This was my first serious blog. I found it gynormously useful in helping me focus and work through this unit. I achieved a High Distinction for this unit. I attribute this successful result, in part to this blog.
NET11 was a ripper unit. I enjoyed every minute of it and was sad to see it end. The follow up unit, NET12 was a disappointment in every way. Loads of text and nowhere to apply its lessons. It seemed heavy on postmodernist thought. Postmodernism = black hole, spiraling ever inwardly and collapsing on itself.
Yeay NET11, boo NET12.
;P
mYa
Monday, August 25, 2008
Tuesday, February 12, 2008
NET11 Conclusion
Description
Completed this unit except essay (assignment 2) * Given extension for essay and blog. Am a day behind in sending them.
Evaluation
Overall, this unit was really useful and a lot of fun and very well organised. If I had a critisism, it would be that the annotated biblio was placed aquwardly in the units time line. I would have prefered to have covered all the unit work first. It would have made for a stronger assignment.
I can understand there isn't much 'give' in where to place this assignment. Perhaps I should have requested an extension. Next unit I will read the modules more carefully when I get them.
Some of the wording in the assignment descriptions caused confusion. However the unit DB is an excellent forum for gaining clarity. I never waited long for a reply.
Analysis
This unit has taught me soooooooo many technical skills and a good conceptual understanding of the internet. The best thing (coz it crept up on me-I used it before I recognised what it was) was an understanding of why a conceptual understanding of the internet can greatly enrich my online skills, especially in effective communication. It has broadened my understanding of the size of the content and community inside "cyberspace".
Its introduced me to blogging and learning logs for which I am eternally grateful. As simple as they sound, these tools have been invaluable to me. They have assisted me in an area I have struggled with for a long time - organisation. Via this learning log/blog, I have found the method of organising thoughts, lessons, references and unit work that I've been searching for. It has literally changed the way I study.
The first work I started on when this unit begun was establishing 'work-sheets' for my assignments' (these initially included description, tips, suggested reference sites and some I'd found myself) and everytime I'd come across useful information, I'd add it to these work sheets. The headings in the learning log doc gave me a way to organise all these elements and make them easier to refer back to. It was the last peice of my successful study method puzzle. This is something I'm glad I did and I'm noting it now so I do it again next unit!
If I was to do this unit again, what I would do differently is read the whole ciricullum more carefully initially, communicate more frequently on the DB (often I was too shy to post a question so I left it until someone else did-they almost always did. All this achieved was delay in my progressing through the work) and not be so shy about my technical inability.
Conclusion
There are so many areas of life where this new knowledge can be applied. In my everyday email, discussion board, real time chat and newsgroup communications (yes, I am an active member of 2 newsgroups!!) I have become almost automatically more aware of how and in what format I communicate in. Like I said above, I was doing it before I recognised it was happening!! That a great gift :)) The way I use search engines and evaluate results now is very different from how I did before I completed this unit. I gathered a great deal of excellent communication skills information while researching learning logs/blogging/writing for web sites that I can apply everytime I communicate anywhere, with any one. Now thats a broad application!
Completed this unit except essay (assignment 2) * Given extension for essay and blog. Am a day behind in sending them.
Evaluation
Overall, this unit was really useful and a lot of fun and very well organised. If I had a critisism, it would be that the annotated biblio was placed aquwardly in the units time line. I would have prefered to have covered all the unit work first. It would have made for a stronger assignment.
I can understand there isn't much 'give' in where to place this assignment. Perhaps I should have requested an extension. Next unit I will read the modules more carefully when I get them.
Some of the wording in the assignment descriptions caused confusion. However the unit DB is an excellent forum for gaining clarity. I never waited long for a reply.
Analysis
This unit has taught me soooooooo many technical skills and a good conceptual understanding of the internet. The best thing (coz it crept up on me-I used it before I recognised what it was) was an understanding of why a conceptual understanding of the internet can greatly enrich my online skills, especially in effective communication. It has broadened my understanding of the size of the content and community inside "cyberspace".
Its introduced me to blogging and learning logs for which I am eternally grateful. As simple as they sound, these tools have been invaluable to me. They have assisted me in an area I have struggled with for a long time - organisation. Via this learning log/blog, I have found the method of organising thoughts, lessons, references and unit work that I've been searching for. It has literally changed the way I study.
The first work I started on when this unit begun was establishing 'work-sheets' for my assignments' (these initially included description, tips, suggested reference sites and some I'd found myself) and everytime I'd come across useful information, I'd add it to these work sheets. The headings in the learning log doc gave me a way to organise all these elements and make them easier to refer back to. It was the last peice of my successful study method puzzle. This is something I'm glad I did and I'm noting it now so I do it again next unit!
If I was to do this unit again, what I would do differently is read the whole ciricullum more carefully initially, communicate more frequently on the DB (often I was too shy to post a question so I left it until someone else did-they almost always did. All this achieved was delay in my progressing through the work) and not be so shy about my technical inability.
Conclusion
There are so many areas of life where this new knowledge can be applied. In my everyday email, discussion board, real time chat and newsgroup communications (yes, I am an active member of 2 newsgroups!!) I have become almost automatically more aware of how and in what format I communicate in. Like I said above, I was doing it before I recognised it was happening!! That a great gift :)) The way I use search engines and evaluate results now is very different from how I did before I completed this unit. I gathered a great deal of excellent communication skills information while researching learning logs/blogging/writing for web sites that I can apply everytime I communicate anywhere, with any one. Now thats a broad application!
Monday, February 11, 2008
Module Five Information Ecologies
Concept: Active Communication Generates IdentityAwareness
The following Q & A describe and define 'information ecology' and the role of information and communication within this ecology.
How might the metaphor of an ‘ecology’ impact on the way you think about, understand or use the Internet?
An ecology of any kind deals with the relations and interactions between organisms and their environment. Humans interacting within the online environment and all the elements that make up this environment, for me, describes the 'online' or 'cyber' ecology.
Thinking of the Internet in these terms rather than just a pc connected to a modem
a/helps to explain the 'signal flow' of incoming and out going information making trouble shooting and adapting to technological change easier,
b/gives the user a deeper sense of responsibility in what information they share, promote and send because the other internet users become part of thier 'community' not just anonymous avatars.
c/helps explain that data is just data until it is put into context by its being published and read and subsiquently thought about.
How are the concepts ‘information’ and ‘communication’ understood within the framework of an ‘information ecology’?
I struggled with this question. Here's what I came up with from the information on the reference sites and units DB.
Information is data that is only given substance and put into a context when its published, read and subsequently thought about.
Communication is an action that produces the creation, spread and growth of information.
An ecology describes relations and interactions between an organism and their environment. Communication is an organisms action-not the resulting information.
Why don’t we talk of a ‘communication ecology’?
To me, this question is closely associatted to the last question. As discribed above, an ecology is the relations and interactions of organisms within an environment. Communication is part of that interaction and relations, part of the information ecology, not an ecology in itself.
- An internet users identity is created by participating. As part of a newsgroup or online chat, members establish their identity by posting and replying within these groups. When participating in an online gathering, members project who they are by what they contribute.
- "Lurkers" - non participating memebrs of a group, list or forum.
Information Ecologies
“We define an information ecology to be a system of people, practices, values, and technologies in a particular local environment. In information ecologies, the spotlight is not on technology, but on human activities that are served by technology.”
(Nardi & O’Day, 1999)
These patterns are the four basic dimensions of an information ecology:
Interdependency - This pattern describes the relationship between the connection points inside the 'information ecology'. Central organisation points such as government bodies, banks, university's etc are a focus point for incoming and out going information. They communicate with each other and help shape future development of communication and of the information ecology as a whole.
change - The development of information and communication linking to create something new. Small changes can effect alot of users within the information ecology. Large changes can "reconstitute the rules of survival"(Stalder, 1997). In any ecology change is inevitable, constant and esencial for growth.
time-boundness - A pattern describing the relevance of information at the time it is sourced. For some users within the information ecology, information needs constant updating to fullfill its purpose. Others require 'archive' information.
differentiation - In short, this pattern realtes to flexibility. The ability to adapt information as required within the ecology, as simply as possible.
The following Q & A describe and define 'information ecology' and the role of information and communication within this ecology.
How might the metaphor of an ‘ecology’ impact on the way you think about, understand or use the Internet?
An ecology of any kind deals with the relations and interactions between organisms and their environment. Humans interacting within the online environment and all the elements that make up this environment, for me, describes the 'online' or 'cyber' ecology.
