NET11 Reflection

I have come to the end of the NET11 Internet Communications unit for SP1 and hence this will be my last post for my Learning Log. I have found the experience an extremely interesting one and have thouroughly enjoyed studying online.

NET11 has provided me with a valuable array of new skills which have greatly changed the way that I now approach using the internet. I am looking forward to continuing my online journey over the next three years re attaining a BA in Internet Studies.

Now time to submit NET11 Assignments 2 & 3.....

Essay Rumination

I have almost completed my essay for NET11 Assignment 3. I have found this a good exercise, not just in honing my rusty essay writing skills, but also in summarising and confirming to myself some of what I have learnt throughtout my studies in the NET11 unit.

I now perceive the internet quite differently compared to how I viewed it prior to first starting this course. The old addage of 'knowledge is power' is probably quite true in this sense, in that greater knowledge creates greater understanding thus allowing us to truly harness and utilize the internets full potential.

Module 5 Summary

Module 5 has provided me with, what I think, will be the basic structure for my essay. I will start off with a concept or two followed by an appropriate reference and then support it with a task, that I have undertaken in NET11, that will hopefully assist to substantiate my statements. So, on that note, time to get started.......

Module 5 Preparing for 'Future Shock'

When I think of the term 'Future Shock' the first thing that comes to mind is Alvin Tofflers' book of the same name of which the phrase was originally taken from. Though first published in 1970, it's relevance remains and can be applied within the context of the internet and its ever changing environment. Toffler states in his introduction:

"......Change is the process by which the future invades our lives, and it is important to look at it closely, not merely from the grand perspectives of history, but also from the vantage point of the living, breathing individuals who experience it....."

and from a chapter appropriately named "The Death of Permanence":

"Future shock is a time phenomenon, a product of the greatly accelerated rate of change in society........a coherent image of the future can also shower us with valuable insights into today."

he also states:

"....between the pace of environmental change and the limited pace of human response. For future shock grows out of the increasing lag between the two."

As 'Advanced Internet Users', keeping abreast of the changes and new directions that the internet takes is crucial in preparing us for the future technologies that are rapidly evolving. We need to continually remain concious of these aspects of internet change if we are to successfully adapt to its environs, thus minimising the impact of any 'Future Shock'.


Web Resources:

"Info-Communication Concepts." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed May 03, 2007).

Reading Resources:

Toffler,Alvin. Future Shock. London: Pan Books Ltd, 1970.

Module 5 Case Study: Peer to Peer

Peer to Peer (P2P) is not a technology that I am too familiar with. P2P brings to mind the the notorious programs such as Napster and Kazaa and hence, in the past, I have been wary of the particular technolgy involved. I have read varying reports of the adware etc that comes bundled with these programs and have always felt an uneasiness about using it. No doubt the 'bad press' about these programs have influenced my outlook of P2P.

P2P raises many issues such as:

• Copyright
• Security
• Social
• Technologial
• Communication
• Information

Within the context of Module 5 and as a case study, my lack of knowledge surrounding the use of P2P technology outlines how important it is, as advanced internet users, to make ourselves fully knowledgable about the technologies available to us and their potential appropriate utilization. It also makes it clear that many aspects of a technology must be considered and explored before it can be utilized.


Web Resources:

"Info-Communication Concepts." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed May 03, 2007).

Module 5 Information Ecologies

Technology, information and communication are all interrelated and, within the context of the internet, technology is used to communicate information. The metaphor of the internet as an 'ecology' is but one of many ways that have been used to try and describe the intangible that is 'cyberspace'.

Analogies and metaphors provide an invaluable means for us, as internet users, to provide ourselves with a sense of meaning or understanding by assigning these comparisons to the internet. This in turn assists us to analize, comprehend and utilze the internet much more effectively. The questions posed to us in Module 5 can be answered much more easily when thinking of the internet in terms of say, an 'ecology'. Hence:

How might the metaphor of an ‘ecology’ impact on the way you think about, understand or use the Internet?

When I think of the internet as an 'ecology' I found James F. Moore's description of how executives should perceive themselves, as an apt analogy for how we also, as 'advanced internet users', can be thought of within the context of being part of the 'internet ecology':

"Executives need to think of themselves as part of organisms participating in an ecosystem in much the same way that biological organisms participate in a biological ecosystem."

Thinking of the internet in this way helps us to realise and can assist us in the knowledge that we are operating in a continually changing environment that requires an ongoing adaptive approach. We need to adapt our skills to the current internet environment and be prepared for expected future changes in a similar way to any other ecology or ecosystem. By being aware of the internets history, we can ascertain, to a certain extent, where the future of the internet may be heading, thus allowing us time to prepare and anticipate changes as they come along. Thinking of the internet as an ecosystem also helps us to be concious that the internet is not so much about operating as an individual but more so as part of a community of many participants cooperating together. Contributing to and taking from the internet in our various roles as internet users, from the viewpoint that though we are doing this as individulas, we are just but one of many parts that make up the whole and quite often, conciously or sub-conciously, our internet use can contribute and have an effect on the combined outcome in possible future directions that the internet may take.

How are the concepts ‘information’ and ‘communication’ understood within the framework of an ‘information ecology’?

The framework of information ecology, from a conceptual perspective of information and communication, puts an emphasis on people and how they create, distribute, understand and utilize information rather than the technology itself.

Why don’t we talk of a ‘communication ecology’?

Information ecology and communication ecology seem to be closely interrelated. Thus communication ecology, in my view, is more a part of the information ecology it communicates.

Reading Resources:

Moore,James F.. The Death of Competition: Leadership & Strategy in the Age of Business Ecosystems. Collins, May 21, 1997.


Web Resources:

Malhotra, Yogesh. "Information Ecology and Knowledge Management: Toward Knowledge Ecology for Hyperturbulent Organizational Environments." 2002.http://www.brint.org/KMEcology.pdf (accessed May 01, 2007).

"Info-Communication Concepts." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed May 01, 2007).

Week 10 Objectives

This week I am going to continue with Module 5, exploring the various topics. This will be in preparation for my essay which I will make a start on next week.

Module 5 Overview

Module 5 - Info-Communication Concepts, as the title denotes, is primarily concerned with the conceptual side of internet info-communication and, how we as advanced internet users, can best benefit from a sound understanding of the associated concepts. For myself, thinking about the internet in conceptual terms is, in a way, stepping out of the bubble and looking at the bigger picture so to speak. Understanding the internet as a whole while remaining concious of all that makes it what it is ie the smaller parts, is integral to becoming an 'advanced internet user'.

The module covers:

Information Ecologies which explore many of the concepts related to info-communication that we have studied in the previous modules and how technologies such as the internet can be likened to an ecosystem.

Peer to Peer which is used as a case study example to illustrate how one particular aspect of the internet and its use, will often require a sound knowledge and good understanding of its application if it is to be utilized effectively.

'Future Shock' which looks at what the future may hold and its impact on our understanding and use of the internet, as an ever evolving 'ecosystem'.



Web Resources:

"Info-Communication Concepts." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 25, 2007).

Week 9 Objectives

This week has been spent putting the final touches to my Resource Project for Assessment 1. I also hope to make a start on Module 5 in preparation for getting mu essay assignment underway.

