An extremely online (often capitalized), terminally online, or chronically online person is someone who is closely engaged with Internet culture. People said to be extremely online often believe that online posts are very important. Events and phenomena can themselves be extremely online; while often used as a descriptive term, the phenomenon of extreme online usage has been described as "both a reformation of the delivery of ideas – shared through words and videos and memes and GIFs and copypasta – and the ideas themselves". Here, "online" is used to describe "a way of doing things, not [simply] the place they are done". == Criteria == While the term was in use as early as 2014, it gained popularity over the latter half of the 2010s in conjunction with the increasing prevalence and notability of Internet phenomena in all areas of life. Extremely online people, according to The Daily Dot, are interested in topics "no normal, healthy person could possibly care about", and have been analogized to "pop culture fandoms, just without the pop". Extremely online phenomena such as fan culture and reaction GIFs have been described as "swallowing democracy" by journalists such as Amanda Hess in The New York Times, who claimed that a "great convergence between politics and culture, values and aesthetics, citizenship and commercialism" had become "a dominant mode of experiencing politics". Vulture – formerly the pop culture section of New York magazine, now a stand-alone website – has a section for articles tagged "extremely online". == Historical background == In the 2010s, many categories and labels came into wide use from media outlets to describe Internet-mediated cultural trends, such as the alt-right, the dirtbag left, and doomerism. These ideological categories are often defined by their close association with online discourse. For example, the term "alt-right" was added to the Associated Press' stylebook in 2016 to describe the "digital presence" of far-right ideologies, the dirtbag left refers to a group of "underemployed and overly online millennials" who "have no time for the pieties of traditional political discourse", and the doomer's "blackpilled despair" is combined with spending "too much time on message boards in high school" to produce an eclectic "anti-socialism". Extreme onlineness transcends ideological boundaries. For example, right-wing figures like Alex Jones and Laura Loomer have been described as "extremely online", but so have those on the left like Alexandria Ocasio-Cortez and fans of the Chapo Trap House podcast. Extremely online phenomena can range from acts of offline violence (such as the 2019 Christchurch shootings) to "[going] on NPR to explain the anti-capitalist irony inherent in kids eating Tide Pods". United States President Donald Trump's posts on social media have been frequently cited as extremely online, during both his presidency and his 2020 presidential campaign; Vox claimed his approach to re-election veered into being "Too Online", and Reason questioned whether the final presidential debate was "incomprehensible to normies". While individual people are often given the description, being extremely online has also been posited as an overall cultural phenomenon, applying to trends like lifestyle movements suffixed with "-wave" and "-core" based heavily on Internet media, as well as an increasing expectation for digital social researchers to have an "online presence" to advance in their careers. == Participants and media coverage == One example of a phenomenon considered to be extremely online is the "wife guy" (a guy who posts about his wife); despite being a "stupid online thing" which spent several years as a piece of Internet slang, in 2019 it became the subject of five articles in leading U.S. media outlets. Like many extremely online phrases and phenomena, the "wife guy" has been attributed in part to the in-character Twitter account dril. The account frequently parodies how people behave on the Internet, and has been widely cited as influential on online culture. In one tweet, his character refuses to stop using the Internet, even when someone shouts outside his house that he should log off. Many of dril's other coinages have become ubiquitous parts of Internet slang. Throughout the 2010s, posters such as dril inspired commonly used terms like "corncobbing" (referring to someone losing an argument and failing to admit it); while originally a piece of obscure Internet slang used on sites like Twitter, use of the term (and controversy over its misinterpretation) became a subject of reporting from traditional publications, with some noting that keeping up with the rapid turnover of inside jokes, memes, and quotes online required daily attention to avoid embarrassment. Twitch has been described as "talk radio for the extremely online". Another example of an event cited as extremely online is No Nut November. Increasingly, researchers are expected to have more of an online presence, to advance in their careers, as networking and portfolios continue to transition to the digital world. In November 2020, an article in The Washington Post criticized the filter bubble theory of online discourse on the basis that it "overgeneralized" based on a "small subset of extremely online people". The 2021 storming of the United States Capitol was described as extremely online, with "pro-Trump internet personalities", such as Baked Alaska, and fans livestreaming and taking selfies. People who have been described as extremely online include Chrissy Teigen, Jon Ossoff, and Andrew Yang. In contrast, Joe Biden has been cited as the antithesis of extremely online—The New York Times wrote in 2019 that he had "zero meme energy".
