Is six hours a day on my phone too much?

This is the third year I have done an unscientific survey of my students in Media Economics about how they use their smartphones.

"WhatsApp Redesign" by Ayoub Elred is licensed under CC BY-NC 4.0

The point of the exercise is for them to do their own assessment and make observations. In previous years they simply counted how many notifications or alerts they received on their phones in one hour or a class session. An alert is any ping, buzz, vibration, or lock-screen flash that tells them they have a message or news update from their various applications.

The distraction industry is getting ever more sophisticated in finding ways to get us to pay attention to their messages, because time, or attention, is money. Specifically, it allows tech platforms and news services to deliver targeted ads and make money from our attention.

An alert a minute

This year, 27 students counted notifications received in a 60-minute period. The average was 58, almost an alert a minute. The median --with half registering more, half less-- was 36. (The total alerts received was slightly more than last year and roughly three times the year before, although the unscientific methodology was slightly different each time.)

WhatsApp, Instagram top classroom distractions

If I am not careful, my cellphone will wake me up in the wee hours with buzzes or pings to let me know that news organizations and family members on the other side of the world, in different time zones, are trying to get my attention.

Is it too dramatic to say that "there is a global war" for our attention? I don't think so.

Last year I did a little experiment with students in my Media Economics course. Each of them was asked to keep track of how many notifications or alerts they received on their phones or computers during a 45-minute lecture. The average was about 15 alerts, or one every three minutes. WhatsApp, Instagram, Facebook, and Snapchat were the chief distractions.

For a professor leading a class, these alerts could be considered competition.
(At left, Christian Zibreg tells how to remove distracting messages from the locked screen.)

The distraction industry

The competition for user attention has never been greater, and every news site and app is finding new ways to lure people away from whatever they are doing with ever-more-insistent alarms, buzzes, pings, beeps, lights, you name it.

This year, the Media Economics class is slightly larger, with 57 students, and the instructions were different: pick any 60-minute period and measure the number of alerts or notifications received--in essence, any signal that attempts to distract you from what you are doing.

On average, in 60 minutes students reported receiving 41.3 alerts (median 26).

"It's not students with smartphones but professors' teaching methods that are to blame"

I want to share with you my translation of a blog post (Spanish) by my friend and colleague Jose Luis Orihuela, a professor at the University of Navarra, author, and keynote speaker.

Orihuela is addressing a problem that faces many teachers and professors: they say their students are distracted by all the media on their smartphones and are not paying attention in class.

Don't blame the students, he says. Blame the professors.

"It has to be said again: the problem is not that the student is distracted by technology but that the professors have to change their methods and the content of their teaching.

"It's easy to place the blame on the students and their devices; the hard thing to do is redesign education to adjust to a culture of connectivity. You can't teach against the culture of the students. You have to build on top of it."

He mentioned a well publicized column by a professor in Uruguay who decided to throw in the towel rather than fight against students using Whatsapp and Facebook in his classes.

Orihuela went on, however, to says he encourages those teachers who are adapting and admires  those who are changing.

The real challenge isn't students using tech devices in the classrooms, but rather professors learning to be digitally literate.

In this video (Spanish), Orihuela elaborates on the topic:

An exercise on usability puts theory into practice

At the end of a semester-long course in digital journalism, I asked my students at the University of Navarra in Spain to say what they thought was the most interesting or useful part of the course. The survey was anonymous, so I give it some credibility.

The question was open-ended. The second-most-mentioned item was a class exercise I gave them in which they had to judge the navigability, usability, transparency, and other factors of any website they liked. This group exercise put theory into practice and developed their analytical skills.

(No. 1 was the video interviews with digital media entrepreneurs from Latin America. They are in Spanish and can be seen on my YouTube channel. Accompanying text in English is available elsewhere on this blog.)

The exercise took 45 minutes and followed a 45-minute lecture on the theory of Internet design, especially as it applied to taking advantage of mobile and social platforms.

First, I told the students that they were going to do an ungraded analysis of various characteristics of a website or application. They could do it in groups of three or four. I showed the students a list of about a dozen websites that I knew were popular but told them they could also choose any that they liked.

Professors of The Book, students of The Smartphone

Photo from U.S. News & World Report

The Internet is a revolutionary tool of communication. Because of that, teachers of communication have to face up to the possibility that our models for teaching and learning are becoming less effective and relevant.

Like many of my teaching colleagues, I have complained that students don't read. Well, they do read, but in a different way.

To understand the trend, we should step back and look at another communications tool that was revolutionary in its own day -- the Book.

(Versión en español)

For at least 500 years, research and teaching at universities has been built around the Book. We teachers of communication are still People of the Book while our students are People of the Internet.

The professor and journalist Jose Cervera explains the difference (in Spanish) in a brief article called "In Praise of the User", on his blog, El Retiario (The Net Warrior), published on Spain's public television website. El Retiario comes from the Roman name for gladiators who used a net as one of their armaments.

10 entrepreneurs test new style of learning

Tenth in a series on teaching entrepreneurial journalism. Parts of this post are adapted from an article originally published in Revista Mexicana de Comunicación.

Latin American journalists have a great thirst for establishing independent media. Many of them are tired of working for low pay at media outlets that protect the friends and punish the enemies of the owners. 

They want to cover topics neglected by the mainstream media, such as education, health, environment, human rights and indigenous culture. They want to expose incompetence and corruption in government.

More than a dozen digital news entrepreneurs described how they are overcoming financial obstacles to sustain independent journalism during the Ibero-American Colloquium on Digital Journalism this spring sponsored by the Knight Center for Digital Journalism in the Americas.