Thinking of the Internet in these terms rather than just a pc connected to a modem
a/helps to explain the 'signal flow' of incoming and out going information making trouble shooting and adapting to technological change easier,
b/gives the user a deeper sense of responsibility in what information they share, promote and send because the other internet users become part of thier 'community' not just anonymous avatars.
c/helps explain that data is just data until it is put into context by its being published and read and subsiquently thought about.
How are the concepts ‘information’ and ‘communication’ understood within the framework of an ‘information ecology’?
I struggled with this question. Here's what I came up with from the information on the reference sites and units DB.
Information is data that is only given substance and put into a context when its published, read and subsequently thought about.
Communication is an action that produces the creation, spread and growth of information.
An ecology describes relations and interactions between an organism and their environment. Communication is an organisms action-not the resulting information.
Why don’t we talk of a ‘communication ecology’?
To me, this question is closely associatted to the last question. As discribed above, an ecology is the relations and interactions of organisms within an environment. Communication is part of that interaction and relations, part of the information ecology, not an ecology in itself.
Sunday, February 10, 2008
Module Four Evaluating the Web
Website Evaluation Process
(Taken from http://gateway.lib.ohio-state.edu/tutor/les1/index.html)
Purpose Determine the purpose of the material; to inform, persuade or advocate?
Author Find out about the author. What are their qualifications, education, proffesion?
Content Does the author presten a 'biased view', does the author have a vested interest in the topic? Look for material providing a "balanced view".
Coverage Compare sites of the same topic. Which has the best coverage (including the most qualified authors and balanced views)
Currency If the information you seek need to be the latest on a topic, be sure to check when the material was published &/or updated.
Recognition Has the site been referenced by other sites or mentioned by other authors/institutions writing on the same or related topics?
Choose your best 'source' or site from the three you used in the last task, then evaluate it according to the tutorial described above.
Content: An introduction to Cyberculture and Cyberculture education Most importantly this site contains a 'featured links' page offering related links to research reviews and statistics.
http://rccs.usfca.edu/links.asp
Coverage: As the RCCS is a non-profit, non political center for studies and its links are numerous and varied, it's coverage is broad, balanced and unbiased.
Curreny: Some of the studies and articles available on RCCS featured links date back to the early 1990's but many are current and updated.
Recognition: I haven't noticed RCCS mentioned elsewhere but I wasn't really looking. In the little time I have left for this unit, I'll make a note if I see it referenced on another site.
(Taken from http://gateway.lib.ohio-state.edu/tutor/les1/index.html)
Purpose Determine the purpose of the material; to inform, persuade or advocate?
Author Find out about the author. What are their qualifications, education, proffesion?
Content Does the author presten a 'biased view', does the author have a vested interest in the topic? Look for material providing a "balanced view".
Coverage Compare sites of the same topic. Which has the best coverage (including the most qualified authors and balanced views)
Currency If the information you seek need to be the latest on a topic, be sure to check when the material was published &/or updated.
Recognition Has the site been referenced by other sites or mentioned by other authors/institutions writing on the same or related topics?
Choose your best 'source' or site from the three you used in the last task, then evaluate it according to the tutorial described above.
Site: RCCS, http://rccs.usfca.edu/intro.asp
Purpose: Taken from site: " The Resource Center for Cyberculture Studies is an online, not-for-profit organization whose purpose is to research, teach, support, and create diverse and dynamic elements of cyberculture. "
Author: As this is a 'center', there is no one author. David Silver is listed as the centers founder. The site offers lists its advisory board, the majority most of whom are university educated/employed in the technological field.Content: An introduction to Cyberculture and Cyberculture education Most importantly this site contains a 'featured links' page offering related links to research reviews and statistics.
http://rccs.usfca.edu/links.asp
Coverage: As the RCCS is a non-profit, non political center for studies and its links are numerous and varied, it's coverage is broad, balanced and unbiased.
Curreny: Some of the studies and articles available on RCCS featured links date back to the early 1990's but many are current and updated.
Recognition: I haven't noticed RCCS mentioned elsewhere but I wasn't really looking. In the little time I have left for this unit, I'll make a note if I see it referenced on another site.
In your own words, write an annotation for the source which could communicate to a reader both your 'judgement' of the site according to what you have learnt from the tutorial, and also the following information:
- the reliability and authority of the site / source / article
- the main ideas or subjects discussed in the article
- the purpose for which the site was written (this might include any apparent external interest, intellectual motivation or contextual information)
Resource Center for Cyberculture Studies. (2007). Introducing Cyberculture. Retrieved January 31, 2008, from http://www.rccs.usfca.edu/intro.asp
The RCCS website was developed in 1996 by David Silver. Silver is a professor of media studies at the University of San Francisco. The sites advisory board are all University educated and some are employed at Universities across the US. The RCCS is a non-profit organization that researches, teaches, supports, and helps to create diverse and dynamic elements of cyberculture. The purpose of this site is to provide an overview of cyberculture, a description of who the RCCS is and what they do. The highlight of this website is the featured links page providing useful links to a variety of internet/ technology and culture/society sites. As a one stop site for research reviews and data, RCCS is very useful. If the information required is not found in the link itself, there may be references to other sites found inside featured links.
Compare your final analysis and annotation with the material you saved for the last task, and think about these questions (you may wish to discuss these questions in your group)
- In terms of your own future use, which 'body ' of information (ie. the original 'snapshot' of the site, or your own, annotated, analytical version) would be most useful to refer back to? I think they are both similiar. The snapshot is a little more comprehensive. My annotated version is easie to overview and has the site info listed at the top. I'd probably use both depending on the purpose for which the info was required but I'd favour my annotated version.
- In term of external users (i.e. if you included this site as a hyperlink or resource on a website) which body of information would best help them judge if the site was useful or of interest to them? Given the information the tutorial provided regarding how website visitors read web sites, I'd use an edited version of my annotation and highlight key words.
Saturday, February 9, 2008
Module Four Organising Search Information Task
Description
1. E.F.F Net Culture (from Copernic search)
URL: http://w2.eff.org//Net_culture/
Author: As this is a directory, the only names I could find were Marcia Hoffman and David Sobel.
Institution: Electronic Frontier Foundation
Blurb: The EFF descibe themselves as "the first line of defence" "when our freedom in the networked world comes under attack". The page that the URL above displays is a directory of books and links on the topic of internet culture and network concepts covering much of what is discussed in this unit.
Author:Kevin Kelly
Institution: Science Magazine
Blurb: A collection of essays by the author on "science in society". The essays discuss science and it's effects on the development of the interent and the subsequent effect this has had on culture as a whole and how it created a culture of it's own.
Author: David Silver
Instituation: Resource Center for Cyberculture Studies
Blurb: (Taken from the site) " The Resource Center for Cyberculture Studies is an online, not-for-profit organization whose purpose is to research, teach, support, and create diverse and dynamic elements of cyberculture. " One of the highlights of this site is its 'featured links' providing a large volume of links to research sites providing research reviews and data on all things Cyberculture.
First, choose the best three sources found in the previous task. Using whatever software or tool you think appropriate, record the following information about those sites:
- URL.
- author,
- institution,
- blurb/ summary / screen shot (this can be a direct copy of an appropriate abstract or introductory paragraph on the site: but make sure you record and reference it as such)
1. E.F.F Net Culture (from Copernic search)
URL: http://w2.eff.org//Net_culture/
Author: As this is a directory, the only names I could find were Marcia Hoffman and David Sobel.
Institution: Electronic Frontier Foundation
Blurb: The EFF descibe themselves as "the first line of defence" "when our freedom in the networked world comes under attack". The page that the URL above displays is a directory of books and links on the topic of internet culture and network concepts covering much of what is discussed in this unit.
2. The Third Culture (from Google search)
URL: http://www.edge.org/3rd_culture/kelly/ and http://www.scripting.com/stories/2002/01/09/kevinKellyTheWebRunsOnLoveNotGreed.htmlAuthor:Kevin Kelly
Institution: Science Magazine
Blurb: A collection of essays by the author on "science in society". The essays discuss science and it's effects on the development of the interent and the subsequent effect this has had on culture as a whole and how it created a culture of it's own.
3. Resource Center for Cyberculture Studies
URL: http://rccs.usfca.edu/default.aspAuthor: David Silver
Instituation: Resource Center for Cyberculture Studies
Blurb: (Taken from the site) " The Resource Center for Cyberculture Studies is an online, not-for-profit organization whose purpose is to research, teach, support, and create diverse and dynamic elements of cyberculture. " One of the highlights of this site is its 'featured links' providing a large volume of links to research sites providing research reviews and data on all things Cyberculture.
Record this information in your learning log, and also detail how you saved this information, what software you used and why.
