Missed Tasks

In my haste to get everything finalized and uploaded I hadn’t kept abreast of the Discussion Board and, yesterday when I was going over it, I realized that I hadn’t done the requirements of Module Five. Not only had I missed Module Five altogether but I hadn’t completed one or two of the earlier tasks – I am so annoyed with myself!!

I have to admit that now that the assessment date has passed the motivation to finish this in terrible, but here goes.

Module 5 – Information Ecologies

I see ecology as the study of ecosystems; how these systems/communities grow and develop, how they progress or evolve over time and what we, as a society, can learn from these progressions

Before reading this module I had vague ideas about what the term “Information Ecologies” might mean such as the way in which people interacted with computers, used the available programs and interacted with other people on the web, how the programs and the web were changing and evolving to encapsulate the changing human society. After having read the suggested readings plus a couple of extras, I think that Nardi and O’Day probably come closest to conceptualising what I see as “Information Ecology”:

– A system of people, practices, values and technologies in a particular local environment;

– Focus attention on relationships involving tools and people and their practices;

– Responds to local environmental changes and local interventions;

– Individuals with real relationships to other individuals.

– Suggests diversity and implies continual evolution;

With this in mind, I looked at the questions “how might the metaphor of an ‘Ecology’ impact on the way [I] think about, understand and use the internet?”

Information Ecology is another term for the way we look or talk about how we as a community/society use and adapt to computers/technology to communicate, learn, develop, and advance. This is not something that I haven’t thought about prior to this course. Computers have become so ingrained in society that not to be able to use one or understand some of the jargon associated with them disadvantages a person considerably. The amount of knowledge/experience you have about this technology decides your position in the community or the sector which you belong (to use Owen’s metaphor of an ant colony – are you a queen ant or a worker ant?).

From participating in this course though, I am not only more aware of the wide variety of technologies and tools that are available to me to use and participate in this community, but how fast these technologies and tools are evolving and the need to keep abreast of the changes.

“Information” and “Communication” within the Framework of an “Information Ecology”:

Information and communication are closely intertwined, to the extent that I doubt you could have one without the other. Information is the knowledge communicated or received concerning some fact or circumstance and, communication is the means of transmitting, imparting, partaking of or receiving information (Macquarie Dictionary).

Communication in the Information Ecology takes on many forms that have not previously been available to everyone in society. The progress of Web 2.0 with blogging, chat rooms, Facebook and MySpace, along with Wikis etc has broadened the range of vehicles in which the information and technologies can be spread. It has also made technological information and communication easier and more readily available to most levels of society.

"Why don’t we talk of a “communication ecology?"

As mentioned above information and communication are closely intertwined, to the extent that I do not think you could have one without the other. However it is the information that is the knowledge, communication is purely the means of spreading the knowledge. I think that Julian explains it best in his blog “The concept of a ‘communication ecology’ isn’t refuted as a concept but it would be superfluous to try and describe communication to the exclusion of knowledge when the two elements are combined to create information.”

Module 2 – Newgroups

“Communicating in the Infosphere” moved me right out of my comfort zone and became quite confusing (to me) with all of the various groups, discussion boards and lists. I personally have only ever been exposed to email (which I use daily) and a couple of newsletters. There appeared to be very little difference between some of the groups and I wondered the purpose of having so many different yet seemingly the same forms of communication.

Newsgroups can be best summed up as:

- online bulletin boards where people can debate, deliberate, philosophize argue and rant;

- sometimes referred to as user groups or discussion groups;

- good for looking into very narrow, well-defined topics;

- generally not moderated – no-one removes objectionable material

- can be used to download image and music files and videos

I had chosen to follow/participate in a gardening newsgroup, the topics varied from when to plant potatoes, to how to keep the chooks in the backyard home, but the message that I followed was about remedies for hayfever. As a hayfever sufferer for many years I was interested to hear what other people had to say. Unfortunately there was very little response, and the information there was things that had already been tried. I added my slice of knowledge and have been watching since to see if there has been any response to the advice I gave.

Advanced Searching on the Internet

Learning to refine searches by using search modifiers such as ‘+’or ‘AND’, ‘-‘ or ‘NOT’, ‘OR’ and double exclamation marks helps to greatly narrow the number of hits of your search and make your search a lot more efficient. Refining searches can also be as simple as using the Advanced Serach feature on most search engines to select a specific domain, specific file type, regions and dates of articles.

“Advanced searching involves the development of both techniques (including, for example, detailed knowledge of Boolean logic, but also speed in filling out search engines), and also informational competence, in which you instinctively consider and apply your knowledge of the ways information can be categorised and organised, translating from others classifications into the pattern that you are establishing. Technical skill in searching is not, thus, sufficient” (Concept 3. Effective communication combines technical and communicative competence NET11).

The use of advance search options may differ from search engine to search engine, so it is best to check the help file before using them. Boolean Logic is the term used for using ‘AND’, ‘NOT’ or ‘OR’ to link words and/or phrases. It is a good idea to always use CAPs when using these operators. Implied Boolean Logic is the term used for use ‘+’ and ‘-‘.

AND or ‘+’: narrows the search by returning sites that contain all of the keywords entered – the more keywords entered the narrower the search.
Eg: attention AND economy
NOT or ‘-‘: narrows the search by eliminating sites that contain keywords
Eg: attention NOT economy
OR: expands the search by suggesting sites containing any the keywords, the more keywords used the more sites that will be retrieved.
Eg: attention OR economy
“”: narrows the search by returning sites with containing the exact phrase.
These are basic search strategies only, “Lost in Space” is an excellent tutorial that will guide users through more advanced techniques.

Best search technique for:

• Biggest number of hits relating to these key words – simply type in Attention Economy in Google, about 8,870,000 hits


• Information most relevant to what you ACTUALLY wanted to look for – “Attention Economy” in Google Scholar, selecting Advanced Scholar Search and selecting Social Science, Arts and Humanities sites, about 375 hits


• Information coming only from University sources – Attention Economy, typing “.edu” in Search within site or domain (although this may not necessarily be universities it could also incorporate schools and colleges), or by using Google Scholar as above.
  

We were asked to choose the best three sources found in the previous task and record the following information about these sites (URL; author; institution; blurb/summary/screen shot) using whatever software or tool we thought appropriate.

