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.