I have come to know my own technical 'habits' well during this unit. Time is so importnat in uni life. Assignments are due, exams iminent, unit work falling behind. Because of this, I'm saving all my relevant information as I always have, onto a word doc with URL and brief description and also the URL'S I save in a favourites folder marked "NET11Essay". In this word doc are all the links, refs, questions, tips, instructions, thoughts, ideas, essay plan, notes, and to-do's that I need to complete this assignment. It's all there in one doc, organised under headings. I know this system. It works for me (aspecially now that I have back ups) .
If I were to start, using new software, I would have to invest time getting to know it. To ensure nothing could go wrong and information could get lost, I would back it up on a word doc and in favourites. Given that I already do this and it works fine, I have no reason to change and start using new software.
Concept: Information and Attention
Key Focus Points
- As the Internet grows and the amount of information available to it's users expands, an Internet users attention is easily distracted or moves on elsewhere if the information presented is not developed in a way that keep the reader's attention.
- Research has shown that most Internet users 'skim over' internet information with the express view of meeting their needs and desires as soon as possible. The art of holding the readers attention lies in meeting that need in the first few seconds they are exposed to the information they have sought. This is the crucial few seconds where the metadata of the web meets the metadata of the readers purpose. If these two match, the exchange is successful and the information is more likely to be absorbed by the reader.
- Attention is a form of economy on the Internet (and other retail spaces)
Module Four Boolean Searching Task
Boolean Logic refers to a set of options useable during an internet search to construct logical relationships between search terms and specify and focus search terms.
Boolean Logic consists of three logic operators:
1. OR - This operator will return on at least one of the search terms (College OR University)
2. AND - This operator will return on all of the search terms (College AND University)
3. NOT - This operator will exclude search terms placed after NOT (eg; Bowl NOT Rose)
Few search engines offer full Boolean search capabilities. Hunting down a serach engine that does it is the only way to find one. Most search engines offer Implied Boolean Logic ( a search were symbols are placed in with the search terms to prompt a Boolean operator) or template language (a search engine will offer a menu of Boolean options) .
Symbols
( ) or " " - force the search engine to give results where the search terms are in the order specified inside these symbols. If additional search terms are added outside these symbols, the search engine will address the terms inside the symbols first and in the order which they appear.
A Blank space in between search terms will be automatically assumed as an "AND".
+ - AND
- - NOT
Boolean operators
Dogpile Google [OR only] Ixquick
Full Boolean logic with parentheses, e.g., behavior and (cats or felines)
AlltheWeb Advanced Search AltaVista Advanced Web Search Ixquick Live Search
Implied Boolean +/-
Most search engines offer this option
Boolean logicusing search form terminology
Most advanced search options offer this, including:AllTheWeb Advanced Search AltaVista Advanced Web Search AOL Advanced Search Ask.com Advanced Search Google Advanced Search Yahoo Advanced Web Search
Proximity operators
Exalead Google [by default] Ixquick
Taking the same key words of your last search, think about how you would best search for the following:
the biggest number of hits relating to these key words
Parenthesis or " " outside the search terms. NOT Help as many of the results are help lines for problem gamblers.
information most relevant to what you ACTUALLY wanted to look for!
Again in parenthesis or " " "Operant conditioning in problem gambling" as well as "Classical conditioning in problem gambling". This focuses the search to the exact area's I need information about.
information coming only from university sources
Select a specialized database or library database. Or Search within a University search engine.
Use search terms like " university research on problem gambling" or 'university +gambling -help.
Concept :Virtually a Library?
Key focus points
Boolean Logic consists of three logic operators:
1. OR - This operator will return on at least one of the search terms (College OR University)
2. AND - This operator will return on all of the search terms (College AND University)
3. NOT - This operator will exclude search terms placed after NOT (eg; Bowl NOT Rose)
Few search engines offer full Boolean search capabilities. Hunting down a serach engine that does it is the only way to find one. Most search engines offer Implied Boolean Logic ( a search were symbols are placed in with the search terms to prompt a Boolean operator) or template language (a search engine will offer a menu of Boolean options) .
Symbols
( ) or " " - force the search engine to give results where the search terms are in the order specified inside these symbols. If additional search terms are added outside these symbols, the search engine will address the terms inside the symbols first and in the order which they appear.
A Blank space in between search terms will be automatically assumed as an "AND".
+ - AND
- - NOT
Boolean operators
Dogpile Google [OR only] Ixquick
Full Boolean logic with parentheses, e.g., behavior and (cats or felines)
AlltheWeb Advanced Search AltaVista Advanced Web Search Ixquick Live Search
Implied Boolean +/-
Most search engines offer this option
Boolean logicusing search form terminology
Most advanced search options offer this, including:AllTheWeb Advanced Search AltaVista Advanced Web Search AOL Advanced Search Ask.com Advanced Search Google Advanced Search Yahoo Advanced Web Search
Proximity operators
Exalead Google [by default] Ixquick
Taking the same key words of your last search, think about how you would best search for the following:
the biggest number of hits relating to these key words
Parenthesis or " " outside the search terms. NOT Help as many of the results are help lines for problem gamblers.
information most relevant to what you ACTUALLY wanted to look for!
Again in parenthesis or " " "Operant conditioning in problem gambling" as well as "Classical conditioning in problem gambling". This focuses the search to the exact area's I need information about.
information coming only from university sources
Select a specialized database or library database. Or Search within a University search engine.
Use search terms like " university research on problem gambling" or 'university +gambling -help.
Concept :Virtually a Library?
Key focus points
- The Internet is often described to new comers as a virtual library. This description is useful to quickly (and very very broadly) explain the Internet. This description is very broadly true only in that the Internet does operate with some loose and massiveley differing types of catagories and classifications.
- The Internet is too broad and flexible to be strictly placed into catagories and classifications. The Internet has no "shared system" of classification or catagory.
- The type of 'library' an advanced Internet user can develop is their own by manipulating and exploiting the www and Internet to suit their own unique and individual needs.
Thursday, February 7, 2008
Module Four Searching the Web Task
Four types of web search tools:
Web Index or Search Engine – uses ‘spider’ crawler’ and ‘robot’ software to list the words in the search box with all available web pages. This search tool collects the largest amount of information on the web but doesn’t list everything. Search engines search billions of websites that have the search word in its metadata and are used for quite narrow and/or specific searches.
Web Directory – More selective than indexes, web directories search in categories and/or classifications. Searching for the best website on a particular topic would be suited to this search tool. Best used for broad & general searches.
Specialized Database – provides in-depth results for very specific focused searches. This search tool will find specific factual information not easily found by other search tools. In this search tool using alot of search terms may not always yeild the best results. Start with only a few search terms.
Meta Searcher - is a convenient tool that allows you send your search word to many different search tools (or specify exactly where to send your search) then group together the search results. If two same results are given, meta searcher will collate the results so you only view a repeated web site result once. to construct a search and then forward it to many different Web Indexes and Directories at once. Meta means 'more comprehensive'.
Examples:
To use all the search words: bowl AND championship or +bowl +championship. To find any of the search words; Buckeyes OR Bucks.
To eliminate words from search results: bowl NOT Rose or +bowl -Rose
B.I.L.S
Sometimes searching a subject yeilds better results then searching with terms. Search words are hit and miss. Subject searching can provide more complete and comprehensive results. B.I.L.S is a helpful tool to assist in finding good subject headings to use in search tools.
B – Browse a keyword search results.
I – Identify a relevant result. You may need to browse first to find one that best represents what you are seeking.
L – Look at the subject terms used in this result and select any that seem relevant to you topic to use in the next step S – Search using the terms you collected in the previous step for more focused results.
Quiz from http://gateway.lib.ohio-state.edu/tutor/les5/ Tutorial
I score 73%, 3 out of 5 answers correct on the first attempt.
Clusty - Web index (Incorrect, it’s a Meta Searcher. How can you tell?? It looked like google!)
The National Gallery of Art – Web Directory (incorrect, it’s a Specialized Database)
Librarians Index to the Internet – Web Directory (correct)
Ask.com – Web Index (correct)
Occupational Outlook Handbook – Specialized Database (correct)
Pop Quiz's from http://gateway.lib.ohio-state.edu/tutor/les5/ Tutorial
Which type of tool is best for a broad (general) query? Web Directory (Correct)
A search within a Web directory generally finds your search words in: Both are correct (Correct)
To determine which Web pages are most relevant, search engines may use: Algorithms (Correct)
A meta-searcher gives results from: Web Indexes and directories (Correct)
Which search will work best to find the home page of the World Conservation Union? "World Conservation Union" (Correct)
Specialized databases are: Focused (Correct)
Which type of database provides descriptions of published works, like books and articles? Bibliographic (Correct)
When you do a "subject heading" search, you are searching: Anythin in the record (Incorrect) You are searching controlled vocabulary for that database.