Module 4 Summary

This week, after exploring the concepts associated with Module 4 - Using the infosphere: taking & organising, I completed my last two annotations based on the Module 4 topic Web Searching & Evaluation. I linked them to Concept 32 - Virtually a Library? and Concept 33 - Information and Attention.

Module 4 assisted me in reassessing the way I organise and store information on my pc, especially bookmarks. I found some excellent tools that have streamlined and organized the process, particularly re cross browser synchronisation.

Module 4 Concept 29

As discussed in Concept 29 - The challenge of ‘fast’ data, having awareness of how information continually evolves on the internet, opposed to a static paper-based information source, can assist us in weighing up the pros and cons of both, with the ultimate goal of utilizing whichever is more appropriate for our prupose. I think Wikipedia is a prime example of 'fast' data - seemingly ever changing, able to be updated and modified as the need arises, almost disposable in a way.

In this technological age where everything is instant and on demand, information itself is more accessible and editable than it ever has been before. One needs to take various factors into consideration when thinking of online information - credibilty, accessibilty, relevance and currency. These factors are not always apparent when it comes to the information that we access online. However, as opposed to static information, material on the web is indeed much faster.

Personally, I find the internet more as an information gathering/reference tool. Once I have the required information and if it is in depth, then I prefer to read it in static form.


Web Resources:

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 18, 2007).

Module 4 Concept 32

When thinking about the Internet as a Virtual Library as per the question raised in Concept 32 - Virtually a Library?, it would seem to be a difficult analogy to liken the two. Libraries have their own organised systems and hence allow people to search, normally, with pin-point accuracy for what they are looking for. As the internet is a decentralised entity in it's own right, there is no definitive categorization in place, hence the need for a more skillful approach to searching for the information that one is endeavoring to find.

Those who publish and make information available on the web, all have many differing and contrasting ways in which they can make their sites, blogs, articles etc available for searching and locating. Therefore, a wide and varied knowledge of searchable techniques and tools are required, quite often requiring a different approach for each search, dependant on the searchers goal and the type of information they are seeking. Being aware of how to maximise the categorizability of information for publishing on the internet, is important to attracting as wider audience as possible and in making the information easier to locate.


Web Resources:

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 18, 2007).

Module 4 Concept 33

As discussed in Concept 33 - Information and Attention, when one is writing an evaluation of a website, online article etc, it is important to make sure that what is written is done so in such a way as to grab the readers attention. Giving the the reader enough succinct and well presented, relevant information allows them to form a quick opinion as to whether the source described is appropriate to what they are indeed searching for. The same can be said of websites or even blogs. Many factors can play a crucial role as to whether a visitor stays or goes within the first 10 seconds.

John Brown and Paul Duguid make some interesting points below in their article 'The Social Life of Documents':

"The French sociologist Bruno Latour points out that a primary characteristic of documents is their mobility (the other is their immutability). Documents quickly pass beyond the reach and protection of their maker and have to fend for themselves. A central challenge, then, is to engage the interests of the community they are intended for. As the number of documents multiplies dramatically and their reach is extended by information technology, the challenge of engaging an intended audience grows too. The swelling number of documents and the shrinking amount of time available for each one raises the problem of what Richard Lanham calls the "economy of attention," evident as much in the diverse envelopes of junk mail, each with a separate strategy for getting read, as anywhere else.......

........The central issue here is for the intended audience to be able to recognize documents intended for them.......

......In an increasingly crowded attention economy, the challenge of reaching an intended audience accounts for the demand for sophisticated Web-page designers and the importance of autonomous agents on the net that can plant links in strategic sites. Despite this work, with most links and pages, it's still very hard even to make even a reasonable guess at the intended audience. This difficulty may reflect an implicit assumption by many that documents have universal appeal or that content alone will marshal an audience. Yet if the overall form appears unclear, few will linger over the content, especially given the ease with which links allow people to pass by".

I have endeavoured to remain concious of these aspects while preparing my Resource Project annotations, by including all the relevent information in a short block of text with highlighted headings and links where appropriate. The hope is that readers can make a quick, informed judement on the relevance of the annotation to their search.

Web Resources:

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 18, 2007).

Brown, John S & Duguid, Paul. "The Social Life of Documents." May 6, 1996.http://www.firstmonday.dk/issues/issue1/documents/ (accessed April 18, 2007).

Week 8 Objectives

This week I will explore the concepts, associated with Module 4, in more detail and include my reflections in my learning log.

On the practical side, I found the Module 4 tasks to be an instigator in changing the way I managed/organised some of the information on my pc. I find now that my bookmarks are now much easier to navigate and access in both IE and Firefox, after experiemting with the various organisational tools that are available. Also, gathering information from the web has become much simpler as I am now using programs such as Zotero, which ultimately, are a great time saver.

Module 4 Evaluating the Web Task

For this Module 4 task, Evaluating the Web, I chose Phil Bradley's article from his website as a source on which to base an annotation, based on the three sources located in the previous task. I have included the annotation below:

Internet Tools for the Advanced Searcher

Link: www.philb.com/adint.htm

Bradley, Phil. "Internet Tools for the Advanced Searcher.." Last updated January 20, 2005.http://www.philb.com/adint.htm (accessed April 13, 2007).
For those with a basic understanding or those already well versed in internet search techniques, but wish to refine their skills further, Phil Bradley's website provides an excellent information resource on the subject of advanced search methods and the tools associated with locating information on the internet. Bradley provides an informative synopsis on the ways, means and tactics that can transform the average searching experience into a much more efficient and expedient process. Some of the search categories he discusses include search engines, virtual libraries, intelligent agents, weblogs and the associated search techniques employed for each. Every search topic is described in adequate detail, complete with relevant points and explanations on how a particular search tool/method operates and when/how it should be utilized. Appropriate links are incoporated for each topic so that the reader can utilize any technique/tool that Bradley has discussed. The site itself is straight forward, easy to navigate and incorporates mainly text based information which includes other internet related topics that may be of additional interest to site visitors. Last updated in January, 2005, the information presented remains valid and is relevent in keeping with todays search technologies and techniques. Phil Bradley is an information specialist and internet consultant. He has written many books and articles on internet related topics, has frequent public speaking engagements and is a teacher on internet related subjects. In addition, he is a Search Engine Optimizer and has often been referred to as the 'UK Search Guru'.


Comparing the annotation that I have prepared above, to the snapshot of the Phil Bradley website that I took from the previous task, I would be more inclined to utilize the snapshot, simply due to the fact that I am already familiar with the site and hence would use the snapshot as a quick reference to grab information such as web site address, web page preview or to access the site directly.

In terms of external users, the annotation would be the most appropriate source of reference, due to the fuller description of Bradley's website article pertaining to internet search skills/tools from which any external user could make an informed decision as to its relevance and credibility with respect to using it as a resource. If users had not been visitors to the website previously, the snapshot would provide them only with the basic details such as website address, a copy of the web page and a list of the contents of the particular article.


Web Resources:

Bradley, Phil. "Internet Tools for the Advanced Searcher." Last updated January 20, 2005.http://www.philb.com/adint.htm (accessed April 13, 2007).