I have downloaded and been using delicious.com and had already recorded one or two of the resources that I used for the assignment. I did however download three of the sites retrieved from the above searches.

To save a site into delicious.com, you need to have the "tags" button on the toolbar in your browser, it is then simply a matter of clicking on the tag while in the page. A “Save a Bookmark” form appears on your screen with the URL and title of the page already in place, you then have the option of adding notes about the page and ‘tags’ to help identify what the page is suitable for.

I really liked this program because:
1. You are able to categorise your bookmarks with the tags
2. You are able to make quite comprehensive notes on the site, which can come in handy when you are doing an annotated bibliography, and
3. I am able to access this site from any computer that has Internet access.

Just as a side note, I have recently (last night) downloaded connotea.com, another social bookmarking program, and have found it to be really good as well. It offers a lot of the same features that delicious.com does, but I am still playing with it to see if it is as good!

Annotated Site:

This is one of the annotations that I used in my Concepts Assignment, although I have changed the comments marginally.

The Attention Economy and the Net – http://www.firstmonday.org/issues/issue2_4/goldhaber

Michael Goldhaber is the author of numerous papers and articles on the Attention Economy, and has been invited to speak at various conferences and seminars on the topic. At the time of publication of this article, he was the head of The Centre for Technology and Democracy, and a visiting scholar at UC Berkeley’s Institute for the Study of Social Change. This paper is a draft of Conference Presentation, but I still found it to be comprehensive, explaining and covering in detail the concept of the Attention Economy. Goldhaber uses everyday comparisons and analogies to help students unfamiliar with the topic. Although written in 1997 it is still referred by current day advocates and I think is still relevant in today’s society.

In terms of my own personal future use, I think that the original body of information that I saved to delicious.com would be most useful. In delicious.com, I actually copied and pasted segments/paragraphs/abstracts from the webpage that gave me information about the relevance of the site, the sites were also tagged according to their use. The annotated version gave only some of this information, although the positive aspect to the annotation is that it verifies the validity of the site/author.

External users however would probably find the annotation more suitable; it gives the reader a brief overview of who the author is, why he wrote the paper, what the paper is about and whether it was still relevant in today’s society. From this information the external user could judge for themselves whether the site is worth visiting – relevance of information depends on why the reader wants to use it, and what is relevant to me may not necessarily be relevant to the next person.

Module 4 - Search Engines

The Internet has such a vast amount of information on everything, that we have to learn how to search for the information that is needed for a specific task. We have to learn the techniques and skills to conduct efficient and effective searches.

“There is no single ‘correct’ way to search, nor – beyond a few simple rules – any generally applicable advice. The most effective searchers are those who, from time to time, stop and think about how they are searching and – effectively – teach themselves to do it better. Reflection in this manner should be seen to include such elements as: occasionally trying different search tools, evaluating new software, thinking about the options in search tools that you don’t normally use.” (Concept 4 – Reflective Communicative Practice, NET 11)

There are a number of different search engines available to people looking for information – but which one is the best to use? The answer to this question is “none” and “all of them”. All of the articles and books I have read on using search engines commented/suggested learning/using two search engines well but consider using others frequently. According to the James Cook University “Lost in Space Guide” “the biggest search engines probably index less than 20% of the web”. Sixty to eighty percent of existing web material is hidden away on the “Invisible” or “Deep Web”, a large portion of the web that most search engines cannot penetrate. The Deep Web includes sites which could require permission or subscriptions, pass-protected sites, documents behind firewalls, archived materials, and the contents of specialised databases created by researchers, governmental agencies etc. Ellen Chamberlain (of USC Beaufort Library South Carolina) explains that “In order to access so-called ‘Invisible Web’ sites, you need to point your browser directly at them” but “today’s search engines are getting better and better at finding and indexing the contents of the ‘Invisible Web’ pages”.

General Search on the Internet

Search Phrase: Attention Economy

Google Hits: About 8,870,000

Google Scholar Hits: 1,880,000

Australia Only Hits: About 105,000

First 5 Hits:

http://en.wikipedia.org/wiki/Attention_economy

www.readwriteweb.com/archives/attention_economy_overview.php

www.firstmonday.org/issues/issue2_4/goldhaber

www.amazon.com/Attention-Economy-Understanding-Currency-Business/dp/157851441X

www.bubblegeneration.com/2005/11/attention-economy-across-consumer.cfm

Search Phrase: Attention Economy

Clusty Hits: At least 6,703,000

(linked to 199 Clusters)

First 5 Hits:

http://en.wikipedia.org/wiki/Attention_economy

www.readwriteweb.com/archives/attention_economy_overview.php

www.attentiontrust.org/about

www.firstmonday.org/issues/issue2_4/goldhaber

http://news.yahoo.com/s/ap/gas_mileage (this article is not related to the topic at all!)

Google showed the most hits but these were narrowed down by refining the search to Google Scholar and Australia pages only. Clusty showed a smaller search result compared to Google, but was comparable to Google Scholar. It was interesting to note that on both of these searches, three of the first five sites that came up were the same.

Google initially showed the most hits because of the search phrase and the parameters of the search – search for these two words anywhere and in whatever order. Whereas once you narrow some of the parameters the search area is narrowed hence the smaller numbers for Australia Only and Scholar hits.

On first glance you would think that the Google search was the best because of the number of hits, but a look through the hits suggested soon makes you realize that the first few are what you wanted but the rest are either irrelevant or of little relevance. Clusty on the other hand, gives you the advantage of having a “cluster” list down the left side that offers more sites.

Module 4 - Downloads/Upgrades

I have a relatively new computer and it has been setup with a family in mind (teenager needing to research assignments and socialise, husband wanting to play games and me bringing work home and participating in this course), and therefore I already had a lot of the plug-ins and latest editions setup. With this in mind, to complete this task I decided to upgrade Adobe’s PDF Reader and to download and use the bookmark manager Delicious.com on my work computer.

Upgrade Adobe’s PDF Reader.

This upgrade was a simple procedure of clicking on the Upgrade Button; the procedure took about a minute or two to complete, and I wasn’t required to re-start my computer (a fact that surprised me as I have previously always had to restart my computer when upgrades have been completed).

I use PDF files a lot at work and like them as downloads on the Internet. I find that they are convenient and easy to download and send as attachments.