How many search terms should you use in a specialized database? Only a few (correct)
To locate a specialized database, search: Library Web Site (Incorrect) Any website will work.
Searching the Web Task
1. Choose your most commonly used internet search engine and do a search with words of your choosing.
My most commonly used search engine is Google. The search terms I chose were 'Internet Culture'
Record the first hit and number of hits in your learning log
First hit on Google: http://en.wikipedia.org/wiki/Category:Internet_culture
Number of hits from Google: Results 1 - 10 of about 41,000,000 for Internet Culture
2. Using copernicus or similar, set it up to search at least three search engines (including one that will search the 'deep web') and repeat eactly the same search
First Hit on Copernicus: http://en.wikipedia.org/wiki/Internet_culture
Number of hits: Copernic found 417,000,000 results for Internet Culture
First hit on Deep Web search engine: http://www1.au.shopping.com/xGS-culture~NS-1~linkin_id-8025953
Number of hits on Deep Web search engine: 41
I was unable to add the Deep Web search engine into the trial version of Copernic so I ran it as a sepearate search. The deep web search tool I used was http://turbo10.com/
Web Index or Search Engine – uses ‘spider’ crawler’ and ‘robot’ software to list the words in the search box with all available web pages. This search tool collects the largest amount of information on the web but doesn’t list everything. Search engines search billions of websites that have the search word in its metadata and are used for quite narrow and/or specific searches.
Web Directory – More selective than indexes, web directories search in categories and/or classifications. Searching for the best website on a particular topic would be suited to this search tool. Best used for broad & general searches.
Specialized Database – provides in-depth results for very specific focused searches. This search tool will find specific factual information not easily found by other search tools. In this search tool using alot of search terms may not always yeild the best results. Start with only a few search terms.
Meta Searcher - is a convenient tool that allows you send your search word to many different search tools (or specify exactly where to send your search) then group together the search results. If two same results are given, meta searcher will collate the results so you only view a repeated web site result once. to construct a search and then forward it to many different Web Indexes and Directories at once. Meta means 'more comprehensive'.
Search tips:
- Use as many search words as you can think of to describe your topic Put the best words first; those that are unique, important and explicit in description.
- Be specific avoid common or vague words (maybe even remember the ‘old word’ rule.
- If search results require the search words to be shown in the exact order they appear in the search bar place them in inverted coma's ""
- Use correct syntax: For example the NEAR Boolean operator cannot be used in google (an asterisk is used instead)
- In some cases it may prove benefitial to limit your search by domain, country of origin, date, format, language and occurrences.
- Search within results. This method can assist in narrowing a search but will require new search terms.
Examples:
To use all the search words: bowl AND championship or +bowl +championship. To find any of the search words; Buckeyes OR Bucks.
To eliminate words from search results: bowl NOT Rose or +bowl -Rose
B.I.L.S
Sometimes searching a subject yeilds better results then searching with terms. Search words are hit and miss. Subject searching can provide more complete and comprehensive results. B.I.L.S is a helpful tool to assist in finding good subject headings to use in search tools.
B – Browse a keyword search results.
I – Identify a relevant result. You may need to browse first to find one that best represents what you are seeking.
L – Look at the subject terms used in this result and select any that seem relevant to you topic to use in the next step S – Search using the terms you collected in the previous step for more focused results.
Quiz from http://gateway.lib.ohio-state.edu/tutor/les5/ Tutorial
I score 73%, 3 out of 5 answers correct on the first attempt.
Clusty - Web index (Incorrect, it’s a Meta Searcher. How can you tell?? It looked like google!)
The National Gallery of Art – Web Directory (incorrect, it’s a Specialized Database)
Librarians Index to the Internet – Web Directory (correct)
Ask.com – Web Index (correct)
Occupational Outlook Handbook – Specialized Database (correct)
Pop Quiz's from http://gateway.lib.ohio-state.edu/tutor/les5/ Tutorial
Which type of tool is best for a broad (general) query? Web Directory (Correct)
A search within a Web directory generally finds your search words in: Both are correct (Correct)
To determine which Web pages are most relevant, search engines may use: Algorithms (Correct)
A meta-searcher gives results from: Web Indexes and directories (Correct)
Which search will work best to find the home page of the World Conservation Union? "World Conservation Union" (Correct)
Specialized databases are: Focused (Correct)
Which type of database provides descriptions of published works, like books and articles? Bibliographic (Correct)
When you do a "subject heading" search, you are searching: Anythin in the record (Incorrect) You are searching controlled vocabulary for that database.
How many search terms should you use in a specialized database? Only a few (correct)
To locate a specialized database, search: Library Web Site (Incorrect) Any website will work.
Searching the Web Task
1. Choose your most commonly used internet search engine and do a search with words of your choosing.
My most commonly used search engine is Google. The search terms I chose were 'Internet Culture'
Record the first hit and number of hits in your learning log
First hit on Google: http://en.wikipedia.org/wiki/Category:Internet_culture
Number of hits from Google: Results 1 - 10 of about 41,000,000 for Internet Culture
2. Using copernicus or similar, set it up to search at least three search engines (including one that will search the 'deep web') and repeat eactly the same search
First Hit on Copernicus: http://en.wikipedia.org/wiki/Internet_culture
Number of hits: Copernic found 417,000,000 results for Internet Culture
First hit on Deep Web search engine: http://www1.au.shopping.com/xGS-culture~NS-1~linkin_id-8025953
Number of hits on Deep Web search engine: 41
I was unable to add the Deep Web search engine into the trial version of Copernic so I ran it as a sepearate search. The deep web search tool I used was http://turbo10.com/
Wednesday, February 6, 2008
Module Four Download Tools/Plug in Task
Description
Try downloading at least two unfamiliar programs.
I chose Copernic, Webcopier and Bookmark Buddy. I chose Sherlock as it is necassary for the next task, Webcopier because I am about to move house and my cable connection will be out for a few days so I (hopefully) will still be able to access the cirriculum during that time and Bookmark Buddy just to learn what it is.
Downloading, installing and learning to use these programs has gone smoothly. However when I switched on my computer this morning it opened in 'safe mode'. Once this problem was solved, I was then unable to log into Curtin WebCT.
Concerns
Have these new software downloads caused these problems?
Evaluation and Analysis
The best thing about this lil problem was that it made me put into place my new lesson of reading things properly until I understand them. I followed the directions to uninstall Webcopier first and was going to follow on by uninstalling Bookmark buddy but the computer returned to 'normal mode' once webcopier was removed so I left Bookmark Buddy. Once the computer was running normally again, I attempted to log into Curtin WebCT and recieved the message
"Unable to connect to host - sm-portal1.curtin.edu.au. Contact administrator” . Once again, I carefully read the instructions on getting help for logging on and found the url for curtin which led me to thinking that perhaps something happened to the url I had stored in 'favourites'. I typed the url into the addy bar and was able to access Curtin. In the past I'd have panicked and phoned someone. Plus I understand some of what happened and why it happened. I'm hoping 'Bookmark Buddy' will be a better way to save url's than favourites.
Conclusion
I will now save the Curtin WebCT page (and Monash for my psych unit although it's not as essential as it is not an online unit) into Webcopier so I can access them while I'm moving. I'll also put the url's I have in 'favourites' into 'Bookmark Buddy' aswell and see how that goes.
I've aquired a "java" icon in my task bar?? More on this when I find out why and where and what for..... I'm guessing it is Webcopier related because that is designed to run text and images but I'm guessing.
In your learning log record which programs you downloaded and note which (if any) facets you think might prove useful.
"Bookmark Buddy"
"WebCopier Pro" for Windows - Webcopier makes available complete websites offline. This could be useful anytime internet connection is unavailable (for example on a laptop)
"Copernic"
* I unfortunately didn't have time to learn to use either of these programs except a little with Copernicus which I will persist with. Bookmark buddy and Webcopier will expire before I have time to have a go at them.
Concept: The Challenge of Fast Data
Key Focus Points
Key Focus Points
Try downloading at least two unfamiliar programs.
I chose Copernic, Webcopier and Bookmark Buddy. I chose Sherlock as it is necassary for the next task, Webcopier because I am about to move house and my cable connection will be out for a few days so I (hopefully) will still be able to access the cirriculum during that time and Bookmark Buddy just to learn what it is.