Module 4 Organising Search Info Task

For this task, the three sources that I chose from the previous Boolean search task were:

Phil Bradley: Internet Tools for the Advanced Searcher:



Advanced Internet Users Tutorial - CIESE:



Users and Internet Skills:



For this task I downloaded 2 Pane Bookmarks. I felt it provided a good organizational structure for my bookmarks when using Firefox. I then saved the three sources from the Boolean task in a sub-folder titled 'Module 4' within a main folder titled 'NET11' which had already been setup previously.

I have also downloaded Zotero which has proved to be a great tool for capturing details from webpages, which can be then be stored on my computer to be utilized at leisure. Zotero is able to save url's, take snapshots of pages, short abstracts to describe the website and much more. I logged and saved all the information from the three sources for this task. As per the attached screenshots above and below, this information has been stored on my pc and can be accessed at any time. I find Zotero very easy to use and the saved information is easily accessible both on and offline.



This week I have spent much of my time installing and uninstalling add-ons, plug-ins and extensions, mainly pertaining to bookmark organisation and browsing enhancements, in the hope of finding one that suited what I was looking for. This module has resulted in my re-assessment of how I have been managing the information that I use from the internet and how I can better utilize software tools for better organization. The NET11 Webct discussion board also proved helpful re particular add-ons that other students had found helpful.



Web Resources:


Bradley, Phil. "Internet Tools for the Advanced Searcher.." Last updated January 20, 2005.http://www.philb.com/adint.htm (accessed April 13, 2007).

CIESE, "Advanced Internet User Tutorial." 2000.http://www.k12science.org/tutorials/advanced/index.html (accessed April 13, 2007).

Igun, Stella E. "Users and Internet Skills:." Winter, 2005.http://southernlibrarianship.icaap.org/content/v06n03/igun_s01.htm (accessed April 13, 2007).

Module 4 Boolean Search Task

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.
• sources relating to skills-based information on these key words.
• information coming only from university sources.

Discuss your strategies with the class and record the exact search terms you used in your learning log.

For the "biggest number of hits relating to advanced internet users" I used Google with the search terms: advanced and internet and users. This returned 279,000,000 hits. I noticed that Google states that the "and" search term is unnecessary as they "include all search terms by default". However, when I tried to search using just: advanced internet users, Google only returned 118,000,000 hits.

Using "and" when searching key words returns results that include all three words in each hit. The relevance for many of the results are questionable when thinking about the context in which the term is searched for. Hence, this is best suited for broader, non-specific types of seraches.

For the "sources relating to skills-based information on these key words", I once again used google with the search terms: advanced and internet and users + skills. This returned 15,700,000 hits.

I used and once again so as all three words would be included in each hit. By adding the + for the word "skills", this ensured that the hits for the three words would be returned within the context of skills associated with advanced internet users.

I find that the + is useful when searching a topic/subject within a certain context.

For the "information coming only from university sources", I used the meta search engine Ixquick. I utilized the expert search option which allowed me to stipulate edu as the domain name so that the results returned would be academic in nature. I also ensured that the search would include all three words. The search returned the top 30 hits from a total of 180,274 results.

Using advanced search options can provide much more relevant search results. Combined with using a meta search engine, the search itself becomes both expedient and more efficient.

Using the correct search terms, as has been demonstrated with this Boolean task, can make a huge difference in the relevance and amount of results that one receives. I also found that it greatly assisted in returning results that were in context to what I was searching for. I posted my searching methods for this task on the NET11 Webct discussion board.

Web Resources:

Cohen, Laura. "Boolean Searching on the Internet." Last update May, 2006.http://www.internettutorials.net/boolean.html (accessed April 12, 2007).

"Using the Infosphere: Taking & Organising."http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 12, 2007).

Module 4 Search Engine Task

1. Choose your most commonly used internet search engine and do a search for the words: advanced internet users. Record the first hit and number of hits in your learning log.

For the first part of this task I used Google, being the search engine that I utilize most often. The search for Advanced Internet Users returned a total of 118,000,000 hits!

Google - first 5 hits:

Advanced Internet Users Tutorial - CIESE

- Advanced User's Internet Training Resources

Advanced Internet Users, School of Continuing Education ...

http://newsroom.cisco.com/dlls/global/asiapac/news/2005/pr_09-21.html

StatCounter Free invisible Web tracker, Hit counter and Web stats

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.
Record the number of hits in your learning log, and compare to your first search. What differences did you notice? Why? Which search, on first glance gave you the most promising results?

For the second part of this task, I used the Copernic Agent. It was setup to utilize 12 search engines. The search for Advanced Internet Users returned a mere 49 hits.

Copernic Agent - first 5 hits:

Advanced Internet Users Tutorial - CIESE

Windows 98 Using Windows 98: Exploring the Internet-Tips and Tricks for Advanced Users

Advanced Internet Users, School of Continuing Education ...

Courier Mail - Internet

Debian Networking for Basic and Advanced Users - Debian Admin

Comparing the respective search results from Google and the Copernic Agent, there was a distinct difference in the number of hits that were returned - Google 118,000,000 and Copernic 49. Quite a contrast and hence this begs the question - why such a variance between search results? Prior to starting Module 4, I would have assumed that the Google search was superior in that it's search had been much more thorough, based on the amount of hits it returned. However, having learned about the advantages of Meta search tools such as Copernic and on closer inspection of the results, Copernic returned the most relevant results for the search, hence the smaller number. Copernic is much more thorough in that it utilizes many search engines and searches on a much deeper level, for the most relevent results. This, opposed to single engine searches such as Google, which tend to return pretty much everything whether it be relevant or not.

I think search tools such as Copernic have the potential to save time when it comes to sifting through numerous search results based on more specific searches.

Web Resources:

"Using the Infosphere: Taking & Organising."http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 12, 2007).

The Ohio State University Libraries, "Using Web Search Tools > Overview - Key Ideas." Last revised July 19, 2005.http://gateway.lib.ohio-state.edu/tutor/les5/ (accessed April 12, 2007).

The Ohio State University Libraries, "Specialized Databases > Overview - Key Ideas." Last revised July 19, 2005.http://gateway.lib.ohio-state.edu/tutor/les5/ (accessed April 12, 2007).

Module 4 Tools/Plug-ins Task

In your learning log record which programs you downloaded and note which (if any) facets you think might prove useful.


Bookmark Buddy for Windows:

For this task, I firstly downloaded Bookmark Buddy for Windows. I found it quite a useful tool in that it assisted in categorizing bookmarks/favorites in a well-ordered fashion. It also proved useful with respect to backing up/restoring bookmarks when they were accidently lost. During this task, I inadvertently deleted my bookmarks while experimenting with some other bookmark software - Zinkmo. The Bookmark Buddy was able to restore all of these so proved to be quite valuable.

While completing this task, I also found an additional add-on for the Firefox Browser called PlainOldFavorites which allowed me to add an IE Favorites menu to the Firefox toolbar. This is convenient as it does not involve having to manually update the links in FF from IE. However, what I really would have found useful, is an offline seamless automatic integration of bookmark synchronization between Firefox and IE eg add a bookmark to IE and the bookmarks automatically update in FF. Most of the tools available were much more involved so ultimately I settled for the above mentioned 'favorites' add-on in addition to the Bookmark Buddy.