Delicious.com:

I have a lot of bookmarked sites that I visit regularly (E-bay, NRL Official site, banks, Curtin University, etc), filed into separate files in a somewhat orderly fashion. So when I read about Delicious.com on the Net11 Discussion Board, I was interested to check it out to see if it would make bookmarking easier.

Downloading was easy and relatively painless (although I had three goes at getting a satisfactory Username!). Waiting for the email to complete the download process took a little longer than anticipated but once it was received I was pleased with the product. I am still fiddling around with it and getting use to all that it can offer. I like being able to retrieve a bookmarked page on any computer anywhere, I like being able to write briefly what the site is about and I like being able to “tag” a site for easy referencing. It is the epitome of Web 2.0, being able to share my bookmarked pages with other users and other users being able to share with me, and being able to see what other people are viewing regularly.

This is one application that I definitely want to explore more and am sure will be very helpful in the future.

Module 3 - Web 2.0

What applications or “services” do you think are Web 2.0 indicative?

Web 2.0, to me, can most simply be explained as the Web evolving.

During the mid 1980’s when I first started to use a computer, to start a program I had to know the exact command to type at the C:/ prompt, the screen was black with white text, you hoped that what was visible on the screen was what was going to be printed out, to enhance the type or cut and paste you needed to remember key combinations ctrl b or ctrl c. This evolved in the early 1990’s to the WYSIWYG applications, where key combinations (although not replaced) became easier with buttons on a tool bar at the top of screen and you could almost guarantee that what was on the screen was what printed out. Key combinations and buttons have evolved even further with a click of the right mouse button. Programs have become/evolved to be easier and more user friendly.

The Web, although on a different level to everyday word processors, spreadsheets and databases, has also evolved to become more user friendly. When the Web became available to the public in the earlier 1990’s the only people able to utilise it fully or put information on it were the scientifically and intellectually gifted. Now, as Richard McManus is quoted as saying, “Web 2.0 is really about normal everyday people using the web and creating things on it” and in the same weblog, Barb Dybwad quotes Susan Mernit as saying “The heart of Web 2.0 is the user … the tools power it but the people do it”.

However I would also point out that like key combinations and DOS commands, Web 1.0 has not died into extinction, that Web 2.0 is merely a progression for the “everyday people” to do what was once the domain of a select few.

Applications and services such as weblogs, Facebook, MySpace, Chat rooms are indicative of Web 2.0. This blog is indicative of Web 2.0, an everyday person using the tools available to communicate with other people and to have input on the World Wide Web.

The downfall/pay-off to this accessibility would have to be the reliability and quality of the information that is now appearing.

What’s the difference between Internet Communications Blinklist and a website/HTML written list? What are the benefits?

The major difference between the Internet Communications Blinklist and the website/HTML written list is the appearance and efficiency.

Although I think I favour the website/HTML written list, I was disappointed to see that a couple of the sites were listed more than once and that the list was not in any apparent order. Some of the sites gave a brief explanation/indication of their content, but on many there was no indication and it was necessary to go to the site to check it out.

Sites listed on the Blinklist, on the other hand, had a brief outline of the site and the search words listed for the search engines, it also gave an indication of the hits the site had. I liked the interactive component of being able to read comments that other people had made about the site and being able to leave a comment.

Which format would I like better and why?

I thought both lists had positive and negative points; however I would probably favour the website/HTML list. I prefer the basic, to-the-point format to the “frills” offered by the Blinklist.

I found the Blinklist a good place to procrastinate but still feel as if I was achieving something worthwhile. I found that I was easily distracted by the “my friends” list and the recent sites section, and I also spent a lot of time reading all of the comments made about a couple of the sites when one or two of the comments would have sufficed.

Concepts Assignment

Concept 7 – Netiquette

“Good communication practice on the internet is not something one ‘learns’, but something one ‘practices’ so as to teach others, less familiar that yourself, how it is done” (Allen, n.d.)

As our children grow we encourage and model social etiquette - manners and behaviours – that are acceptable in society. Similarly acceptable communication and behaviours on the Internet need to be made known and modelled to new users by more experienced users. Netiquette, or Internet etiquette, is the term used to describe the general guidelines of what is appropriate and acceptable behaviour for online communications regardless of whether it is by email, on-line chatting or the more recent phenomenon of blogging and social networking.

Netiquette guidelines, have been until recently, mainly targeted toward the use of emails, mailing lists, discussion boards, and the various “chat”/virtual programs. The anonymity of these forms of Internet communications allows users to say things or behave in ways that they wouldn’t normally. Allen (n.d.) states the “immediacy of the communication … means that damaging practices cannot be easily ignored”. Users of direct forms of online communication do not have the advantage of being able to read body language or hear the tone/pitch of the voice of the person being spoken too, and messages can sometimes be misinterpreted (Social Networking – do you practice Netiquette? n.d.). Confrontational and offensive communication can and does happen on discussion boards and in chat rooms and the repercussions can sometimes be quite hurtful, frightening and intimidating. “How you will be perceived, the type of human being that you are … your credibility and your levels of professionalism and ethics will be judged by how you communicate with others online” (Email Etiquette 101, 2008).

It is essential for advanced users to model, explain and encourage netiquette guidelines such as using mixed case instead of ALL CAPS which is considered as shouting, using *symbols* for emphasis or underscores, don’t defame people online, and use internet acronyms or emoticons (Hambridge 1995). Emoticons or “smileys” can be used to indicate tone, but as Hambridge (1995) states, “don’t assume … a smiley will … wipe out an otherwise insulting comment”. Most importantly treat and speak to others, as you would have people treat and speak to yourself.

Allen (n.d.) suggests that “netiquette seems to apply almost entirely to communication: e-mail, online chat…” but guidelines now also need to incorporate the ever growing popularity of blogging and social networking such as MySpace and Facebook. Described as “mavericks of the online world” blogs, (and social networking sites), are able to “filter and disseminate information to a widely dispersed audience … beholden to no one, [they] point to, comment on, and spread information according to their own quirky criteria” (Blood 2002).

