike the informal setting where an insider is sharing knowledge by answering questions and providing recommendations, a teacher is analyzing the student’s existing knowledge and customizing the learning environment (Anderson, 2008). Like an informal online setting, hobbyists use a very similar set of tools. The discussion forum can facilitate learner-teacher and learner-learner interactions; however, specialized software is required to present the material and facilitate human-content (teacher/learner-content) interactions. Anderson illustrates these interactions as the “Educational Interactions” (see figure 3). Tutorials, virtual labs, games, and virtual environments are some examples of tools utilized to facilitate human-content interactions (Anderson, 2008).

<span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">Figure 3 – Anderson’s “Educational Interactions” Model

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">Image obtained from //Toward A Theory of Online Learning by// Terry Anderson (2008).

**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Contrasting Informal and Formal Settings ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> The software requirements for informal and formal settings are different. While the tools are generally the same, the focus of the software is different. Software for informal settings focus on user a learner-to-learner concept, content moves rather simply between users as membership categories dictate (see figure 4). Software for formal settings focuses on content and must address the more complicated learner-content, teacher-content, and learner-teacher interactions. The content and the level of the interaction or complexity of the virtual environment have a significant impact on the software. Another key difference between formal and informal online settings is the assessment of the learner. Types and methods of assessment depend heavily on the material and purpose of the instruction. A basic online introduction course to needlework is unlikely to as comprehensive of an assessment as an online college course in photography. In addition, hobbyists attempting to become certified or licensed must meet a standard. Assessment is the only way to determine if the learner achieved the minimum amount of knowledge necessary to meet the standard.

<span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">Figure 4 – Content interactions of membership categories



**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Web 2.0 Tools for the Hobbyist ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">From social networking and blogs to photo sharing and mashups, Web 2.0 tools can provide great accessibility to knowledge and insiders. Table 1 lists Web 2.0 tools, their use to the hobbyist, and a common example of that tool.

<span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">Table 1 – Web 2.0 Tools
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Web 2.0 Tool ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Use to Hobbyist ** || **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Example ** ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Social Networking || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Discover hobbies and || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">[|www.facebook.com] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Blogs || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Interact with members of the hobby community || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">[|www.mychessblog.com] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Hobby Communities || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Learn and discuss within the hobby community || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">[|www.homebrewersassociation.org] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Do It Yourself (DIY) communities || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Learn about hobby outside of a community || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">[|www.wikihow.com] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Internet Relay Chats (IRC) || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Find and converse with hobbyists in real time || <span style="display: block; font-family: 'Cambria','serif'; text-align: center;">[] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Discussion Forums/Boards || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Basic tool, primary means to engage community || [|www.modeltrainforum.com]

(see figure 2) ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Professional Networking || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Identify pro-am groups and other professionals that share the same hobby || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">[|www.linkedin.com] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Meet up/Organize || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Find/Create Hobby groups, Face-to-Face meetings || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">[|www.meetup.com] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Photo Sharing || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Share photos of hobbies || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">[|www.flickr.com] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Live Collaborative || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Collaborate synchronously || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">[|www.twiddla.com] ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Wiki || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Collaborate asynchronously || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">www.wikispaces.com ||
 * <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Virtual Labs || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Simulation of real world || [|www.chemcollective.org] ||

**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Summary ** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Web 2.0 has become part of everyday life. It has made the engagement in interests quick and easy. In addition to discovery and engagement, hobbyists further their knowledge by participating in a variety of tools and behavior that form individual virtual communities. Regardless of the particular tools and behavior of the community, and relationships there within, learning occurs in two main settings, formal and informal. Although these learning settings have their own unique qualities, both provide insight into how hobbyists engage other hobbyists, teachers, and information as part of their virtual community. In addition, the learning experiences differ, providing the hobbyists with a choice depending on personal preference, ability, and cost. As hobbyists continue to seek out information and engage each other, Web 2.0 will continue to supply the tools and applications necessary to make this connection.

=<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">References = <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anderson, T. (2008). //Toward A Theory of Online Learning.// Edmonton: AU Press, Athabasca University. Carswell, A. D., & Venkatesh, V. (2002). Learner outcomes in an asynchronous distance. //Int. J. Human-Computer Studies 56//, 475–494. Dictionary.com, LLC. (2011). Retrieved from Dictionary.com: http://dictionary.reference.com/browse/hobby Horrigan, J. B., & Smith, A. (2007). //Home Broadband Adoption.// Pew Internet & American Life Project. Kosonen, M. (2009). Knowledge sharing in virtual communities – a review of the empirical research. //Int. J. Web Based Communities, 5(2)//, 144-163. Leadbetter, C., & Miller, P. (2004). //The Pro-Am revolution: How enthusiasts are changing our economy and society.// Retrieved July 15, 2011, from Demos: http://www.demos.co.uk/publications/proameconomy Merriam-webster. (2011). //merriam-webster.com//. Retrieved from http://www.merriam-webster.com/dictionary/hobby //Modeltrainforum.com//. (2011). Retrieved July 31, 2011, from http://www.modeltrainforum.com/ Shirky, C. (2008). //Here comes everybody.// New York: Penguin Books. Wenger, E. (1998). //Communities of practice: Learning, meaning, and identity.// Cambridge: Cambridge University Press. wikiHow. (2011). //IRC//. Retrieved July 31, 2011, from wikiHow: http://irc.wikihow.com/