WebCopier for Windows:

For the second part of the Module 4 Tools/Plug-ins task I downloaded the WebCopier trial version. I did not find the software that straight forward and it took sometime to learn how to download a full website. However, once I grasped how the tool worked I was able to download the website without any problems. Some of the website content was not viewable after the download, but the main content was available to peruse at leisure.

I then downloaded a similar program, Website Ripper Copier, in the hope that it might prove to be a little more intuitive and straight forward, which it proved to be.

After completing this task, I discovered that website copiers are extremely useful. Being able to download a website to my laptop and then view the pages while offline has the potential to provide a convenient way to surf the net when there is no internet connection available eg when travelling for instance. I can forsee myself utilizing web copier tools with my studies when I am 'on the move'.

Module 4 Overview

This is an overview of Module 4: Using the Infosphere: Taking & Organising. This module is mainly concerned with how to choose the appropriate tools for retrieving information including its organisation and storage. The second part of the module deals with skills corresponding to searching for material on the web and, in addition, to assessing the quality of that material as to its credibilty and relevance in relation to the search objective.

Retrieving:

When dealing with information available from the web, certain tools are utilized and can be categorized as follows:

- Tools/software that allow the user to read certain file formats or view information/material.
- Tools/software that assist in the organisation and storeage of information.
- Tools/software that deal with security issues.

Most of the tools that were discussed in Module 4 are ones that I already utilize. Among the media players, I also have Winamp which I downloaded at one stage, due to none of the other players recognizing the file format. It plays most file formats.

Searching:

To be able to search the web effectively and productively, it is essential to be aware of the following:

- Have a greater awareness and knowledge of the varying 'modus operandi' that are employed when searching the internet.
- A better understanding of the differing kinds of sources available to locate information.
- Knowing what types of information resources are available in the first instance can prove to make the search a much more expedient process.

My searching skills in the past have, for the majority of searches, been confined to using Google. On occasion I have utilized other methods, but have tended to stick with what I know. I am looking forward to refining my skills within this area, while studying Module 4, hence widening my 'horizons' so to speak thus enabling me to locate information much more efficiently.

Evaluating:

Having the ability to discriminate effectively between types of information and there sources is critical with respect to assessing if the source and material is credible, relevent, authoritive etc.

It was interesting to note the WebCT discussion re using Wikipedia as an annotated resource. It was a good exercise in that it assisted me to be more discriminating with the types of information and sources that I was utilizing for my Resource Project.

Web Resources:

"Using the Infosphere: Taking & Organising."http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 9, 2007).

Week 7 Objectives

This week I plan to go through the Module 4: Using the infosphere: taking & organising reading material. I will then go ahead and complete the associated tasks.

Module 3 Summary

Module 3 provided an interesting learning experience. There is more to communicating information than meets the eye. I feel now, that whenever I am preparing a website, blog or other medium for sharing online information, that I will give much deeper consideration to the various aspects involved.

This week, after further exploring the concepts discussed in Module 3, I completed two more annotations. The topic I chose was Web Design, within the context of how to effectively convey a site's message or subject to its audience. How, what may seem a simple amalgamation of images and text to the casual online observer, is quite often the result of a more complicated 'behind the scenes' process. I linked the topic to Concept 12 - Communication and Information are related & Concept 28 - The paradox of the World Wide Web for each respective annotation.


Web Resources:

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 04, 2007).

Module 3 Concept 12

As with Concept 12 - Communication and Information are related - the information that we store and organise for future reference is quite often applied for different purposes to that which it was originally intended for. As with Val Casey's site re notes on Visual and Interaction Design, the sites that she has linked to, were created for different reasons and yet she has used them in her own context to convey her message. And in discussing Eduardo Kac's work, Stephanie Strickland makes an apt observation:

"In the context of the work, the ability to change the sentence is a symbolic gesture: it means that we do not accept it's meaning in the form we inherited it, and that new meanings emerge as we seek to change it."

Below is a Venn diagram that demonstrates the context model:

“Scope of IA” Venn diagram from the Polar Bear Book

Being concious of the benefits of managing information efficiently can greatly assists us in recycling and then communicating that information within new contexts.

Web Resources:

Strickland, Stephanie. "Writing the Virtual: Eleven Dimensions of E-PoetryLeonardo Electronic Almanac 14. 05-06 (September, 2006), 11, http://leoalmanac.org/journal/vol_14/lea_v14_n05-06/sstrickland_lea140506.pdf#zoom=100,0,0. (accessed April 2, 2007).

Casey, Val. "Notes on Visual and Interaction Design." 1998-2004.http://www.valcasey.com/webdesign/ (accessed April 2, 2007).

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 03, 2007).

Arango, Jorge. "Deep Context." March 12, 2007.http://www.boxesandarrows.com/view/deep-context (accessed April 03, 2007).

Module 3 Concept 14

As discussed in Concept 14 - Cyberspace is informationally created 'space' the word 'space', used in the context of the internet, helps us to convey an image to ourselves as to where we are in the cyber-universe. As the internet is a man made entity where people gather together, one could liken it to any other similar space in our everyday lives such as our living space, workspace etc. The only difference is, if you really think about it deeply, it is indeed a difficult phenomena to characterize. When I think of space, many aspects of its connotations come to mind, including webspace, artspace, the space I live in. Assigning analogies to describe what can't really be understood at least gives us a sense of place and location within the online environment.

Having read some of the available resources on the internet, it is interesting to note that much of the exploration concerning online location, in the context of it being a 'space', is carried out by those who use the internet as a medium for their visual art. Some interesting concepts are explored as a means to understand, to a degree, the overall concept:

"On the Web, space appears as a verb requiring constant activation, becoming "place" as it is received. We are immersed. No account from outside is available. No single account from within contitutes an adequate description".

Others have endeavoured to map the various aspects of what make up 'cyberspace' in an effort to provide us with visual images that we can associate with the 'realworld'. This can also be seen with the increasing popularity of virtual worlds, communities and games, whereby people feel more immersed in a 'space' similar to the one they know.


Web Resources:

Dodge, Martin. "An Atlas of Cyberspaces." 1997.http://www.cybergeography.org/atlas/atlas.html (accessed April 03, 2007).

Strickland, Stephanie. "Writing the Virtual: Eleven Dimensions of E-PoetryLeonardo Electronic Almanac 14. 05-06 (September, 2006), 11, http://leoalmanac.org/journal/vol_14/lea_v14_n05-06/sstrickland_lea140506.pdf#zoom=100,0,0. (accessed April 03, 2007).

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 03, 2007).

Module 3 Concept 11

Thinking about Concept 11 - The relationship of data to meta-data, I think it has almost become a natural instinct for most internet users to identify certain applications that can assist us in organising our online data. The amount of information available on the web can be overwhelming, particularly so when it comes to storing it for future reference, hence the need to actively find appropriate solutions. However, being expressly aware that 'meta-data' can be molded to our own individual preferences and within our own contexts is probably integral if we want to manage our data efficiently.