The ease of which these sites are developed, and the freedom of speech which they offer, unfortunately also allow for an “anything goes” mentality to a wide audience, which has in the past had negative impact and publicity. Examples include the case of the 13-year-old girl who committed suicide after being bullied online and the technical author/blogger, Kathy Sierra, who received abuse and death threats after deleting inflammatory comments from her blog. To avoid further situations like these Blood (2002) and O’Rielly (2007) suggest a bloggers “code of conduct” should also be outlined to “demonstrate integrity in their information gathering and dissemination, and consistency in their online conduct”. Again the most important one guideline that seems to come out is to remember that there are people, with feelings, who will read what you have said, so treat and speak to others, as you would have people treat and speak to yourself. O’Reilly (2007) goes as far as saying the “if you know someone who is behaving badly, tell them so”.

Ultimately, however, good communication on the Internet is about knowing what is acceptable and appropriate behaviour in everyday life and carrying this over to the virtual online world. It is, therefore, the role of experienced users to encourage Netiquette guidelines, to “contribute to the proper functioning of the Internet as a communication system” and as “no-one is in ‘charge’ … exercise an ethic of maintenance, taking responsibility for doing it ‘right’” (Allen n.d.).

Site 1 : RFC 1855: Netiquette Guidelines - http://www.dtcc.edu/cs/rfc1855.html
Sally Hambridge for the Responsible Use of the Internet (RUN) Working Group first published RFC 1855 Netiquette Guidelines in 1995. Hambridge (1995) expressly states that the document “does not specify a standard” but merely “provides a minimum set of guidelines of network etiquette” that can be adapted by different organisations and individuals according to their needs.
This document has been written in sections covering One-to-One Communication, One-to-Many Communication and Information Services, with further specific sub-sections for users and administrators.
Although written in 1995, this is still an excellent document resource for advanced Internet users to refer to, and to help teach new users to become courteous net citizens.

Site 2: Code of Conduct: Lessons Learned So Far – http://radar.oreilly.com/2007/04/code-of-conduct-lessons-learne.html
Author Time O’Reilly first posted “Call for Bloggers Code of Conduct” after friend and colleague Kathy Sierra received abuse and death threats for removing defamatory comments from her blog. O’Reilly raised a number of concerns in this first blog including anonymity, responsibility of posts on blogs and social self-examination of bloggers.
“Code of Conduct: Lessons Learned So Far” is the third weblog on this topic, which continues the discussion on the proposed Code of Conduct. O’Reilly is careful to use the “for” and “against” arguments he has received from the blogging community on the previous two weblogs, but also manages to write passionately about the topic.


Concept 33 – Information and Attention

In the era of the ‘attention economy’, readers and users of Internet information must carefully craft, in their own minds, the kind of metadata which will – almost instinctively – ‘fit’ with the metadata of the information sources they want, so that – in the few brief moments of initial exchange, when a seeker of information encounters information being sought, rapid, effective judgements are made that ‘pay off’ in terms of further reading, accessing and saving.

Basic economics is about the supply and demand of material resources and services, but is governed by what is scarce. In the ‘attention economy’, the scarce resource that businesses, writers and website publishers are struggling for is ‘attention’. Competition for the Internet user’s attention is high, and as such they have the power to choose where they want to direct their valuable resource. More succinctly the ‘attention economy’ can be described as “where traditional wealth becomes less important than the ability to capture people’s attention” (Gauntlett, 2000).

Allen (n.d.) states, “The attention-capturing quality of Internet information is governed by a dialogue between the needs and desires of the reader and the readiness with which those needs and desires appear to be met in the first few seconds of evaluation”. In other words, a person generally has an idea of the information they are looking for, they will have questions that they want answered, and if they can’t find the information almost instantly they make the choice to move their attention elsewhere. Users surfing the web want instant success, “most online viewers spend less than 60 seconds at an average site” (Logan, 2002). In responding to Logan (2002) Girvan states, “ On the web, you learn to make rapid decisions, from the clues of presentation and content, as to what isn’t worth reading”. Web-page publishers need to be aware of, and use, design techniques and writing skills that will grab and hold the attention of information seeking web surfers.
In 1997 Jakob Nielsen explained that people don’t actually read web pages but more scan them for information. An eyetracking study conducted by Nielsen (2006) shows that Internet users often read web pages in an ‘F’ shaped pattern; initially scanning horizontally across the top and then a second horizontal scan down the page a little, before scanning vertically down the left side of the page. Scannable text such as highlighted or emphasised keywords, sub-headings, bulleted lists and half the word count of conventional writing, not only fit in with the ‘F’ shape reading pattern but also appears to increase the site’s usability (Nielsen, 1997), and help the reader to make those “rapid, effective judgements … that ‘pay off’ in terms of further reading, accessing and saving” (Allen n.d.).

Goldhaber (1997) parallels the need for money to survive in a money economy to the need for attention as “a prerequisite for survival” on the Internet. He compares the need that a baby or small child has for attention to grow, to the need of a website to “consciously seek” the attention of the reader to be read and evaluated further. Of course, linking to other “websites, web directories and search engines, in as prominent a way as possible” will also encourage surfers to investigate a site which “can come to command a lot of attention” (Gauntlett, 2000). A website with high visibility and that attracts a lot of attention can only then become a financially valuable commodity in the money economy.

Ultimately there are many millions of websites on the Internet with information on almost every conceivable topic, however as Gauntlett (2000) states, “you need brilliant content” to be able to grab and engage the reader. Surfers of the web do not have time or energy to waste at sites that lack appeal and/or required information. To become ‘wealthy’ in the ‘attention economy’ is to have lots of people paying attention to your site rather than flicking to another site.

Site 1: The Attention Economy and the Net – http://www.firstmonday.org/issues/issue2_4/goldhaber
Michael Goldhaber is the author of numerous papers and articles on the Attention Economy, and has been invited to speak at various conferences and seminars on the topic. At the time of publication of this article, he was the head of The Centre for Technology and Democracy, and a visiting scholar at UC Berkeley’s Institute for the Study of Social Change. I found this article to be comprehensive, explaining and covering in detail the concept of the Attention Economy. Goldhaber uses everyday comparisons and analogies to help students unfamiliar with the topic, and although written in 1997, I think this article is still relevant for today’s society.

Site2: Basic Web Economics – http://www.newmediastudies.com/intro2000.htm
David Guantlett is a Professor of Media and Communications, School of Media, Arts and Design at the University of Westminster, UK, and this article forms part of the first chapter of Gauntletts book Web.Studies: Rewiring media studies for the digital age, published in 2000 (this book has since been revised in 2004). Gauntlett looks at all forms of the media as tools for marketing and advertising, and although he agrees with Goldhaber’s concept of the Attention Economy, he also believes that the Internet can be used as marketing tool. This article explains the Attention Economy from a slightly different perspective to Goldhaber.