Downloading, installing and learning to use these programs has gone smoothly. However when I switched on my computer this morning it opened in 'safe mode'. Once this problem was solved, I was then unable to log into Curtin WebCT.
Concerns
Have these new software downloads caused these problems?
Evaluation and Analysis
The best thing about this lil problem was that it made me put into place my new lesson of reading things properly until I understand them. I followed the directions to uninstall Webcopier first and was going to follow on by uninstalling Bookmark buddy but the computer returned to 'normal mode' once webcopier was removed so I left Bookmark Buddy. Once the computer was running normally again, I attempted to log into Curtin WebCT and recieved the message
"Unable to connect to host - sm-portal1.curtin.edu.au. Contact administrator” . Once again, I carefully read the instructions on getting help for logging on and found the url for curtin which led me to thinking that perhaps something happened to the url I had stored in 'favourites'. I typed the url into the addy bar and was able to access Curtin. In the past I'd have panicked and phoned someone. Plus I understand some of what happened and why it happened. I'm hoping 'Bookmark Buddy' will be a better way to save url's than favourites.
Conclusion
I will now save the Curtin WebCT page (and Monash for my psych unit although it's not as essential as it is not an online unit) into Webcopier so I can access them while I'm moving. I'll also put the url's I have in 'favourites' into 'Bookmark Buddy' aswell and see how that goes.
I've aquired a "java" icon in my task bar?? More on this when I find out why and where and what for..... I'm guessing it is Webcopier related because that is designed to run text and images but I'm guessing.
In your learning log record which programs you downloaded and note which (if any) facets you think might prove useful.
"Bookmark Buddy"
"WebCopier Pro" for Windows - Webcopier makes available complete websites offline. This could be useful anytime internet connection is unavailable (for example on a laptop)
"Copernic"
* I unfortunately didn't have time to learn to use either of these programs except a little with Copernicus which I will persist with. Bookmark buddy and Webcopier will expire before I have time to have a go at them.
Concept: The Challenge of Fast Data
Key Focus Points
- Information on the www is constantly changing and not always maintained.
- Advanced Internet users analyse and evaluate received information and adapt to new research opportunities .
Concept: The Paradox of The Worl Wide Web
Key Focus Points
- The www is a user friendly, fun informative online community. It is also a highly complex, ever changing and growing technology that requires constant learning to understand and adapt.
- This concept is tied in closely with the invisibility of difference in that not all Internet users have the skills, time or opportunity to learn enough about the www to fully utilise it’s potential.
- The idea of the www and the Internet being the same thing coupled with the idea that the Internet is ‘easy to use’ are perpetuated by large companies that can profit from these misgivings.
* Additional text after unit was completed in red
Module Four Unit Work
Taking from the WWW
Software
PDF: Portable Document Format. A program for reading text files that preserves original formatting.
Flash/Shockwave: Files containing animation and interactive applications. These are playable via a free ‘plug-in’ player.
Java: A ‘platform independent’ computer language. Operates in a similar way to Flash/Shockwave.
Video: Common video file formats of which a standard has not yet been decided. The main three are Windows Media player (wmv), Real One (rm) or Quick Time (mov). These are all free and play a variety of video/audio file formats and can stream video.Each also has a preferred priority file format..
Tools: Bookmarks, Meta search and Organisational tools.
Advanced Internet Searching
Software
PDF: Portable Document Format. A program for reading text files that preserves original formatting.
Flash/Shockwave: Files containing animation and interactive applications. These are playable via a free ‘plug-in’ player.
Java: A ‘platform independent’ computer language. Operates in a similar way to Flash/Shockwave.
Video: Common video file formats of which a standard has not yet been decided. The main three are Windows Media player (wmv), Real One (rm) or Quick Time (mov). These are all free and play a variety of video/audio file formats and can stream video.Each also has a preferred priority file format..
Tools: Bookmarks, Meta search and Organisational tools.
Advanced Internet Searching
- Learn to use the advanced search options and better search techniques.
- Develop a greater awareness of the sources from which you can search-know whats out there.
- Evaluate the information recieved in a search result like you would any other source material (validation, credibility, content, purpose, relevance, currency etc)
Module Three Completed
FTP Task
Description
Completed all but:
*Test your web page according to the W3C standards by going to their ‘validator’ page &
*Think about any differences between the articles: for example, is the advice in Nielsen’s paper -- written in 1997 – still current?
Both these tasks were optional.
There is no "Blog Task" entry as I completed the following in an earlier entry:
* In your learning log, record your ‘top five tips for new bloggers’
Given that my learning log is my blog, also did not:
* Take a screen shot of your blog and paste into your learning log .
Description
Completed all but:
*Test your web page according to the W3C standards by going to their ‘validator’ page &
*Think about any differences between the articles: for example, is the advice in Nielsen’s paper -- written in 1997 – still current?
Both these tasks were optional.
There is no "Blog Task" entry as I completed the following in an earlier entry:
* In your learning log, record your ‘top five tips for new bloggers’
Given that my learning log is my blog, also did not:
* Take a screen shot of your blog and paste into your learning log .
Module Three WWW Standards
Website Development Tips
Few ppl read all of a websites, word by word.
Some ways to ensure a website is most effective in relaying information are:
Few ppl read all of a websites, word by word.
Some ways to ensure a website is most effective in relaying information are:
- Highlighting key words or phrases: When highlighting words, use words that match the users search queries. Make sure the words are precise and familiar. Old words are words that ppl have a familiar association to. If you have to use a new term, supplement it with an ‘old word’.
- Macro content = 40-60 characters to explain your website using the rules of old words and ruthless editing and no fluffy political correctness or embellishments.
- Call a spade a spade, don’t embellish the truth. Supplement brand names with generic terms. Avoid “politically correct’ terms.
- meaningfull sub headings (not “cleva” ones)
- bulleted lists
- one idea per paragraph
- a lower word count
- credibility that can be easily validated (like a link to the authors bio)
- other credibility links so the reader can scan through them. This shows the author of the site has researched their topic well.
- Good quality images and good economical writing
- Avoid exaggeration or ‘marketing”. Always show numbers as numerals. Eg: 2 instead of 'two'. It's easier to read and 'feels' quicker.
- If you included detailed research results, give the reader a brief description and put the complete results on a link. This way the user can decide how much they want to know.
- Research suggests ‘F’ shaped text is more often read than the conventional ‘heading, paragraph, paragraph,” format. The “F” shape text is two short horizontal text lines followed by a vertical text line. According to this theory, the reader will scan the left side of the page more than anywhere else. Using sub headings, paragraph titles and highlighted key words placed in this area will make your text more likely to be read. The first two words are read more frequently than any others. The first word is the most important so make it an information carrying word.
- State the most important information in the first two paragraphs.
- If writing for teen keep the text simple (but not childish) and include interactive features as teens tend to become bored more easily than adults. With any specific demographic, research your audience.
- The intro (or “blah blah blurb”) is often to long and skipped by most readers who are looking fr more “actionable’ text like bullet lists, prices or links.
The worst kind of intro has no purpose. Eg: “welcome to our site we hope you find it__” Kill the welcome mat and cut to the chase. Readers want to get their issue addressed asap and move on. Anything that doesn’t lend itself to this purpose shouldn’t be included. Nothing fluffy or feel good needs to be included in the intro. The intro and the whole site require ruthless text editing. The intro need only establish what the site is about and if necessary put it into context. Excessive word counts make ppl less interested in looking further. - A tag line explains what the company or website author is about. Two question to ask in developing good tag lines are: Would it work just as well for a competitor? Would another company claim the opposite?
“Search the largest inventory of cars and trucks on the Internet. More than 1.5 million listings, updated daily."
This is an example of a good tag line. Readers can quickly establish what the site is and does. - Traditional writing guidelines are clear on the use of passive voice:
Worst: The passive voice should be avoided.
Bad: The passive voice should be avoided by writers.
Better: Writers should avoid using passive voice.
Best: Writers should use active voice.
Writing Tips in a Passive Voice (as cited in www.useit.com)
When structuring a sentence, active voice ("Actor does X to Object") is usually better than passive voice ("Object has X done to it by Actor") because it more directly represents the action. As a result, readers don't have to jump through as many cognitive hoops when trying to understand what's going on.
For the same reason, it's usually better to write a positive statement ("do X") than a negative statement ("avoid Y"), and it's almost always horrible to use double negatives ("avoid not doing X"). Again, the simpler the translation between the text and the user's mental model, the easier the writing is to understand.
Typically, it's even harder for readers to understand passive sentences that don't explicitly state the actor. This style can also lead to additional usability problems if users misinterpret who's doing the action. For example, if you write, "Social security taxes must be paid monthly" readers might think that employees have to pay the tax. In contrast, "Employers must pay social security taxes monthly" is clear and easy to read.
