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Facebook and other social media have been hailed as delivering the promise of new, socially engaged educational experiences for students in undergraduate, self-directed, and other educational sectors. A theoretical and historical analysis of these media in the light of earlier media transformations, however, helps to situate and qualify this promise. Specifically, the analysis of dominant social media presented here questions whether social media platforms satisfy a crucial component of learning - fostering the capacity for debate and disagreement. By using the analytical frame of media theorist Raymond Williams, with its emphasis on the influence of advertising in the content and form of television, we weigh the conditions of dominant social networking sites as constraints for debate and therefore learning. Accordingly, we propose an update to Williams' erudite work that is in keeping with our findings. Williams' critique focuses on the structural characteristics of sequence, rhythm, and flow of television as a cultural form. Our critique proposes the terms information design, architecture, and above all algorithm, as structural characteristics that similarly apply to the related but contemporary cultural form of social networking services. Illustrating the ongoing salience of media theory and history for research in e-learning, the article updates Williams' work while leveraging it in a critical discussion of the suitability of commercial social media for education.

FaceBook is fun and tweets have a short shelf life. However, for those who are serious about building a professional network, then LinkedIn is the service for managing their career. In today's job market an invitation to "join a professional network" has become obligatory and more useful than swapping business cards or sending out résumés.

Are established methods of content analysis (CA) adequate to analyze web content, or should new methods be devised to address new technological developments? This article addresses this question by contrasting narrow and broad interpretations of the concept of web content analysis. The utility of a broad interpretation that subsumes the narrow one is then illustrated with reference to research on weblogs (blogs), a popular web format in which features of HTML documents and interactive computer-mediated communication converge. The article concludes by proposing an expanded Web Content Analysis (WebCA) paradigm in which insights from paradigms such as discourse analysis and social network analysis are operationalized and implemented within a general content analytic framework.

Users of the social networking site Twitter send and receive 140-character messages known as "tweets." The limited 140-character limit on Twitter is what makes it unique from other social networks like Facebook and Tumblr,

This deposits up to $1,407 directly into your bank account every day

Does the same apply to team collaboration in student groups? E.g. In a team of 6, maybe 3 lurkers, 2 intermittent contributors and 1 main contributor?

i think its applicable. Local IT Support