Concept 17 - The Impact of Text-Based Real-Time Chat

Communicating in real-time with text enables a form of ‘authoring of the self’ that is similar to the processes of face-to-face speech but which is much more amenable to authorial control, experimentation and reflection. Further, text-based communication carries with it the possibility for multiple, differing conversations occurring simultaneously, relying on the ability of the human brain to deal with text much better than speech.

Allen (n.d.) asks, “What is the difference here that makes this mode of communication popular; and then what impact does it have on the kinds of communication and social interaction that take place?” On-line chatting can be described as a way of communicating (talking) by sending text messages to likeminded people who are in the same Chat Room as you. Chatting in chat rooms can be assimilated to talking face-to-face; the communication is real-time and can involve one-to-one or one-to-many people. The difference is that face-to-face talking involves speech and body language whereas chat rooms involve typing and lack body language.

The anonymity of people using chat room appears to be the more predominant positive aspect of chat room involvement. These text-based real-time chats have the ability to allow the quiet, shy participant to ‘speak’ and become actively involved in a conversation without feeling inhibited by who is watching or judging him, playing a pivotal role in his self-development. Vines (1996) states, “it’s not uncommon to have no knowledge of the gender, age, skin colour, weight, physical attractiveness…or physical abilities/disabilities of the person you meet online”. Relationships are formed on the basis of personality and similar interests not on outward appearances. Chat rooms are also very beneficial where isolation and distance are a problem. Studying by correspondence is a challenge, but having the ability to ‘chat’ to students, either one-on-one or one-to-many who are studying the same subject but living in other areas of Australia has made the experience a positive one. Schools are using chat rooms to help students communicate with students in other schools within and outside Australia and people in specific fields and occupations. According to research, says Henderson (2006), chat rooms “actually build[ing his] social skills and civic awareness”. Kirkendall (n.d.) explains that “even when a person is online and using the Internet for recreational purposes, people are forming relationships and connections with other users that can be extremely valuable”, chat rooms enable communication, both personal and business orientated, at any hour of the day that is invaluable and convenient. One of the Net11 Discussion Board topics discussed the use of chat rooms in business; it appeared that the people who used it regularly or had experienced text-based chat for business purposes would agree with Kirkendall (n.d.), not only did it save money on phone bills but also appeared to eliminate the problem of distance and time. Multi-tasking or participating in a number of different conversations is also another positive aspect of chat rooms. This is possible because chat room users are able to think about and craft their replies, a situation that is not necessarily available with face-to-face contact.

Unfortunately, for every positive there is a negative. The downside to anonymity is that some people pretend to be someone that they are not such as the middle-aged person trying to attract a younger person or more frightening is the criminal use of anonymity such as paedophilia, scamming, stalking and bullying. Chat rooms are said to be negatively effecting the social interaction of users, with users more confident and comfortable with online friends and losing touch with reality. Researchers are also now looking at the effects of long term computer use and depression.

Site1: One, Two, Three, Four…I Declare ‘Chat’ War. http://www.units.muohio.edu/psybersite/cyberspace/chat/chatcover.sht
This site is the first of four part web page. One, Two Three Four…I declare ‘Chat’ War is the introduction to a simple, yet informative site on the positive and negative impact of chat rooms.

Site 2: Real Relationships by Rose Vines
A writer for Australian PC User and The Sydney Morning Herald, Rose Vines has been writing technical computing articles since 1982 when she was employed as a programmer and journalist for Federal Publishing in Sydney. Written in 1998, this magazine article reflects on the growing phenomenon of chat rooms and the friendships and the communities that they create, the reasons these communities are created and the lifelong effects of some of the friendships developed. Vines has a very positive view on chat rooms and explains why they are important to society.

Concept 26 – Privacy and Security

The Internet is a profoundly ‘open’ system and advanced Internet users are cautious about either accepting or sending material from and to unknown sources and are careful in releasing information about themselves in any form. Conceptually, the Internet challenges us to take greater responsibility for the protection of privacy and security than perhaps we are used to when dealing with the media.

Allen (n.d.) state, “The Internet’s great strength is its openness”, unfortunately that would also have to be its greatest weakness. The openness of the Internet subjects users to viruses and worms, phishing emails, spyware, “Nigerian” scams, spam and, not to forget, the predators and stalkers.

Researching “Privacy and Security” on the Internet reveals a plethora of sites and information explaining the different methods of computer invasion and giving advice on how to reduce the risk of identity theft, and ensuring your safety while using the Internet. However, as the National Cyber Security Alliance (n.d.) states, “there is no single cyber security practice or technological solution that will prevent online crime.” They advocate that it is a combination of Internet user habits and technological solutions that will reduce risks.

Internet users need to develop the habit of:

1. Being wary about who they are dealing with. Phishing emails asking for validation or updating of information are “the second most common type of spam, after mails hawking medication” (Fallen, 2007).
2. Use anti-virus software, firewalls and anti-spam software and ensure that they are up dated regularly.
3. Similarly, make sure your operating system and web browser software are installed properly and updated regularly.
4. Regularly back-up files onto an external drive to avoid loss of data should your computer ever become infected by a virus.
5. Concealing your personal identity by being conscious about what personal information such as credit card details, addresses and phone numbers you share, and setting up anonymous email accounts.
   

Children, tweens, teens and Social networking sites have added another element to the Privacy and Security issue. All Internet users, but particularly the young and less mature generation, need to be warned that while these sites have the ability to “increase your circle of friends, they also can increase your exposure to people who have less than friendly intentions” (Federal Trade Commission n.d.). It is advisable to use sites that “allow only a defined community of users to access posted content”, ensuring some control; “not posting your photo” as it can be changed and used for purposes that you may appreciate; and being very cautious if a new friend wishes to meet you in person (Federal Trade Commission n.d.).

While most articles on this issue advocate user education, Nielsen (2004) says, “User education is not the answer to security problems”, he goes on further to say, “users need protection, and the technology must change to provide this”. Nielsen (2004) argues that it is unrealistic for everyday users of the Internet to keep up with computer security and the technologically advanced abilities of the people who create viruses, spam and spyware. He says the solution is to “rearchitect security”, “to make security a built-in feature of all computing elements”. Steps towards the re-architecting security are listed in this article, however Nielsen (2004) acknowledges that it is a big project, but insists, “it’s the only realistic way to ensure safe computing”.