Usability increases when users need fewer mental transformations to convert a sentence into actionable understanding (what they should or could do to address their issue)
The easier the writing is to understand, the more likely customers are to plough through your words. Users don't like doing hard work. That is, users prefer effortless reading (to state it positively, and thus improve readability).
WWW Standards Optonal Task:
Make a summary of what you believe are the 5 most important ‘rules’ for writing online.
1. Write well: Too much text information will not encourage a reader to continue reading thru your site to find the information they seek. Research suggests most reader’s skim through websites. When choosing text for the website make sure all text is relevant, necessary and well written using familiar words everyone will relate to. Use highlighted key words or phrases, headings and ruthless editing.
2. Remember the purpose of the site: A website visitor wants to resolve their issue absolutely ASAP. Everything written/added to the website should cater to this need. Anything else should be edited out.
3. A good tag line: 40-60 characters explaining how this website is going to help a reader achieve resolve ASAP.
4. Research: There is an abundance of research available regarding how to write for a website. Also research should be carried out on the demographic the website aims to attract.
5. Be honest: Online readers are discerning enough to know (or eventually find out) if a website is offering what it says it does. Don’t embellish or add any annoying ‘teaser’.
Concept: Communication and Information Are Related
Key Focus Points:
- An electronic communication is made up of the original source of the message and it’s destination, the act of communicating and the item of information communicated.
- Saving electronic communication is automatic and usually requires little effort or thought on the part of the reader.
- Good organisation is the key to best utilising electronic asynchronous communications (such as emails)
Concept: Cyberspace is Informationally Created Space
Key Focus Points:
- Humans create a type of “imagined physical space” online through MMORPG’s, detailing physical acts in online chats and IM’s (like touching another user or handing them something etc) even having “cyber’ sex.
Legal Issues
Have you used images or words on your web page or website that contravene copyright laws?
I'm not sure which website these questions refer to?? If it is re: the index.html test page done on the html tutorial, this is a straight copy from that tutorial. From the information I read, it has not breached any copyright law. The only additions I made were text additions using my own words. HTMLdog.com suggested adding their logo to this 'test page' there by giving their permission.
My blog has possibly breached copyright because I honestly dont know where the pretty picture at the top came from. I own the copyright to the picture below and the text is my own. Wherever I have used direct quotes, I've cited where they are from.
Would you be in breach of copyright if you put the Curtin logo at the top of your web page for an assignment?
No, if the student follows the assignment instructions and doesn't alter the logo. It would fall under 'fair use". In this situation, the Curtin logo would only be used as part of a Curtin students test web page which is part of the units cirriculum. The nature (academic), relative amount (minimal and of a quality established by Curtin, unless the student alters the logo) and market value (nil) are all 'fair' and present no harm to Curtin University. The only area that could potentially be harmful is 'purpose". As stated in www.benedict.com/info/FairUse if the student adds to or changes the logo, copyright could be infringed on the basis that it's value would then be different to its intended value.
Saturday, February 2, 2008
Assignment One Debrief
Description
I prepared an Annotated Bibliography for 'Being an Advanced Internet User'. Each annotation refered back to the module work and the concepts mentioned within the modules. I presented it as a blog. The assignment and reference list were required to be in APA format.
I did this - my blog did not.
Concerns
The fact that my final assignment blog reformatted itself (really an issue when part of the assignment was a reference list in APA format) has seared itself into my memory vapourizing any other concerns. It was just awful to have to let it go as it was after soooooooooooooooooooooooooo much effort (ran out of time. I literally submitted it with minutes to spare) I've never had such a complete and all encompassing disaster in an assignment ever. For god sake, I'm "in-the- 80%-&-over" kind of girl.
So, needless to say, I did not resolve the formatting issue. I have various theories as to why this happened: what I cut/paste from my word doc took formating with it into the blog but I cleared the blog and deleted EVERYTHING and started again. It still reformated.
Obviously, I should have "blogged it" ALOT earlier. I only gave myself two and a bit days to pretty-up the blog. If I had a day or two more, I probably could have overcome my formating drama-rama.
The other issue was submitting via the drop box with coversheet. I miss read the instructions. My brain was clouded with this formating nightmare and I missed the coversheet (ironically I even asked about which cover sheet to use and STILL screwed it up).
I know the lesson here: s l o w d o w n . . . .
Evaluation and Analysis
It was suggested that we collect references early in the unit for this assignment so I just had to collate them and fix my blurb. They were already attached to the module they related to and I had already done a quick blurb. The one issue I had is that it was a bit pre-mature. I spoke to a few other student who felt the same way. Alot of us had not completed all of module 4, even some of three, so I know at least one of my annotated ref's is a bit sus (the html ref). I just hadn't completed the task work (I'm sticking to juggling two units and the great computer meltdown of 07 for my lapse). The task work in Module four would have been very useful to have completed before this assignment.
Conclusion
This is my conclusion for all assignments I have ever done
You Can Never Start Too Early
I always start on my assignment work asap. It's never early enough. There could always be improvements. This was a tricky one because it didn't allow for any lapse in unit work (fair enough really).
My conclusion for the submitting fiasco is, once again
S l o w D o w n & R e a d E v e r y t h i n g P r o p e r l y
Amen
As for the sequence of assignments/unit/task work, the tasks in module four should have come earlier (module three maybe??) although I can see thata certain amount of knowledge needs to be gained before taking on the Tasks in Module Four. I understand the sequence. It just doesn't allow at all for lagging students like me.
I prepared an Annotated Bibliography for 'Being an Advanced Internet User'. Each annotation refered back to the module work and the concepts mentioned within the modules. I presented it as a blog. The assignment and reference list were required to be in APA format.
I did this - my blog did not.
Concerns
The fact that my final assignment blog reformatted itself (really an issue when part of the assignment was a reference list in APA format) has seared itself into my memory vapourizing any other concerns. It was just awful to have to let it go as it was after soooooooooooooooooooooooooo much effort (ran out of time. I literally submitted it with minutes to spare) I've never had such a complete and all encompassing disaster in an assignment ever. For god sake, I'm "in-the- 80%-&-over" kind of girl.
So, needless to say, I did not resolve the formatting issue. I have various theories as to why this happened: what I cut/paste from my word doc took formating with it into the blog but I cleared the blog and deleted EVERYTHING and started again. It still reformated.
Obviously, I should have "blogged it" ALOT earlier. I only gave myself two and a bit days to pretty-up the blog. If I had a day or two more, I probably could have overcome my formating drama-rama.
The other issue was submitting via the drop box with coversheet. I miss read the instructions. My brain was clouded with this formating nightmare and I missed the coversheet (ironically I even asked about which cover sheet to use and STILL screwed it up).
I know the lesson here: s l o w d o w n . . . .
Evaluation and Analysis
It was suggested that we collect references early in the unit for this assignment so I just had to collate them and fix my blurb. They were already attached to the module they related to and I had already done a quick blurb. The one issue I had is that it was a bit pre-mature. I spoke to a few other student who felt the same way. Alot of us had not completed all of module 4, even some of three, so I know at least one of my annotated ref's is a bit sus (the html ref). I just hadn't completed the task work (I'm sticking to juggling two units and the great computer meltdown of 07 for my lapse). The task work in Module four would have been very useful to have completed before this assignment.
Conclusion
This is my conclusion for all assignments I have ever done
You Can Never Start Too Early
I always start on my assignment work asap. It's never early enough. There could always be improvements. This was a tricky one because it didn't allow for any lapse in unit work (fair enough really).
My conclusion for the submitting fiasco is, once again
S l o w D o w n & R e a d E v e r y t h i n g P r o p e r l y
Amen
As for the sequence of assignments/unit/task work, the tasks in module four should have come earlier (module three maybe??) although I can see thata certain amount of knowledge needs to be gained before taking on the Tasks in Module Four. I understand the sequence. It just doesn't allow at all for lagging students like me.
Module Three HTML Task
Description
I completed the test page and uploaded it onto the webct presentations page. I also played with the html a bit to change some text mostly but also tried different links and images with mixed results.
Concerns
I had two.
Problems:
1. Uploading my test web page onto the uni webct presentations page.
2. Being able to change the image within the test page.
Solutions:
1.The solution to uploadin to the presentations page lay in the DB. Robert saved my ass once again and doesn't even know it. I saved my test web page as webtest.html. It should have been index.html. Once I saved it correctly I uploaded it no problem.