Echo Lake (software)
Echo Lake (AKA Family Album Creator) was the most notable multimedia software product produced by Delrina, which debuted in June 1995. It was touted internally as a "cross [of] Quark Xpress and Myst". It featured an immersive 3D environment where a user could go to a virtual desktop in a virtual office and assemble video and audio clips along with images, and then print them out as either a virtual book other users of the program could use, or for print. It was a highly innovative product for its time, and ultimately was hampered by the inability of many users able to input their own multimedia content easily into a computer from that period. Creative Wonders bought the rights to the Echo Lake multimedia product, which was re-shaped as an introductory program on multimedia and re-released as Family Album Creator in 1996.
Mashup (web application hybrid)
A mashup (computer industry jargon), in web development, is a web page or web application that uses content from more than one source to create a single new service displayed in a single graphical interface. For example, a user could combine the addresses and photographs of their library branches with a Google map to create a map mashup. The term implies easy, fast integration, frequently using open application programming interfaces (open API) and data sources to produce enriched results that were not necessarily the original reason for producing the raw source data. The term mashup originally comes from creating something by combining elements from two or more sources. The main characteristics of a mashup are combination, visualization, and aggregation. It is important to make existing data more useful, for personal and professional use. To be able to permanently access the data of other services, mashups are generally client applications or hosted online. In the past years, more and more Web applications have published APIs that enable software developers to easily integrate data and functions the SOA way, instead of building them by themselves. Mashups can be considered to have an active role in the evolution of social software and Web 2.0. Mashup composition tools are usually simple enough to be used by end-users. They generally do not require programming skills and rather support visual wiring of GUI widgets, services and components together. Therefore, these tools contribute to a new vision of the Web, where users are able to contribute. The term "mashup" is not formally defined by any standard-setting body. == History == The broader context of the history of the Web provides a background for the development of mashups. Under the Web 1.0 model, organizations stored consumer data on portals and updated them regularly. They controlled all the consumer data, and the consumer had to use their products and services to get the information. The advent of Web 2.0 introduced Web standards that were commonly and widely adopted across traditional competitors and which unlocked the consumer data. At the same time, mashups emerged, allowing mixing and matching competitors' APIs to develop new services. The first mashups used mapping services or photo services to combine these services with data of any kind and therefore to produce visualizations of data. In the beginning, most mashups were consumer-based, but recently the mashup is to be seen as an interesting concept useful also to enterprises. Business mashups can combine existing internal data with external services to generate new views on the data. There was also the free Yahoo! Pipes to build mashups for free using the Yahoo! Query Language. == Types of mashup == There are many types of mashup, such as business mashups, consumer mashups, and data mashups. The most common type of mashup is the consumer mashup, aimed at the general public. Business (or enterprise) mashups define applications that combine their own resources, application and data, with other external Web services. They focus data into a single presentation and allow for collaborative action among businesses and developers. This works well for an agile development project, which requires collaboration between the developers and customer (or customer proxy, typically a product manager) for defining and implementing the business requirements. Enterprise mashups are secure, visually rich Web applications that expose actionable information from diverse internal and external information sources. Consumer mashups combine data from multiple public sources in the browser and organize it through a simple browser user interface. (e.g.: Wikipediavision combines Google Map and a Wikipedia API) Data mashups, opposite to the consumer mashups, combine similar types of media and information from multiple sources into a single representation. The combination of all these resources create a new and distinct Web service that was not originally provided by either source. === By API type === Mashups can also be categorized by the basic API type they use but any of these can be combined with each other or embedded into other applications. ==== Data types ==== Indexed data (documents, weblogs, images, videos, shopping articles, jobs ...) used by metasearch engines Cartographic and geographic data: geolocation software, geovisualization Feeds, podcasts: news aggregators ==== Functions ==== Data converters: language translators, speech processing, URL shorteners... Communication: email, instant messaging, notification... Visual data rendering: information visualization, diagrams Security related: electronic payment systems, ID