Privacy and Security will always be a part of Internet life, and even if a time comes when security is an in-built feature of computers, it will still pay for users to keep up-to-date with security issues. Vigilance and responsibility of the user is the key to privacy and security.

Site 1: Stop.Think.Click: 7 Practices for Safer Computing
http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec15.pdf

The Federal Trade Commission manages OnGuardOnline.gov a joint project of the Federal Government and the technology industry in USA. The “Stop.Think.Click: 7 Practices for Safer Computing” website is targeted at a teenage audience and their parents, however is just as relevant to the more mature online community. The resource linked to this document is actually the 16-page supplementary document that accompanies the website. This document provides practical tips to help guard against Internet fraud, computer security and, protect of personal information. I found this document to be very informative and easy to read, and should be an essential document for schools.

Site 2: User Education Is Not the Answer to Security Problems http://useit.com/alertbox/20041025.html

Jakob Nielsen holds a PhD in Human Computer Interaction from the Technical University of Denmark in Copenhagen.

The issue of privacy and security is looked at from a different angle by Nielsen, and while he agrees that the user should take some responsibility, he is adamant that they should not have to take the total responsibility. Nielsen attempts to explain how taking responsibility for one’s security in the real world is different to taking responsibility for privacy and security in the virtual world. He claims that “user education should not be the main approach to countering security”, but “the real solution is to make a security a built-in feature of all computing elements”.

BIBLIOGRAPHY:

7 Ways to keep yourself secure on the internet. (n.d.). Retrieved 2 August, 2008 from http://internetsecurityguide.org/internet-security.html

Allen, M. (n.d.) Internet communications concepts document: Curtin University. Retrieved 8 June 2008, from http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home

Blood, R. (2006). Rebecca’s pocket: Web ethics. Retrieved 4 June, 2008 from http://www.rebeccablood.net/handbook/excerpts/weblog-ethics.html

Email etiquette 101: 10 little courtesies. (2008). Retrieved 3 August, 2008 from http://www.netmanners.com/email-etiquette-basics.html

Fallon, A. (2007). 10 Steps to ensure your safety on the internet. Retrieved 2 August, 2008 from http://computertimes.com/may07article10stepsforInternetSafet.htm

Federal Trading Commission. (2007). [PDF] Supplement - Stop.Think.Click: 7 practices for safe computing. Retrieved 2 August, 2008 from http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec15.pdf

Frank, G. (1999). The economy of attention. Retrieved 22 July, 2008 from http://www.heise.de/tp/r4/artikel/5/5567/1.html

Gauntlett, D. (2000). Basic web economics: How things work in the ‘attention economy’. Retrieved 22 July, 2008 from http://www.newmediastudies.com/intro2000.thm

Gauntlett, D. (2004). Web.studies 2^nd edition, 2004: Introduction to the new edition. Retrieved 7 August, 2008 from http://www.newmediastudies.com/intro2004p.htm

Goldhaber, M. (1997). The attention economy and the net. Retrieved 22 July, 2008 from http://www.firstmonday.org/issues/issue2_4/goldhaber/

Hambridge, S. (1995). RFC 1855: Netiquette guidelines. Retrieved 12 July, 2008 from http://www.dtcc.edu/cs/rfc1855.html

Henderson, M. (2006). Scientists: Internet, chat rooms good for teenagers. Retrieved 7 August, 2008 from http://www.foxnews.com/story/0,2933,185823,00.html

Iskold, A. (2007). The attention economy: An overview. Retrieved 22 July, 2008 from http://www.readwriteweb.com/archives/attention_economy_overview.php

Kirkendall, J. (n.d.). One, two, three, four…I declare ‘chat’ war: The psychological repercussions of chat rooms. Retrieved 25 July, 2008 from http://www.units.muohio.edu/psybersite/cyberspace/chat/chatcover.shtml

Logan, T. (2002). Turning into digital goldfish. Retrieved 5 August, 2008 from http://news.bbc.co.uk/2/hi/science/nature/1834682.stm

National Cyber Security Alliance. (n.d.). Eight cyber security practices to stay safe online. Retrieved 2 August, 2008 from http://staysafeonline.org/practices/index.html

Nielsen, J. (1997). How users read on the web. Retrieved 15 July, 2008 from http://www.useit.com/alertbox/9710a.html

Nielsen, J. (2004). User education is not the answer to security problems. Retrieved 2 August, 2008 from http://useit.com/alertbox/20041025.html

Nielsen, J. (2006). F-shaped pattern for reading web content. Retrieved 6 July, 2008 from http://www.useit.com/alertbox/reading_pattern.html

Nielsen, J. (2008). How little do users read? Retrieved 6 July, 2008 from http://www.useit.com/alertbox/percent-text-read.html

O’Reilly, T. (2007). Call for bloggers code of conduct. Retrieved 30 July, 2008 from http://radar.oreilly.com/2007/03/call-for-a-bloggers-code-of-co.html

O’Reilly, T. (2007). Code of conduct: Lessons learned so far. Retrieved 30 July, 2008 from http://radar.oreilly.com/2007/04/code-of-conduct-lesson-learne.html

Shea, V. (2004). Net etiquette. Retrieved 28 July, 2008 from http://www.albion.com/netiquette/book/0963702513p19.html

Social networking – do you practice netiquette? (n.d.). Retrieved 30 July, 2008 from http://www.phrasys.com/social-nteworking---do-you.html

Vines, R. (1998). Real Relationships.. Australian PC User May.

Module 3 - Blogs

Consider various uses for blogs. Have you seen in your net travels any interesting uses for blogs?

Liebens (2004) describes blogs as “an amazing way to exercise a right to free speech, and to reach potentially millions of people with your thoughts” (www.dentedreality.com.au/features/blogs/intro) .

Web logs, more commonly called blogs, are basically personal on-line diaries or journals. Content of the blog can vary depending on the use of the journal. For example, the information contained in this blog is mainly my personal reflections and interpretations on NET11 tasks, whereas Peter Harvey a well-known public commentator uses his blog to comment and draw discussion on “newsy” topics. I know of university students from overseas who use blogs to record events they have attended and places they have visited for friends to read back home – they use the blog as a travel journal.