I always have my eye open for new applications that can make my online life a little easier and I make a concerted effort to explore potential new and emerging technologies that could benefit me in the long run. Having recently started using the Firefox browser within the last two months, I feel it is a prime example of a tool, that not only helps us to browse the internet, but can also assist us to assimilate and process data much more efficiently. This being due to it's array of optional add-ons that can be tailored to ones specific requirements. Overall, having the knowledge to recognise and interpret 'meta-data' is paramount to knowing which tool is the most appropriate and which will attain the best result.

Many research institutions are continually exploring new and innovative methods that utilise 'meta-data' and the way it can be used to enhance software capabilities that can ultimately manage data as a more automatic process. The MIT Media Lab's Sociable Media Group provides an ideal example of some of the types of research that are being undertaken to address the ever increasing need for better information/communication management tools.


Web Resources:

MIT Media Lab, "Sociable Media Group." http://smg.media.mit.edu/index.html (accessed March 23, 2007).

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 02, 2007).

Module 3 Concept 28

In relation to Concept 28 - The paradox of the World Wide Web, it is easy to assume that, especially for the casual internet user, using the internet is a relatively simple exercise. It's only when a person digs deeper, normally out of necessity, that they find their assumption is just that, as underneath the surface, the internet is a complex entity in its own right.

From my own personal experience, prior to undertaking the NET11 unit, I was more of a casual internet user. I found that in some intances, I would often lack the appropriate knowledge to complete an online task, and discovered that what often seemed to be a simple exercise at first could often evolve into a more complex, time consuming investigation of how to reach my objective. It often required me to have a greater knowledge of the appropriate methods needed to obtain the desired result.

To harvest the full potential of the internet and all it can offer, one needs to at first understand it's nature, the underlying intricacies that ly beneath it's surface. As an example, the Apis Design graph below illustrates 'the iceberg analogy':

Apis Design, "Websites That Work."

Another example is if one assesses the case of the 'digital divide':

"the perceived growing gap between those who have access to and the skills to use Internet Computer Technology and those who, for socio-economic and/or geographical reasons, have limited or no access."

A common misconception seems to be that this 'divide' can be reduced by increasing access to computers in communities. However, that is just the first step. It also needs to be followed up with the teaching of the appropriate skills and knowledge that are indispensable to utilizing all that the internet has to offer. The HomeNetToo Project run by Michigan State University makes a case in point:

"....considering motivational, affective, and cognitive factors as antecedents and consequences of Internet use. These factors help to explain the digital divide and suggest ways to reduce it. These factors also help to explain the Internet paradox, and suggest that personal characteristics and contextual factors moderate relationships between Internet use and personal and interpersonal outcomes. Recent evidence suggests, however, that access may be a necessary but not sufficient condition for using technology, particularly the Internet. Motivational, affective and cognitive factors that influence technology use must also be considered."

Where possible, a better understanding of the workings of the internet and web can be gained by looking at it from the perspective of those who contribute to it, those who publish, build and create the parts that make up the total 'whole' of the internet as we perceive it. I found that throughout my studies in both the NET11 and NED11 units, my knowledge and understanding of the internet and web as a whole has vastly improved, mainly due to my growing awareness and comprehension of what goes on 'behind the scenes' so to speak. Resources such as Val Casey's site on Visual Interaction are a good example of some of the considerations that should be taken into account when contributing online. Not only knowing how to use the internet, but also how to make what we create online, accessible and understandable for as many as possible.


Web Resources:

Jackson, Linda A. "HomeNetToo Project." September 1, 2000.http://www.msu.edu/user/jackso67/homenettoo/main.html (accessed April 02, 2007).

New Zealand Government, "The Digital Strategy: Creating Our Digital Future." May 16, 2005.http://www.digitalstrategy.govt.nz/default____4.aspx (accessed April 2, 2007).

Casey, Val. "Notes on Visual and Interaction Design." 1998-2004.http://www.valcasey.com/webdesign/ (accessed April 2, 2007).

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed April 02, 2007).

Apis Design, "Websites That Work." 2000.http://www.apis.ca/Understanding_Websites/Good_Sites_Bad_Sites/What_makes_a_good_website.htm (accessed April 2, 2003).

Week 6 Objectives

After having undertaken the more practical aspects of Module 3 last week, this week I will delve further in to the conceptual associations of the tasks that I completed. I then will conclude with two more annotations for my Resource Project.

Module 3 Blog Task 2

In your learning log, record your ‘top five tips for new bloggers’.

I am relatively new to the world of blogging, so drawing from personal experience and what I have learned so far, my top five tips for new bloggers would be:

1. Research the available Blog hosts to find one that is going to suit your blog style. You may want the ability to edit the code, personalise your blog some more etc. Most blog services offer varying degrees of the control you have over your blog so take time to assess which is the right one for you.

2. Think about a theme for your blog which can either be very loosley based or can be adhered to on a more stricter basis. Theming your blog helps people to recognize what it's about so it's a good idea to stick to it.

3. Be consistent in both your writing style and your posting frequency. If you post sporadically in an abstract fashion people are bound to lose interest. However, if you set up a good posting routine and writing style, visitors to your blog will be more likely to return as they know what to expect.

4. Choose a good blog design that complements your theme and writing style. The design should not detract from the content of your blog, so keep it streamlined and well layed out.

5. Make your blog scannable by keeping posts short and to the point. Highlight the most important points and include links to other posts or sites that includethe more detailed information.

Many of the blog services out there offer tips as well, so it's a good idea to check the information on the blogging site that your interested in, it will normally provide some helpful information for first-time bloggers.

Module 3 Blog Task 1

1. Take a screen shot of your blog and paste into your learning log.

Well, as I have had a blog for over a month now, I have pasted a copy of my first blog post below:

Actually, now having had an introduction to blogging since embarking on this NET11 unit, I have decided that when I build myself a website I will definitely link a blog companion to complement it. Primarily due to the fact that it is so easy to edit is great for any information that needs updating on a frequent basis.

Module 3 FTP Task

Try uploading your web page (or your draft info bank or learning log) to your student web space in Oasis or your own web space provided by your ISP if you have one using ftp.

As there have been a few problems re students uploading their pages to the student webspace in Oasis, I opted to upload to a free hosting account provided by Atspace: www.atspace.com. They have a free web hosting option and it is popup/banner add free so thought it was ideal for this task.

For this task, I used the FTP client FileZilla: http://sourceforge.net/projects/filezilla for Windows. The upload process was really straightforward and I was able to connect straight away. I then dragged my files to the remote host folder which included index and css files plus the images folder. I then checked the address and found that my test page had uploaded successfully. Here is the url of my uploaded page: http://conradnet11.atspace.com/index.html

I found this task to be much less complicated than I thought it would be, it was a very simple process.

Module 3 Legal Issues Task

1. Have you used images or words on your web page or website that contravene copyright laws?

No, the website that I uploaded to the NET11 Student Presentations area states that it is for the purpose of studies associated with the NET11 Internet Communications course. The content is my own and serves mainly as a portal to the assignments for this unit eg this blog. I have not utilised any images as yet, although I am planning to. For images, I would either use my own or free online stock images etc. In the case that I were to use an image, other than my own or stock, it would be for research purposes only and I would state the copyright owner and for what purpose it was being used for. For any written material, I would make sure it was referenced fully including where I sourced it from.