identification... Editors == Mashup enabler == In technology, a mashup enabler is a tool for transforming incompatible IT resources into a form that allows them to be easily combined, in order to create a mashup. Mashup enablers allow powerful techniques and tools (such as mashup platforms) for combining data and services to be applied to new kinds of resources. An example of a mashup enabler is a tool for creating an RSS feed from a spreadsheet (which cannot easily be used to create a mashup). Many mashup editors include mashup enablers, for example, Presto Mashup Connectors, Convertigo Web Integrator or Caspio Bridge. Mashup enablers have also been described as "the service and tool providers, [sic] that make mashups possible". === History === Early mashups were developed manually by enthusiastic programmers. However, as mashups became more popular, companies began creating platforms for building mashups, which allow designers to visually construct mashups by connecting together mashup components. Mashup editors have greatly simplified the creation of mashups, significantly increasing the productivity of mashup developers and even opening mashup development to end-users and non-IT experts. Standard components and connectors enable designers to combine mashup resources in all sorts of complex ways with ease. Mashup platforms, however, have done little to broaden the scope of resources accessible by mashups and have not freed mashups from their reliance on well-structured data and open libraries (RSS feeds and public APIs). Mashup enablers evolved to address this problem, providing the ability to convert other kinds of data and services into mashable resources. === Web resources === Of course, not all valuable data is located within organizations. In fact, the most valuable information for business intelligence and decision support is often external to the organization. With the emergence of rich web applications and online Web portals, a wide range of business-critical processes (such as ordering) are becoming available online. Unfortunately, very few of these data sources syndicate content in RSS format and very few of these services provide publicly accessible APIs. Mashup editors therefore solve this problem by providing enablers or connectors. == Mashups versus portals == Mashups and portals are both content aggregation technologies. Portals are an older technology designed as an extension to traditional dynamic Web applications, in which the process of converting data content into marked-up Web pages is split into two phases: generation of markup "fragments" and aggregation of the fragments into pages. Each markup fragment is generated by a "portlet", and the portal combines them into a single Web page. Portlets may be hosted locally on the portal server or remotely on a separate server. Portal technology defines a complete event model covering reads and updates. A request for an aggregate page on a portal is translated into individual read operations on all the portlets that form the page ("render" operations on local, JSR 168 portlets or "getMarkup" operations on remote, WSRP portlets). If a submit button is pressed on any portlet on a portal page, it is translated into an update operation on that portlet alone (processAction on a local portlet or performBlockingInteraction on a remote, WSRP portlet). The update is then immediately followed by a read on all portlets on the page. Portal technology is about server-side, presentation-tier aggregation. It cannot be used to drive more robust forms of application integration such as two-phase commit. Mashups differ from portals in the following respects: The portal model has been around longer and has had greater investment and product research. Portal technology is therefore more standardized and mature. Over time, increasing maturity and standardization of mashup technology will likely make it more popular than portal technology because it is more closely associated with Web 2.0 and lately Service-oriented Architectures (SOA). New versions of portal products are expected to eventually add mashup support while still supporting legacy portlet applications. Mashup technologies, in contrast, are not expected to provide support for portal standards. == Business mashups
Influence-for-hire
Influence-for-hire or collective influence, refers to the economy that has emerged around buying and selling influence on social media platforms. == Overview == Companies that engage in the influence-for-hire industry range from content farms to high-end public relations agencies. Traditionally influence operations have largely been confined to public sector actors like intelligence agencies, in the influence-for-hire industry the groups conduction the operations are private with commerce being their primary consideration. However many of the clients in the influence-for-hire industry are countries or countries acting through proxies. They are often located in countries with less expensive digital labor. == History == In May 2021, Facebook took a Ukrainian influence-for-hire network offline. Facebook attributed the network to organizations and consultants linked to Ukrainian politicians including Andriy Derkach. During the COVID-19 pandemic state sponsored misinformation was spread through influence-for-hire networks. In August 2021, a report published by the Australian Strategic Policy Institute implicated the Chinese government and the ruling Chinese Communist Party in campaigns of online manipulation conducted against Australia and Taiwan using influence-for-hire.