Having taught English and Social Science subjects at a secondary school level I can see great potential for blogs in the classroom, from journaling daily activities, to producing reviews on books and movies, to responding to other student’s blogs.

Initially I was really hesitant about blogging – “putting myself out there for other people to see” – but I like the concept and can see a lot of potential in it. I do believe however, that people who blog and who respond to blogging should be aware of netiquette rules and realise/understand that if they are using their blog as a freedom of speech platform, that not everyone is going to have the same views (political, religious, etc) as them and need be prepared to be criticised for speaking out.

Module 3 - Legal Issues

Have you used images or words on your webpage or website that contravene Copyright Laws?

The webpage “Internet Basis – HTML Codes for Webpage Design” was created and written by me. The photo of Horseshoe Bay on Magnetic Island included on this page is from my own album.

The only work not totally my own on the page is the ASCII art at the bottom of the page – the original artwork design was copied from Page Tutor.Com. However as this was part of the tutorial and it was indicated that we could copy it to our own page. After copying it across I made minor changes to the text in the sign and the hairstyle. If any part of my webpage were to come under Copyright Law scrutiny it would be here, but I feel that authority was given by the author of the tutorial that it could be copied.

Would you be in breach of Copyright if you put the Curtin logo at the top of your webpage for an assignment?

If I put the logo on my webpage without first asking permission then, yes, I would be in breach of Copyright Laws.

Curtin’s Quick Guide to Copyright explains that to use the Curtin Logo, permission must be asked for in writing (an email is sufficient), that I must abide by any conditions imposed and, I must state that permission has been granted allowing me to use the logo.

5 Important Rules of Writing On-Line

Writing online requires that the author not only look at the content but also the design of the page and the “bits and pieces” that make up the page. I believe the five most important rules for writing online are:

1. Write for/with a purpose:

• Decide what audience you want to attract to your website and write with them in mind;
• Clearly state the objective/content of the webpage;
• Use language/graphics that is appropriate to your audience;
• Is the content of your page informative and does it meet the objectives of the page.

2. Use Scannable Text:

Roger C Parker (author of “Guide to Web Content and Design” and “Looking Good in Print”) once stated “Good design makes complicated information easy to read” (on a webpage called Ten Rules of Good Design, viewed 19-7-99 link doesn’t work now!). Nielsen and Jerz tell us that web pages need to be written with/in “scannable text” such as:

• Highlighted keywords;
• Sub Headings;
• Bite-sized chunks of information rather than long prosaic writing;
• One idea per paragraph
• Bulleted lists, tables, charts and informative graphics;
• Write meaningful links;
• Inverted pyramid style of writing – conclusion first;
• Half the word count of conventional writing

3. Check that all links work:

Links are easily picked up when the reader is scanning the web page because they are usually highlighted in a different colour. Readers will often flick to links to check the information, but will be turned off the homepage if the links don’t work. It is important to check the links on your page work, to encourage readers to continue reading your homepage.

4. Consistency and simplicity of page design:

Parker also stated “Good design is functional rather than decorative…if you start out trying to create good-looking pages…you’re likely to end up with pages which obscure, rather than enhance, your message.”
I believe most readers loose interest in a page if the information is too hard to find because of the advertising, pictures and other activity happening on the page – it is best to keep pages simple and consistent.

• Use the same or similar simple background on each page
• Use the same font type;
• Use the same size headings
• Use the same/similar length pages

5. Check spelling, punctuation and grammar:

Finally, with all good writing, ensure that you carefully check spelling, grammar and punctuation.

Module Three - HTML Tags

Thoughts about HTML – do you feel a sense of achievement? What difficulties did you encounter with these exercises.

Writing a webpage from HTML was very challenging, but also extremely rewarding when the end product seemed to work.

I have supervised high school students writing webpages using HTML so I didn’t feel threatened or intimidated by learning a new “language”. However, I had been witness to the frustration and grief that it had given a number of the brighter students and it was these recollections that made me a little bit hesitant about writing my own webpage.

HTML was not as difficult as I thought it was going to be. I found that if I worked on it in small segments, saved my work and then tested it regularly, I could pick up any potential problems like missed <> or “”. Checking it regularly also gave me a better idea of how the layout way looking, and if I needed to add breaks or paragraphs. One tutorial I found suggested that because HTML is case insensitive, type the commands is ALL UPPERCASE so that they stood out a bit better. Another tip I would suggest to anyone about to try this type of thing, is to secure yourself some uninterrupted time to do it in.

My web page can be found at http://webct.curtin.edu.au/305033_b/student_pres/Group85/index.html

What are the differences between HTML and blogging?

I can only speak from my experience, and I would suggest that compared to HTML, blogging is very easy!

The blog is setup in a template and, although fairly limited in some respects, it allows me to add sections, change font style and size, and add/delete pictures without having to know HTML codes and where to place them. The template designer has done all of the hard work; all I have to do is enter the information into the allocated places.

HTML, on the other hand, requires that I do all of the hard work setting up the document as well as entering the information. Designing a page this way though does allow for more experimentation with layout and is only limited by experience and knowledge of HTML.

What do you like best?

At this point in time would say Blogging because I only have to add information. Therefore it is less time consuming and I am happy with the template that I have chosen.

However, after experimenting with HTML, I am keen to go forward and design a personal webpage from the ground up, but this would have to be a long-term goal at this point in time.

Module Two - Chat Rooms

This Module has comprised of a lot of new experiences for me with Chat Rooms probably being top of the list of things I will keep doing.

Yahoo Chat Rooms:

I tried to find a chat room through Yahoo but had difficulties actually getting into a room – I kept getting directed to the Tips for Chat Room page.

ICQ:

After watching a couple of the chats for while (on different occasions) and not understanding what the thread of the conversations were I opted out.

WebCT Chat Room:

Again I had little success of entering the Chat Rooms – but this was more of a technical problem with my computer.

Skype:

By the time I downloaded Skype I was ready to start tearing my hair out. Fortunately I was able to get online through the Open University Internet Studies Chat Room and have enjoyed three sessions now. The biggest problem is finding someone online at the same time to talk too.