Evaluation
I enjoyed the tutorials and made up a "html explained" word doc (incl. aa the end of this post) with the information I gathered. Both tutorials were really good. I didn't care much for the text in the web test page so I changed it (I know it must be hard to put something in there that is "fun" but inoffensive across the board...I apprecaitte the effort. I changed the text mostly so I could confirm the lessons I learnt to make sure I understood them correctly.
It could be my 'beginner advanced" knowledge (or lack there of) but it seems to me that the uploading of the index.html file, like the assignment upload, could be better executed. I was exhausted and frustrated with the blog formatting fiasco (see assignemt one post...see assignemt one for that matter!!) but still, it seemed confusing to many other students too, the way in which information is submitted to the uni. Maybe online education is in it's formation too and I should just cut it a break and stop my whining.
Analysis
I was sure html/website development was a huge clique that I would never comprehend. I'm all turned around on that one. This excercise was an instant gratifier - type it in and bingo! u gota web page :)) I love it. From the tutorials, I gather there is alot more to learn about html/xhtml - what's "done" and "not done", the new trends and versions etc but I feel well equipped to start really understanding html. All good :))
Conclusion
Before this task, I thought html was simply a rich text setting. The applications for understanding html well enough to write up a simple web site are very broad, from setting up my own website to helping others set up theirs to learning more so I can produce better web sites. Understanding html is essential as it seems all websites are based on it.
Concept: Paradox of The World Wide Web
Key Focus Points
I completed the test page and uploaded it onto the webct presentations page. I also played with the html a bit to change some text mostly but also tried different links and images with mixed results.
Concerns
I had two.
Problems:
1. Uploading my test web page onto the uni webct presentations page.
2. Being able to change the image within the test page.
Solutions:
1.The solution to uploadin to the presentations page lay in the DB. Robert saved my ass once again and doesn't even know it. I saved my test web page as webtest.html. It should have been index.html. Once I saved it correctly I uploaded it no problem.
Evaluation
I enjoyed the tutorials and made up a "html explained" word doc (incl. aa the end of this post) with the information I gathered. Both tutorials were really good. I didn't care much for the text in the web test page so I changed it (I know it must be hard to put something in there that is "fun" but inoffensive across the board...I apprecaitte the effort. I changed the text mostly so I could confirm the lessons I learnt to make sure I understood them correctly.
It could be my 'beginner advanced" knowledge (or lack there of) but it seems to me that the uploading of the index.html file, like the assignment upload, could be better executed. I was exhausted and frustrated with the blog formatting fiasco (see assignemt one post...see assignemt one for that matter!!) but still, it seemed confusing to many other students too, the way in which information is submitted to the uni. Maybe online education is in it's formation too and I should just cut it a break and stop my whining.
Analysis
I was sure html/website development was a huge clique that I would never comprehend. I'm all turned around on that one. This excercise was an instant gratifier - type it in and bingo! u gota web page :)) I love it. From the tutorials, I gather there is alot more to learn about html/xhtml - what's "done" and "not done", the new trends and versions etc but I feel well equipped to start really understanding html. All good :))
Conclusion
Before this task, I thought html was simply a rich text setting. The applications for understanding html well enough to write up a simple web site are very broad, from setting up my own website to helping others set up theirs to learning more so I can produce better web sites. Understanding html is essential as it seems all websites are based on it.
Concept: Paradox of The World Wide Web
Key Focus Points
- Humans create a type of “imagined physical space” online through MMORPG’s, detailing physical acts in online chats and IM’s (like touching another user or handing them something etc) even having “cyber’ sex.
Concept: The Relationship of Data to Meta Data
Key Focus Points
- Meta data is descriptive data. Meta data can be manipulated to assist internet users in organising and processing incoming dtata.
- The process of manipulating meta data ( by sorting, annotating, copying and resorting) results in making the data one’s own.
Sunday, January 20, 2008
Module Two Completed
Unit Work
Description
I've completed this unit except for the newsgroup exercise but I will get it done. I'm finalising an assignment for another unit at the moment and have fallen behind a little as a result.
Concerns
Within the unit work I have few concerns except perhaps that I have fallen behind somewhat.
I've gone into great detail about newsgroup earlier in this blog so I wont go on here except to say it ate up a fair bit of time. Also juggling two units for the first time needs a little fine tuning.
Evaluation & Analysis
I learned so much in this module. My email has a newly implemented organisation system derived from learning about manipulation of meta data to save me time in searching for messages. I noticed that I am more aware of how I use search engines - I discriminate more with the words I use (being aware now of how meta data can be manipulated to attract searchers) and am braver in using advanced search options I'd never have bothered with before because I didn't know how they worked or whether they would achieve different results.
I'm starting to see all that I have learned being implemented into my daily use of the Internet.
Also. during this module, I got to chat real time with other students during the ICQ task. That was a great experience because in a real time chat I picked up on elements of their character and got to know them a little better and share some achievements and concerns with them.
The low point of this module was the newsgroup task about which I have said enough.
I also need to manage my time between units more effectively. It seems once something is near due date in one unit, the other suffers. I'm sure this is normal but I need to shave off about a week of "lagging behind" time on one while attending to the other.
Conclusion
If I did this module over again, I wouldn't spend so much time on the newsgroup task. I'd have left it til later (which I've done anyway) and attempted it again with more greater skills, a better understanding and a fresh approach.
I have already applied the knowledge I have gained on email filters and meta data as well as learning about some new real time chat programs and IM managers. I've established a better understanding of some of my fellow students and feel more comfortable reaching out if I needed to.
As for juggling the two units, I just need to devote some time to both regardless of what is due in one. This is easier said than done! I'll get there. It's only my third unit in this degree.
Overall, this was lots of fun and very valuable in the information it provided.
Description
I've completed this unit except for the newsgroup exercise but I will get it done. I'm finalising an assignment for another unit at the moment and have fallen behind a little as a result.
Concerns
Within the unit work I have few concerns except perhaps that I have fallen behind somewhat.
I've gone into great detail about newsgroup earlier in this blog so I wont go on here except to say it ate up a fair bit of time. Also juggling two units for the first time needs a little fine tuning.
Evaluation & Analysis
I learned so much in this module. My email has a newly implemented organisation system derived from learning about manipulation of meta data to save me time in searching for messages. I noticed that I am more aware of how I use search engines - I discriminate more with the words I use (being aware now of how meta data can be manipulated to attract searchers) and am braver in using advanced search options I'd never have bothered with before because I didn't know how they worked or whether they would achieve different results.
I'm starting to see all that I have learned being implemented into my daily use of the Internet.
Also. during this module, I got to chat real time with other students during the ICQ task. That was a great experience because in a real time chat I picked up on elements of their character and got to know them a little better and share some achievements and concerns with them.
The low point of this module was the newsgroup task about which I have said enough.
I also need to manage my time between units more effectively. It seems once something is near due date in one unit, the other suffers. I'm sure this is normal but I need to shave off about a week of "lagging behind" time on one while attending to the other.
Conclusion
If I did this module over again, I wouldn't spend so much time on the newsgroup task. I'd have left it til later (which I've done anyway) and attempted it again with more greater skills, a better understanding and a fresh approach.
I have already applied the knowledge I have gained on email filters and meta data as well as learning about some new real time chat programs and IM managers. I've established a better understanding of some of my fellow students and feel more comfortable reaching out if I needed to.
As for juggling the two units, I just need to devote some time to both regardless of what is due in one. This is easier said than done! I'll get there. It's only my third unit in this degree.
Overall, this was lots of fun and very valuable in the information it provided.
Saturday, January 19, 2008
Assignment One, Annoted Bibliography Guidelines
I developed the following assignment guidelines to assist me in preparing this assignment.
Assignment 1, Annoted Bibliography
Description
Develop an annotated bank of resources and tips on ‘Being an advanced Internet User’. The final version must be presented as an electronic source – either a web site or a blog.
What is an Annoted Bibliography?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
Tips
- The URL provided to reach that format must be a direct link.
- The resources (helpful sites) you should include or record in preparation for assignment one are to be of a helpful nature to someone undertaking this unit. You are not limited in any way to skills or software-based sites. In fact, you are encouraged to provide resources that might help someone with the conceptual nature of the information provided in the curriculum.
Example: have you come a cross a site that critiques information ecologies?
Or a site that considers the possibilities of human computer interface? - Make one sentence or so available at the end of your annotation to
mention one of the concepts you think is relevant to that source, state why. - Annotations include a summary and evaluation of a source - these ones
should be at least 200-250 words each in length - Avoid "lists" the summary should be in your own words.