2. Would you be in breach of copyright if you put the Curtin logo at the top of your web page for an assignment?

Curtin's copyright statement does state that content from their site can be used for research purposes etc but I would be in breach of copyright if I used their logo as it has no bearing on any type of research associated with my studies. If for any reason I wanted to include their logo as a reference of some sort, I would be inclined to set up a link to their homepage from my site.


While on the subject of copyright, I have been considering incorporating audio into the site that I am building for the NED11 Internet Design course. This also got me thinking as to what the legal issues associated with audio on a website would be. To date, I think if I were to use an audio file, it would have to be sourced form some type of free online audio stock. So, still researching this issue.....


Web Resources:

Copyright Website LLC, "Website Copyright." http://www.benedict.com/info/info.aspx (accessed March 30, 2007).

Curtin University, "Copyright at Curtin." Last updated March 28, 2007.http://www.copyright.curtin.edu.au/index.cfm (accessed March 30, 2007).

Module 3 Standards Task 2

For this task, I used my website that I loaded upto the NET11 Student Presentations area. I validated my pages by visiting the W3C Markup Validation Services site: http://validator.w3.org/. I have also ustilised this service for the website that I have been building as part of the NED11 Internet Design unit, so was familiar with how it operated. This site allows you to validate your site code as you have declared it on your site pages by either uploading the file from your local machine or, alternatively, by entering the URL address of the site page that you wish to validate. In my case, I wrote my code using XHTML 1.0 Strict and it validated fine without any errors.

However, the service also offers a CSS validation service which I also used and it seems my CSS style sheet, that I use to style the content of my website, did not initially validate. The version being CSS 2.1. This was mainly due to the way I had labeled elements in my xhtml pages and then implemented the styling using some of the wrong style names. I had four errors in total. Having fixed these up, I re validated my CSS page and no errors were apparent yet am a little confused as it does'nt actually state that it is validated either.

If I had not corrected the the errors, it could have had a negative impact on how the information on my site was displayed to visitors.

Overall, I really enjoy using this service. I regularly utilise it to validate my pages while I progress with the building of a site. I find it is an excellent guideline for ensuring that my site is compliant with W3C standards and it gives me an indication of how accessible and usable my site will be for others.


Web Resources:

W3C, "W3C CSS Validation Service." http://jigsaw.w3.org/css-validator/ (accessed 29 March, 2007).

W3C, "W3C Markup Validation Service." http://validator.w3.org/ (accessed 29 March, 2007).

Module 3 Standards Task 1

After reading the articles by Jakob Nielson and Dennis Jerz and from my own experience as an internet user, I would say that the five most important rules for writing online are:

• Credibility - Keep the content credible by using outbound hypertext links, clear and concise writing and good quality graphics. Also incorporate good simple design to enhance the overall look of content. The general look and content quality of a website plays an important role as to whether the reader will stay or go. If the content looks as if it has been produced by an amateur, then I would be unlikey to read any further.

• Scanning - Use scannable text by keeping text short and to the point. Short paragraphs that highlight relevant information. If I am reading online material, I want to be able to see all the relevant points associated with the topic quickly. Being confronted with having to read an endless diatribe means I am less likely to stay.

• Usability - Keep the navigation of the online medium you are publishing on, straightforward and easy to use. Use relevant links and graphics. Make information easy to find. On larger websites where you are reading information, there sometimes can be a tendency to get lost unless it is well set out and logical in it's navigability. Sitemaps for larger sites or indexing with anchors for online articles improves the navigation.

• Priority - By using the 'pyramid style' which incorporates the summaries, conclusions and most relevant information at the beginning of the content, followed by the rest of the details. Keep the main content that contains the most important information at the top of the page to keep the readers interest/attention and avoid them having to scroll down for other relevant information.

• Design - Complement the content by using good simple and effective design to enhance the overall presentation of the written information. Design should be a canvas for the written material by complementing it, it should not detract from the content. Personally, I appreciate good website design and it really does affect my impression as to whether the content is credible.

Although written slightly differently, both articles by Jakob Nielson and Dennis Jerz are equally relevant in that the main points applicable to good online writing are included in both. The Jerz article is more of a summarization whereas Nielson article is more in depth. Having read each, I think most internet users could identify with the various topics covered, in that we have all visited sites where the information has been either poorly or well presented. The contrasts are quite distinct. I feel it makes us more aware of what good writing online should be. We should write and present online from the perspective of being the reader.


Web Resources:

Nielson, Jakob. "Writing for the Web." 1997.http://www.useit.com/papers/webwriting/ (accessed March 29, 2007).

Jerz, Dennis G. "Top 5 Web Conventions (Writing and Design)." April 15, 2003.http://jerz.setonhill.edu/writing/e-text/conventions.htm (accessed March 29, 2007).

Module 3 HTML Task

Managed to get my site uploaded to the NET11 Student Presentations area. I am also doing NED11 Internet Design so had some knowledge on how to build a basic site. Initially I had a problem with the upload as I created a folder holding all my files within the group folder. Thanks to a suggestion from another student, realised that the main files needed to be directly within the group file, hence a successful upload. Took me a while to format the site using css and still needs some work with regards to how it functions. I have posted a screen shot of my uploaded web site here:

I can see why many websites incorporate external links to outside blogs. Maintaining a website is certainly more time intensive in contrast to sites like Blogspot where you can just post contents to your blog with ease. Obviously, for frequent additions of content, a blog is much more efficient whereas a website is better for information that is more permanent in nature.

Module 3 Overview

This is a brief overview Module 3 - Contributing to the Infosphere: E-Writing? The purpose of this module is to explore the various methods and tools used for publishing information and communication online in a more 'permanent' fashion.

The two mediums that are most widely utilised for this purpose are either a Website or a Blog. However, each serves a different purpose in the way it presents and communicates information and how it is read by the viewer.

LINEAR DOCUMENTS - These types of documents are normally read from start to finish by the reader if they want to understand the information presented in it's full context. Most linear type web-based documents can be downloaded.

NON-LINEAR DOCUMENTS - These types of documents are read as more of a reference, there is no need to read the entire document, the reader may only need to pick out the information that they feel is relevant. Most non-linear web-based documents are diplayed and navigated on screen.

WEBSITES:

• Need to be coded when they are updated
• More non-linear in form
• Normally a more formal presentation
• Links are more information orientated
• Only updated when content needs to be revised

BLOGS:

• Easily published, websites need to be coded
• More linear in form
• More informal
• Links more communication orientated
• Blogs updated/added to more frequently

It was interesting to note the distinctions between a blog and a website. I had never really thought about it prior to this NET11 course and, unitl recently, having never had a blog before, it's now good to have a greater understanding of how each can be used. After reading about blogs I would probably say that a website is more appropriate for presenting information to its audience whereas a blog is better for sharing information on a more communicative basis.


Web Resources:

"Contributing to the Infosphere: E-Writing?."http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed March 27, 2007).

Week 5 Objectives

This week I will be making a start on Module 3 - Contributing to the Infosphere: e-writing? I will work through the reading material and complete the associated tasks.