Reflections on Chat Rooms:

I found the chat rooms very exciting – I enjoyed the constant conversation and the various different ways the conversation went. It reminded me of the description of the conversations that were had when pedal radios became household items in the outback earlier last century – the conversations between the different households was like hearing the gaggle of cockatoos.

Having stated I enjoyed the chats, I am also a competent typist which I think makes it easier to participate in conversations. I noticed that there were participants that seemed to take a while to type a message and then when posted it was only a few words – I can imagine for them that chat rooms may be a source of frustration.

I also immensely enjoyed the one-on-one conversation that I had with Lulu. It was this conversation that I think cemented my enthusiasm for chat rooms. I believe that this would be a great source of interaction for students studying on-line, it would help alleviate that feeling of isolation.

Chat rooms are known for socializing/meeting people, but I believe there is a place for chat rooms in business, there have been various examples discussed on the Net11 Discussion Board. I also believe that there would be a place for chat rooms in school education (as well as university) although these would have to be closely monitored.

Which is my preferred Chat Service?

Without a doubt I would have to say Skype because it was the easiest service to download and to get into.

Will I use it again? Undoubtedly, and just not for University courses, but also to keep in contact with friends who are traveling or who live in other parts of Australia.

Module Two - Task One

What are the pros and cons of Email Lists versus Discussion Boards?

Email Lists and Discussion Boards can be described as continuous discussions on a particular topic. Information posted to Email Lists are not maintained on a single server and is open to everyone on the web, whereas information posted to a Discussion Board is “kept on a single server maintained by the owner or originator of the discussion board” (Tyson n.d.).

Both Email Lists and Discussion Boards are effective forms of communication when an immediate answer is not required; you want a discussion with more than one person; you want to be involved in a discussion with a group of people interested in the same topic; need/want to provide extensive information about that topic (Tyson n.d.).

From the limited experience that I have with Email Lists and Discussion Boards, I would suggest that the positives and negatives of these forms of communication are:

PROS

Email Lists

• Contributors appear to be enthusiastic about their topic
  
• Other contributors email addresses are easily found
  
• Emails can be sent to a lot of people at once instead of individually
  
• An email can be sent to an individual rather than the whole group
  
• Great for hobby enthusiasts

Discussion Board

• Topics are ordered, participants respond to a particular topic
• Able to select which topic to read
• Email address is kept confidential – unless participant actually gives it out

CONS

Email Lists

• Topics all over the place, not sorted into sub-topics
• Clogs up email inbox
• Lot of irrelevant messages to sort through
• Digest email sent as an attachment – problems with opening attachment
• Need a lot of time to sort through the emails

Discussion Board

• Threads sometime appear to be disjointed
• Cannot reply to a single person without the whole community being privy to your message
• Unable to add attachments

From what I could see Email Lists and Discussions Boards were quite similar in many respects. They both “serve to connect people with shared interests so that they may form kinds of communities based on that interest”(Module Two readings). Both have negative sides, but the positives would appear to outweigh the negatives.

Personally I do not think I will stay subscribed to the Email Lists that I joined as I find that the volume of emails coming through is very laborious. I have tried the Digest function but have had difficulties in opening the attachments. However, I would have no hesitation in looking for or joining an email list if I was after some very specific information.

I do enjoy the participation of the Discussion Boards, but again will probably dropout, as time is a huge factor in keeping up-to-date with what has been said and responding.

Are there certain kinds of communication or purposes more suited to one than the other?

Information sent to an Email List or Discussion Board becomes public property/information, and as stated earlier this is great if:

• you do not require an immediate answer;
  
• you want a discussion with more than one person;
  
• you don't mind being involved in a discussion with a group of people interested in the same topic who are likely to give you heaps of different answers to your question/request;
• need/want to provide extensive information about that topic (Tyson n.d.).

Are there certain kinds or communication/purposes more suited to one than the other? - hmm, that is a hard one! I guess so but I am not sure how to define the differences. To me the Email List seems like a good idea for general interest hobby type stuff where there may be no correct way of doing something but lots of good suggestions on how to get the task done. Whereas the Discussion Board seems to be more targeted toward the serious discussion/debating type topics.

Time Management Notes/Tips

Time management is a very important when you are studying and working out a time management plan is an essential exercise to be successful at what you are trying to achieve.

Good time management is based on two concepts:

1. Allocating time where it is needed most – setting priorities including eating and sleeping; and
2. Using that time productively – having tangible outcomes for your time.

As a part-time student who works fulltime, it is probably best to first find out what time and where the time is available, and the best way to do this is to fill out a weekly planner like the one below. It is important to mark in your work hours and other social commitments but not forgetting family time.

From this position you can see where you may able to slot in some study time.

Once you have your time slots worked out, you need to look for time patterns that suit you – best times during the day for doing the harder/easier tasks, how long is your concentration span during these times. From here you need to be more specific (set goals) about what you want to achieve in those time slots.

Your goals should be revised regularly to ensure that you are staying on track. Keep a diary/planner to write your goals in and make sure your goals are:

• Specific (know exactly what you are going to tackle in that time slot);
• Manageable/realistic (eg Telnet task – ½ hour);
• Measurable (eg read first part of Module Two, answer first two questions);
• Integrated – clearly linked to the bigger plan (completing the course).

Personally, I get up an hour or so earlier weekdays and Sundays (because it is the quietest time in our house) to do some of the readings (I have it printed out so I can have it with a coffee and make notes on the page) and I schedule time during the evenings after 9.00pm to make entries on blogs and the discussion board and to work on the tasks. I get half an hour for lunch, so I use this time to quickly scan over the discussion board or blogs and make notes on who I want to reply to. As you can see from the table below, I have left Friday, Saturday and Sunday nights as flexible time, this is time that I can use if I feel that I need extra time or if something comes up during the week and I can’t do the study in the allocated time – for example State of Origin night, there is no way that I get any study done that night so I swap the time allocated on Wednesday night for a couple of hours on Saturday or Sunday.

For further information you could check out the following websites:
Open Universities Australia - once you have logged on you have access to the Quick Skills Modules, which has units on Project Managing, plus links to Time Management.
James Cook University - this site has online tutorials which are interactive and very informative.
The Unabridged Student Counseling Virtual Pamphlet Collection - - a collection of websites mainly form USA universities) that cover a lot of topics for uni students but most importantly lots of websites on stress, study skills, test taking and time management.