- You should not be quoting in your annotation - you have limited word
space so use it wisely. - Worry more about the content than the navigation of how it is presented
- too much navigation can be difficult for reading! - Most importantly read the example link provided in the
assessment details. - This assignment is designed to both put in practice the skills you have developed in searching for and evaluating information online; and to demonstrate your understandings of how best to communicate and make information meaningful online.
- For each of the modules 1-4 you will list at least two sites (not from the course readings), which you think provide further valuable information or resources to assist in completing that topic. (Or indeed information on a topic or subject that you feel has been omitted).
You should also provide an annotation for each site in your own words that does not merely summarise the information available, but states how and why this site might be useful. For each resource, identify (where possible) which 'concept' or concepts they relate to or illustrate. (This encourages you to start reading and thinking about the concepts document in preparation for your final assignment.)
Starting points
1.Decide on your format.
2. Collect your sources. These can take a number of forms:
Whole websites (such as howstuffworks.com) - however make sure the site, as a whole is relevant. Don't refer to magazine/newspaper site (eg Wired) if it contains useful articles, for example; or blogs articles from online magazines, newspapers or journals (you may also include articles that are available through library databases that can be accessed electronically)
3.Read and investigate each of your sources carefully, putting into practice the search and evaluation methods you have been practicing. Make notes as you go along. Refer also to the concepts document as you read and analyse your sites (hint: follow the links to specific concepts listed in each module. However feel free to refer to any concepts you think appropriate).
4.Write the annotations for each source, keeping in mind what you have been learning about the most effective technical and stylistic presentation of content.
5.Your annotations should state in your own words what information the source provides, perhaps comment on the authority and validity of the source, and clearly state how the source is useful. Where appropriate, state which concept/s the source relates to or illustrates. You should also provide full bibliographic details for each source, not just the URL (our faculty uses APA referencing, however you may use another reference style as long as you are consistent)
6. Decide on the structure of your final site/blog and begin adding content
Submission
Your report should be submitted electronically through the assignments drop box, giving the URL of your finished site or blog.
Example (in APA format)
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and
the erosion of traditional family orientations among young adults. American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Thursday, January 17, 2008
Module Two: Email Lists Task
What are the pros and cons of email lists versus discussion boards?
DB seem more accessible to me than email lists. The speed of reply is faster on DB's. Topics are easier to scan. Email lists take some time to show your topic posting. Whereas Db's are instant (or require you to refresh your browser). The Internet affords its users alot of time saving features. As many statistics show, users want their desires or requirements met ASAP. DB see to do this much more effectively than email lists.
As a student, thie unit DB has been invaluable to me in answering questions or getting me 'unstuck' so I could move on at any hour of the day. It makes available archived messages at a glance and a click. I guess email lists could do this to. I dont think many ppl would use their personal email address for an email list so by the time you log in then find the topic you're after, a DB could have answered several questions. That's just what I think. I could be way off like I was with newsgroups (well not way off....they are a bit....draconian)
Are there certain kinds of communication or purposes more suited to one than the other?
I dont see an email list being as useful a tool as a DB for student in our position (for the reasons listed above). Perhaps email lists are useful for private groups...trying to think of an example that doesn't involve porn......a group that requires membership, perhaps a subscription to a journal where the subscribers want to discuss journal issues.
DB seem more accessible to me than email lists. The speed of reply is faster on DB's. Topics are easier to scan. Email lists take some time to show your topic posting. Whereas Db's are instant (or require you to refresh your browser). The Internet affords its users alot of time saving features. As many statistics show, users want their desires or requirements met ASAP. DB see to do this much more effectively than email lists.
As a student, thie unit DB has been invaluable to me in answering questions or getting me 'unstuck' so I could move on at any hour of the day. It makes available archived messages at a glance and a click. I guess email lists could do this to. I dont think many ppl would use their personal email address for an email list so by the time you log in then find the topic you're after, a DB could have answered several questions. That's just what I think. I could be way off like I was with newsgroups (well not way off....they are a bit....draconian)
Are there certain kinds of communication or purposes more suited to one than the other?
I dont see an email list being as useful a tool as a DB for student in our position (for the reasons listed above). Perhaps email lists are useful for private groups...trying to think of an example that doesn't involve porn......a group that requires membership, perhaps a subscription to a journal where the subscribers want to discuss journal issues.
Module Two Email Task
1. What information about a user's email, the origin of a message, and the path it took, can you glean from an email message?
Email messages can contain the following information:
Email messages can contain the following information:
- Address of sender and recipient/s
- Subject.
- Date and time the message was sent.
- Message size.
- The user name and mail server of sender and recipient/s (in the address)
- The original author of the message.
- All recipients of the message if it is forwarded CC (carbon copy) to those recipients.
- Otherwise, the recipient marked as the BCC (blind carbon copy) recipient can not see all the addresses the message has been sent to. These recipients will see only themselves as sole recievers of the message.
- Can also contain a digital signature verifiying authenticity.
- I think it can also contain (in the meta data) the number of packets and their sizes.
2. In what cases would you find it useful to use the 'cc', 'bcc' and 'reply all functions of email?
CC would be useful if the sender wishes to forward a copy of a message to all members of a particular group such as fellow employees or interest groups.
Eg: I want to send the minutes of the weekly meeting to all members of my work place via an email. I would forward this email by "CCing" all fellow employee's.
BCC would be useful if the sender wanted to forward a copy of a message to many recipents and wanted a select one or few to be aware of the "bulk-forwarding" perhaps in order to keep private some recipients email details.
Eg: If I wanted to share information in an email I recieved without sharing their email details I would mark all recipients except the last as BCC.
Re BCC
Because I have never used BCC forwarding, I was initially unclear how to apply a BCC forward in an example. After discussing it with friends who use BCC in a proffessional capacity, I understood its application. It's quite easy if I think of it in terms of its name: 'blind carbon copy', a recipient of a BCC is recieving a blind carbon copy of the message - it's a copy that is 'blind' to its original source. Light bulb on!
3. In what ways can you ensure that an attachment you send will be easily opened by the receiver?
Firstly, if the attachment is text, including it in the body of the email message instead of as an attachment. It is easily received this way because it doesn't require an attachment to be opened. If it is not a text attachment, it will be formatted somehow and certain mail servers may not support that format. Keeping the formats simple will make the attachment smaller in size. For example JPEG image files are smaller than tiff. or gif. files. Sending large attachments without prior permission doesn't assist in ease of receipt as the recipient may not have broadband or may have a limited amount of download space which a large attachment will max out - not to mention it's a bit rude. If a large attachment must be sent, winzip or stuffit can be used to zip the file making it smaller to receive.
Smaller attachments are easier to receive for several reasons: they upload faster and the recipient wont use alot of download space.
Overall, it's a good idea in life and online, not to make assumptions-in this case, for ease of receipt of attachment, on the recipients computer capabilities and time.
4. What sorts of filters or rules do you have set up, and for what purpose?
"Notify me when important messages arrive" on normal importance setting for the key words "OUA" "Curtin" "Monash" "University". It notifies me with a lil banner saying "uni mail".
"Exception List" for junk mail and things I'm sick of but once were fun and now they wont go away. I've set these emails coloured grey and straight to the junk folder.
Because my email address is mainly for personal use, I have left the set up as it was when I got it apart from the above mentioned.
5. How have you organised the folder structure of your email and why?
My email folders are arranged into six sections:
1/ Social -Family and friends.
2/ Work - As well as work emails, this folder also includes emails from groups I participate in that are work related: YBI (youth business incentive), YSP (youth suicide prevention), YSN (youth service network), Police youth liasons officer etc.
3/ Uni- all emails from Curtin, Monash and students that have this address. Also included are any emails from uni-books and second hand textbook sites, HECS. I also have a sub-folder in this section for fellow students emails-these are cut and paste from my hotmail addy plus emails from the the few students that have this addy.
4/ Business - Banks, Tax office, RTA, utilities, broadband account, mobile phone etc.
5/My Groups - groups I subscribe to like quickflix, hotmail, YouTube, online mmorpg's, mirc, skype and my newsgroup etc
6/ Other - anything that doesn't fit into the above five groups. Also all groups I subscibe to initially go in here until I decide I really want to stick with them.
Within the folders, the emails are sorted by date because that is an easy way to see the most recent.
This is the way I have always set up my email folders. It seemed the most obvious and effective at the time. The email management information in this unit regarding the best ways to sort folders has made me consider that it's perhaps not the most efficient so this arrangement may change. My concern about changing the folder arrangement is potential confusion and time consumption searching for emails in a new system.
To start my new folder management system, I will re-sort the emails within each folder alphabetically to group them in name. This is an easy change to make and good place to start a more efficient system.
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