Digital media in education
Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.
Amália (LLM)
Amália is a Portuguese large language model (LLM) announced in November 2024 by the Portuguese Prime-Minister Luís Montenegro. Its final version is expected to be launched in 2026. It is being developed by Center for Responsible AI (Centro para a AI Responsável) and by the research centers of NOVA School of Science and Technology and Instituto Superior Técnico. == History == In 2024 it was announced that the Portuguese Agency for Administrative Modernization (Agência para a Modernização Administrativa) transpose this LLM to Portuguese Public Administration. According to Paulo Dimas (CEO of the Center for Responsible AI) the three fundamental points of this LLM project are the linguistic variant (European Portuguese), cultural representation and data protection. In April 2025 it was announced that Amália had entered beta phase with an improved version being expected to be launched in September 2025. The beta version released in September is available only to the Public Administration, but the website launched in October reiterates the final version will be an open model.
Cyber-Duck
Cyber-Duck is a digital transformation agency founded in 2005 and based in Elstree, United Kingdom. The company specialises in user experience (UX), software development and digital optimisation. The company employs over 90 staff in the UK and Europe. It works with clients from the financial, pharmaceutical, sport, motoring and security sectors, among others. These include the Bank of England, Cancer Research UK, GOV.UK Verify partner CitizenSafe, The Commonwealth of Nations and Sport England. == History == Cyber-Duck was founded in 2005 by Danny Bluestone in his flat in Mill Hill, United Kingdom. After a few months, the firm moved into its first office in Borehamwood. Projects with Ogilvy, London Creative and Wisteria followed before Cyber-Duck moved to offices in Devonshire House, Borehamwood. In 2010, the firm was commissioned to develop a website for the European Commission in the UK. In 2011, the company moved to a self-contained premises in Elstree, Hertfordshire. Shortly afterward, Cyber-Duck was listed on the Deloitte Technology Fast 500 EMEA in recognition of its substantial revenue growth over the previous five years. As the company grew, its expertise also broadened. This resulted in guest spots on several television shows. Cyber-Duck was featured in an episode of the Gadget Show in 2011, and Chief Production Officer Matt Gibson appeared on BBC Watchdog in 2013 to assist in researching websites and their checkout processes. The firm continued to attract business from companies in London, so the decision was made to open a new office in central London. The Farringdon office opened in 2015, and was followed by a rebrand. In 2016, Cyber-Duck went on to work with the Bank of England. Ahead of the launch of the new polymer £5 note, featuring Winston Churchill, the company was tasked with creating a user-friendly website to showcase the new banknote and promote public awareness. The success of the campaign led to further commissions, including 2017's website the New Ten and a redesign of the Bank of England's main website. The firm underwent significant growth in 2020, beginning working partnerships with Sport England and the College of Policing. During this time they also launched DevOps as a new service. In 2022, the Farringdon office closed and was relocated to a new office space in Holborn. The Laravel, Drupal and DevOps teams expanded, and Cyber-Duck became the lead Digital Agency for Worcester, Bosch Group. Several members of the team appeared on The Digital Society on Sky UK. == Awards and accreditations == Cyber-Duck is known for its focus on process accreditation as a driver of creativity. In 2011, the company obtained its first ISO 9241 accreditation in Human Centred Design for interactive systems. Two years later, Cyber-Duck obtained a further certification, the ISO 9001 for Quality Management Systems. It acquired another certification in 2016 with the ISO 27001 – the focus of this accreditation was Information Security Management. In 2022, Cyber-Duck gained the ISO 14001 certification in Environmental Management. Cyber-Duck's digital products have won numerous Wirehive 100, BIMA and Webby awards. Notably, the company's UX Companion, a free iOS and Android app that is a glossary of UX theories, featured in Usability Geek and Smashing Magazine. In 2021 they were awarded as one of the UK's 100 Best Small Companies to work for, and BIMA10 shortlisted for their work with Sport England and This Girl Can.