Module 2 Summary

I found Module 2 to be an interesting journey into the world of online communication. While researching resources for my Resource Project, I found myself often becoming engrossed in the behavioural aspects of why people behave the way they do on the internet and how it influences the way we communicate, depending on what form of communication we are using. For eample, one might behave differently when using email opposed to using a chat program like MSN messenger. I suppose some of these allow us more freedom of expression than others. Yet if we know how to use these communication tools properly we can maximise their potential for our benefit and be able to recognise and interpret/decipher the information in data that previously may have seemed extraneous.

I achieved most of my goals this week, having completed two more annotations for my Resource Project and having explored the various concepts more in depth. I decided to make my two annotations revolve around the topic of Online Communication and Behaviour, as I felt that there were some very good resources that encompassed many of the sub-topics within the module but this looked at them as a whole, including both the behavioural and technological aspects of communication in cyberspace.

Concept 9

I found the subject of Concept 9 - Permanent Ephemerality to be quite an interesting one. On the surface, I guess many people think of the web, on the whole, as being ephemeral - never staying the same, a continually evolving cyber-universe where nothing is permanent. Looking at the web as an entity in itself, then I would say yes, it is ephemeral but some of it's facets are tending to become more permanent due to newer technology that enables the management, archiving and recording of web content.

The view that email is ephemeral in nature was and still is widely held, but was particularly so in the internets early years. This in turn naturally flowed through to how people perceived email as a communication tool. However, these days, email as an ephemeral form of communication, is by and large more of a presumption than anything else. There is a distinct shift from the ephemeral to the eternal in that email management now allows the storing, correlating and filing of our communications, whether initiated by a third party or ourselves.

When one considers email ephemeral, one is more likely to be careless with it's use and less mindful of how it can be perceived or used by the recipient or, in some cases, even other parties:

"Although email may seem ephemeral, producers should bear in mind that it may be treated like any other form of communication as far as legal discovery of documents is concerned. Programme makers should be aware that email may be required to be produced as evidence in a legal action e.g. where a court is attempting to discover the identity of a journalistic source." – BBC editorial online service guidelines

For most of us, even though email is a private form of communication, we need to remain concious of the fact that it quite often is or can be a permanent record of our online communications and interactions with others. In that respect, we should always be mindful of the way we manage our email.

The graph below is a good visual reference re ephemeral vs persisent forms of communication:

Karahalios, Karrie. "Ephemeral and persistent conversation." September, 2004.http://web.media.mit.edu/~kkarahal/generals/communication/ephem_pers.html (accessed March 23, 2007).

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I have decided that I will use the topic of Online Communication & Behaviour, as the topic for my annotations for Module 2 and will link them to Concept 1 - Asynchronicity and Concept 9 - Permanent Ephemerality.

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Web Resources:

Schneider, Steven M. , Foot, Kirsten A. "The Web as an Object of Study." 2006.http://faculty.washington.edu/kfoot/Publications/Web-as-Object-of-Study.pdf (accessed March 23, 2007).

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed March 09, 2007).

Karahalios, Karrie. "Social Catalysts: enhancing communication in mediated spaces ." September, 2004.http://web.media.mit.edu/~kkarahal/ (accessed March 23, 2007).

Concept 17

Throughout Module 2, 'Communicating in the Infosphere', I have continually found myself returning to a particular online resource: John Suler's 'The Psychology of Cyberspace'. I have found it to be a fascinating insight into the psychological aspects of peoples online behaviour especially pertinent when keeping it within the context of using the internet, with its broad spectrum of tools, to communicate with others. For this reason I will be using this as a resource for one of my annotations, due to it's relevance to Module 2 as a whole.

As opposed to asynchronous communication, synchronous communication relates to two or more people sitting at their computer simultaneously, in other words, both are online at the same time participating in a real-time form of communication. This is most often achieved through using mediums such as a chatroom, internet relay chat, an instant messenger eg MSN or ICQ etc. I think Concept 17 - The impact of text-based real-time chat, can impact us beneficially when we understand the context in which it should be used.

Technically speaking, you could argue that chat is an asynchronous form of communication and I guess, on closer inspection, I would tend to agree to some extent. Even thought it is in real-time, you still have time for reflection before writing a response to a message, even though it may only be minutes. This in comparison to the more asynchronous methods such as email, discussion boards etc in which it can be hours, days, sometimes weeks before you might post or send a reply.

In most cases, real-time chat gives us the ability to keep a record of our online conversations, which can then be used to reflect back on or refer to, at a later date. This is something that, normally, face to face communication does'nt allow. As discussed in Concept 17, due to the ability of the human brain being able to assimilate text much better than speech, we are able to conduct more than one conversation at a time, a kind of 'social mutliplicity' whereby

".....one can juggle many relationships in a short period of time or even at the same time....without the other people necessarily being aware of one's juggling act".

Real-time chat gives us this flexibilty without it being misconstrued or perceived as being rude, which quite possibly could be the case if we were to carry on mutiple conversations in a face to face situation.


Web Resources:

Suler, John. "The Basic Psychological Features of Cyberspace." May, 1996.http://www.rider.edu/~suler/psycyber/basicfeat.html (accessed March 22, 2007).

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed March 09, 2007).

Concept 7

I suppose when I think of Netiquette, (Concept 7 - Netiquette), I most commonly associate the term with my use of email, it being the most common form of internet communication that I utilise more than any other. It also encompasses all forms of communcation on the internet, including chat, discussion boards, web forums etc.

When I read the NET11 concept document regarding this subject, what particularly stood out was the point made:

'.....what is important about Netiquette is the concept that there are these 'agreed' rules of what is good and bad.'

This makes me wonder, how many of us are fully aware of these rules? Are they something that you just pick up as you go along? Or are they something that we are taught?

From a personal perspective, when using email for instance, first and foremost I guess most of us have the basic qualities instilled in us from an early age of how to be polite, courteous etc. So naturally much of this will flow through in the way we communicate generally. However, when communicatng on the internet, there is always that factor of anonymity and disinhibiton that some may feel allows them to be less concious of the way they conduct themselves online, as opposed to face to face etc, when dealing with others.

We should never drop our inherited standards of common courtesy. In fact, I think one has to be especially concientious when communicating with others in 'cyberspace', for the simple fact, that you have no way of knowing how another interent user may interpret anything you might say or do - there are no visual cues, no tone of voice to access a persons reaction etc, hence the importance of recognising good 'Netiquette'. The impersonal nature of the web, ( as discussed previously in relation to Concept 23 Human-Computer Interfaces), should also not let it influence us in dropping our standards.

As the internet is more of a self-regulated entity, Netiquette has probably resulted more from social pressure within the online community more than anything else.


Web Resources:

Johnson, David R.. "Lawmaking And Law Enforcement in Cyberspace." June, 2005.http://www.cli.org/DRJ/make.html (accessed March 21, 2007).

Kayany, Joseph. "Internet Etiquette, Netiquette." http://homepages.wmich.edu/~kayany/interactive/netiquette.pdf (accessed March 21, 2007).

"Internet Communications Concepts Document." http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home (accessed March 09, 2007).

Shea, Virginia. "Netiquette." December 7, 1997.http://www.albion.com/netiquette/ (accessed March 21, 2007).

