5
May

Facebook “like” functionality

   Posted by: Chirag Shah   in Talks and Discussions

Yet another way Facebook wants to “connect” people. They are letting people “like” any website they visit to and share that with their friends. This, in a way, is micro-voting for those websites. If everyone who visits a websites expresses his/her opinion about liking/disliking that website, we have “complete” public opinion.

Of course, the truth about such democratic voting is quite different. “Like” and “Dislike” or thumbs up and down are very light-weighted voting mechanisms, but they fail to tell us anything beyond that someone cared to vote in a bi-polar fashion; it doesn’t really tell us their actual opinion. What about those who didn’t vote? Did they not like the site? We also have no way of knowing why someone liked a site if he/she did. “Liking”, thus, becomes more of a recommending function for social groups, rather than expressing a strong and credible opinion.

[The following was published in Politics Magazine in July 2009 with title What do you look like on YouTube?]

Political parties and candidates bombard us with their messages and counter-messages; they always have. But with new social media thriving—from blogs to Twitter to YouTube—what matters more is how the audience of these messages responds to them and shares them.

For a long time there’s been no good way to measure that social media presence. But we at UNC-Chapel Hill have developed two programs that help keep track of what’s happening on YouTube and other social media.

The first, ContextMiner, is a framework to collect, analyze and present not just data but contextual information. The ContextMiner website provides tools to collect data, metadata, and contextual information off the web by automated crawls from blogs, YouTube, Flickr and Twitter. The second, TubeKit, is a toolkit for creating YouTube crawlers. These allow you to search YouTube based on a set of seed queries. Both are free, open-source projects distributed under Creative Commons licenses.

The 2008 election—which set a new standard for YouTube use—gives a good example of how the programs can be helpful. We monitored election-related YouTube videos beginning in early summer 2007. We developed a system to simulate a visitor who goes to YouTube every day, looks for election-related videos by running certain queries and then browses through the top 100 videos for each query. Just before the elections, we analyzed our data to see what our hypothetical YouTube visitor would have discovered about both the presidential candidates.

We found that running the queries “Barack Obama” and “John McCain” every day for about 18 months and looking at the top 100 results, we could have seen about 600 unique videos for the former and only about 100 for the latter. The official channel of both candidates had a similar disparity, with nearly 1,500 videos on Obama’s website but only about 300 videos on McCain’s.

More importantly, the Obama videos that we found using our query approach had significantly higher views than those of McCain’s. The videos found by running the Obama query totaled about 35 million views (60,000 per video), whereas the McCain query’s videos had only about 2 million (20,000 per video). What’s more, Obama videos had significantly more comments (70,000 vs. 24,000) and ratings (220,000 vs. 15,000). What all these numbers indicate is that while Obama had many more videos than McCain, community involvement around Obama videos was also much more successful.

Yes, sending more messages—including YouTube videos—and reaching out helps. But whatever your outreach strategy, it’s important to see how many bangs you are getting for your buck. Now you can measure those bangs online.

12
Nov

Election “salesmen” on YouTube

   Posted by: Chirag Shah   in Studies

YouTube did not exist during the last presidential election in the US and in this time, it has become such an important tool to reach to the people that any political party serious about their campaign cannot ignore the influence of YouTube. While most of the candidates running for the presidency (or the party ticket) used YouTube quite a bit, Barack Obama left everyone way behind. See for yourself in the figure below. This picture shows the name of an author followed by the number of videos he/she/they posted on YouTube. These data are coming out of our collection of election-related videos from YouTube.

Authors on YouTube

Authors on YouTube: username followed by the number of videos posted

12
Nov

Obama vs. McCain

   Posted by: Chirag Shah   in Studies

People have spoken and Obama is the new president-elect. We have been looking at election-related activities on YouTube and blogs closely for the past year and a half, and while our full analysis is still underway, here are some interesting statistics.

As of October 20, 2008, Barack Obama’s campaign had posted 577 videos, which is the highest number of videos posted (2.6% of 22,104) by any individual or organization in our collection. On the other hand, John McCain’s campaign had posted only 94 videos (0.4%), ranking 21 among the authors in our collection. It is not surprising that Obama’s videos had a view count of more than 34 million, whereas McCain’s videos had a view count of less than 2 million. This gives Obama’s videos nearly 18 times more views than that of McCain’s. Other statistics about the YouTube videos of these two candidates can be seen in the table below.

Obama vs. McCain

Obama vs. McCain (as of Oct. 20, 2008)

Since Obama had significantly more videos posted than McCain, it may be unfair to compare their views etc. directly. We, therefore, present the averages for both the candidates in the following table. As we seen in that table, on average, an Obama video was viewed nearly three times as much as McCain’s. Sure, McCain’s videos have more comments per video than Obama’s, but without analyzing those comments, it is hard to say anything about the opinionated nature of those comments.

Obama vs. McCain (as of Oct. 20, 2008)

Obama vs. McCain (as of Oct. 20, 2008)

20
Oct

Information derivatives

   Posted by: Chirag Shah   in Theory

When we look at a piece of information, we often do not see what it took to generate it. I believe such information about a piece of information is essential in many cases. For instance, an email could be looked as an original composition, or a reply to another email. On a social Q&A site such as Yahoo! Answers, a piece of information could be a question (original), or an answer (response to a question).

I propose a model of information that identifies information as a derivative. Here is my proposal for the information derivatives.

  • 0th derivative. This is a piece of original and individual information. For instance, an original poem composed by an individual.
  • 1st derivative. This information is what is obtained by adding to an original piece of information by another individual. For instance, Stacy uploads a picture that she took at a birthday party on Facebook (0th derivative), in which Mark tags people. This tagged photo is now a 1st derivative information.
  • 2nd derivative. When a group of connected individuals create a piece of information, it is the 2nd derivative of the original information. For instance, in the above example, once the photo that Stacy uploaded (0th derivative) got tagged by Mark (1st derivative), others in Stacy’s social network could see that information and start commenting on that photo. These comments are also seen by everyone in Stacy’s network. Every time anyone posts a comment to that picture, everyone that is tagged in it gets notified.
  • nth derivative. When individuals and different groups interconnect and go back and forth influencing a piece of information and keep generating new information through that interaction, that I would call nth derivative of the information.

The model proposed here is still evolving and by no means complete.

Talk by Joe Walther, Professor, College of Communication Arts and Sciences, Michigan State University.

Notes

  • Attribution theory – why they do what they do?
  • In distributed social interactions, people may blame others instead of themselves for one’s own poor performance.
  • Post-test open questions at the end of group project: (1) what’s the best thing you did and why?, (2) what’s the worst thing you did and why?
  • Propinquity = psychological closeness via media
  • Effect of Skills x Task x Choice