Concept 1

Email is clearly one of the best examples of asynchronous communication, as discussed in Module 2, Concept 1 - Asynchronocity. This is primarily due to the fact that you can send an email to someone, even though their computer may be switched off and their internet disconnected, yet when they do eventually access their inbox, they will still receive your email.

Here is an excellent example of how email is an asynchronous form of communication, it can be seen by visiting: http://www.futureme.org/index.php. Here, you are able to email yourself in the future. What better way to demonstrate emails' independancy, in that interactions with another person don't require us to be online at the same time or location.

To communicate effectively on the internet, it is important to recognise that tools, such as email, can offer us greater flexibility, allowing us benefits such as time to think and reflect before we respond, as opposed to a face to face interaction. It allows us to manage our time better, to prioritize what we read and write, to some extent, it can even foster more honest communication, as Piotr Wozniak states:

"Remove emotional pressure: People find it easier to tell the truth via e-mail. Difficult pieces can be mulled over and shaped in the least painful manner without affecting the core message. It is easier to refuse. It is easier to withstand a mental pressure imposed by others. It is easier to minimize the hurt to the other person's feelings while being unmoved in one's stand. "
Wozniak, Piotr. "E-mail, incremental reading, creativity, and time-management." 2004.http://www.supermemo.com/articles/e-mail.htm (accessed March 18, 2007).

and also stated here by John Suler:

"In e-mail and message boards, communication is asynchronous. People don't interact with each other in real time. Others may take minutes, hours, days, or even months to reply to something you say. Not having to deal with someone's immediate reaction can be disinhibiting. In real life, it would be like saying something to someone, magically suspending time before that person can reply, and then returning to the conversation when you're willing and able to hear the response. Immediate, real-time feedback from others tends to have a very powerful effect on the ongoing flow of how much people reveal about themselves. In e-mail and message boards, where there are delays in that feedback, people's train of thought may progress more steadily and quickly towards deeper expressions of what they are thinking and feeling." Suler, J. "The Psychology of Cyberspace,The Online Disinhibition Effect." June 01, 2002.http://www.rider.edu/~suler/psycyber/disinhibit.html#anonymity (accessed March 18, 2007).

If we want to become more effective when using tools such as email, it also important to recognise the appropriateness of it's use. To do this we need to consider not just it's benefits, but also some of it's disadvantages, which can in themselves assist us in communicating more effectively. From a asynchronous perspective, we need to be aware that for anything urgent or that requires immediate attention, some other form of communication should be used:

"No immediate feedback: You know little of if your message has been received. Your curiosity as to the answer is not instantly satisfied."
Wozniak, Piotr. "E-mail, incremental reading, creativity, and time-management." 2004.http://www.supermemo.com/articles/e-mail.htm (accessed March 18, 2007).

For example, if I was catching a flight today and wanted to confirm it's departure, I would'nt email the airline with my query. Alternatively, if I did this two weeks prior to departure then I would have allowed myself a reasonable timeframe to expect a response. Being aware of emails' asynchronous nature, as a communication tool, helps us to determine in what circumstances it should and should not be used.


Web Resources:

Suler, J. "The Psychology of Cyberspace,The Online Disinhibition Effect." June 01, 2002.http://www.rider.edu/~suler/psycyber/disinhibit.html#anonymity (accessed March 18, 2007).

Wozniak, Piotr. "E-mail, incremental reading, creativity, and time-management." 2004.http://www.supermemo.com/articles/e-mail.htm (accessed March 18, 2007).

Rettie, Ruth. "Optimizing Connection: Marketing on Instant Messenger ." http://www.kingston.ac.uk/~ku03468/docs/Optimizing%20Connection,%20Marketing%20on%20Instant%20Messenger.doc (accessed March 18, 2007).

Lipschultz, Wesley. "What Can and Should We Do with E-mail? An Outline for a Systematic Approach ." January 01, 1999.http://www.psu.edu/dus/mentor/990101wl.htm (accessed March 18, 2007).

Week 4 Objectives

After completeing the Module 2 reading and tasks in week 3, this week I will concentrate on some of the concepts that we covered in Module 2 and explore them a little further in relation to some of the practical aspects used to demonstrate them.

I hope to complete another two annotations for my Resource Project having already decided to use Email as one of my topics.

Module 2 IRC Task

For this task, I downloaded the mIRC client and connected to one of the recommened channels for beginners via an American server. Comparing Internet Relay Chat with other more 'modern' chat programs, such as MSN, there is quite a big difference, mainly in presentation and usability. Visually, mIRC seemed quite bland, a bit of coloured text on a white background - no distinguishing contrasts to separate the chat section etc. It was reasonably easy to get connected, and relatively simple to use. Overall though, it felt pretty prehistoric and had no other features to speak of. I suppose you could say IRC is a combination of chat programs such as MSN, ICQ etc and a Newsgroup/Discussion Board - instant chat on a group scale.

In IRC's favour, as a method of communication, I would say that, as opposed to a Newsgroup/Discussion Board, you at least get an instant response to any topic of information that you are discussing with other users, within the chat room.

However, I prefer MSN as I like it's user interface, has good organisational features and it can be personalised.

Module 2 ICQ Task

Find the ICQ number for the nickname advanced netstudies. Add ‘advanced netstudies’ to your contact list and note whether it is authorized automatically. Look at the user info for advanced netstudies and note the comment in the ‘about’ section.

I downloaded and registered to ICQ for this task. I'm aware, via the NET11 discussion board, that there is a technical problem. For this reason, I was unable to successfully locate the advanced netstudies nickname.


Arrange with other students in the unit to meet up for a chat, using either ICQ, yahoo chat or webct chat. Talk about which chat service you prefer, and what forms of communication chat is most useful for.

March 31, 2007. 9:30pm - I logged into the NET11 Webct chat and had an online group discussion with some of the other students. We discussed whether Webchat was asynchronous or synchronous in nature. Personally, I think it is more synchronous in nature, as it's real-time chat, yet it also has asynchronous qualities eg speaking with people in different timezones, the ability to be able to wander away from your pc for short intervals and return to the chat without being missed. Scrolling the chat history allows you to pick up where you left off. However, one does need to be concious that, as it's real-time chat, responses need to be posted, normally, within a minute or so. I have posted a copy of the webct chat below:



We also dicussed the various chat mediums used, including Skype, ICQ, MSN Messenger, Trillian, Webchat, IRC and some others. I got the impression that MSN was the most favoured form of online chat. Students mentioned the following:

MSN Messenger - User friendly, adds contact automatically, less obtrusive - not so many adds, can use for group chat as well as one-on-one.

ICQ - Noisy, 'bit clunky', many 'people used to use it'

Skype - Free, knowing enough people who also use skype

Trillian - Useful in that you can use Trillian for all your contacts, whether they are with ICQ, MSN, Yahoo etc

Webchat - Used by the majority for this task, used on occassion for group chat in other instances.

IRC - Most students had used this in the past, but very few use it now.


I found the student webct chat an interesting exercise. In fact, now I know it is there, i would probably utilize it on a more frequent basis to converse with other students re our studies. It provides a good forum for topic discussion. For one to one chat my preferance would be MSN Messenger - it's fast, reliable and I like the interface.