Module 4: Reflective Communicative Practice

Sending and receiving emails effectively is only possible if you consciously consider communicative issues and problems.

This concept addresses the constantly changing nature of the internet. To be effective in the area of online communication you should always be on the lookout for improvemnts and ways of doing things more efficiently. In other words, do not allow complacency to slip in. One way of taking advantage of technological improvemnts is if you are actively searching for them.

Concept 3: Effective Internet communication combines technical and communicative competence

Because Internet technologies for communication are so much more powerful in their ability to manipulate, transform and process data (a pen, for example, can't store words as well as write them), information processing and communicative skills must be developed in concert.

Communication on the internet is not just about having the skills to compose a comprehensive email message. Likewise good online communications skills are not about having detailed knowledge of the technical side of your email programme and using it efficiently. Being a good communicator on the internet will involve being efficient at both of these things. Of course with the technical side of the online communication process developing all the time we should search to improve our skills and not allow complacency to slip in.

Concept 1: Asynchronicity

Asynchronous electronic communication is not the opposite of real-time, synchronous communication: rather it describes forms of communication that appear differently 'located in time' depending on the perspective of the sender and receiver.

There is no definitive meaning for the term asynchronous and how it relates to the internet. It is important that we recognise that asynchronous communication is a matter of perspective when it comes to individuals involved in the communication loop. We need to recognise and address the differences between people in different time zones, making allowances and addressing new rules as we go.

Module 4: Concept 33: Information and attention

In the era of the ‘attention economy’, readers and users of Internet information must be 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 judgments are made that ‘pay off’ in terms of further reading, accessing and saving.

This concept is recognising the fact that anything you place on the internet is going to have to compete with the billions of other pieces of information already out there.

This is a complex idea to consider. It could be something like the meta data which a search engine like google uses to index and rank your site.

It could also be addressing something as simple as the layout of your web page - something which is instantly going to hold someones attention and make it stand out from the billions of other pages already out there. Making something concise and scannable to a distracted reader searching for information in a hurry.

Module 4: Concept 32: What is a virtual Library?

A library is, fundamentally, a system organised according to shared, accepted sets of classifications and organisations, and on the basis that it is impossible to access the information except through categories (either in a catalogue or by browsing collocated books on a shelf). The World Wide Web has no such shared system, and is technologically capable of a large degree of searching for information directly – ‘full text searching’. What advanced users seek to do is to exploit the advantages of the idea of a library in a way that suits their personal needs, effectively creating personal virtual libraries.

As an advanced internet user we should look upon the description of the internet as a library as being fallacious. It is simply not the case - at most we should view the description as being a harmless metaphor but certainly not a literal meaning.

The categorisation techniques used in actual libraries are far too technical and accurate to be applied to a decentralised body like the internet.

Bringing this level of sceptisism to the idea of viewing the internet as a library can only help us enhance and challenge our evaluation techniques as we search for information on the net.

Module 4: Concept 29: The challenge of ‘fast’ data

Advanced Internet users monitor, reflexively, the way they think about information, adapting to new opportunities, recognising the changing rules of the games of research, analysis, information use; but they do not uncritically accept that ‘fast’ information is better than ‘static’ information.

There is now a much greater volume of information which is easily accessible. Accessing information in the past would have meant a trip to the library, while this is still the case there is now readily available information from the internet to be obtained.

The problem for us is being able to evaluate this information effectively. Sure, it may be easy and convinient to obtain - but is it credible.

As advanced internet users we have recognise this and challenge the credibility of information we obtain from the internet.

Module 3: Concept 14: Cyberspace is informationally created 'space'

The sense of space is essential for humans - or at least many humans - to be able to express their identities in special and rich ways.

This concept is addressing the metaphors we use to describe our experiences of communicating electronically using online software such as discussion board software and Internet relay chat software.

It's something which has almost become a special language. For instance, we are not typing messages on a key board to one another , but 'chatting.' We are not simply engaging in asynchronous electronic communication, but 'meeting up with someone in cyberpace' or 'visiting a friend'.

I guess this kind of language evolves when people become quite passionate about something....in a way it must make the whole experience more real and normal - less alienating.

Let's face it - when you are 'visiting someone in cyberspace,' you are more than likely sitting by yourself in a room with the door closed.

Module 3: Concept 12: Communication and Information are related

Advanced Internet users actively create new contexts for the information they receive as part of asychronous communication (and other forms), and then give those contexts form and utility through mechanisms such as email folder filing systems; automated processes; etc.

In a way this concept is also talking about meta data. With the use of filing system we can create new metadata for communication, giving that particular piece of communication a new context simply by filing it away in a particular location.

A simple example would be filing some communication away under 'technical emails.' By doing this you have just interpreted the information, processed it and given it context for future reference - in this case as a technical email.

Module 3: Concept 11: The relationship of data to meta-data

Advanced Internet users learn to intuitively conceive of any document, file, message or communication as consisting of metadata and data. They then can explore the functions of various communications/information software looking for how that software can assist them in using metadata to enable sorting, processing or otherwise dealing with that data.

This is quite a difficult concept. The relationship of data to meta data. ( data about data ) This concept addresses the issue of awareness when it comes to the importance of meta data. The meta data is critical when it comes to the process of accessing, sorting and filing data. As an advanced internet user you should always be aware of the crital nature of the meta data and be constantly refining your methods and techniques when it comes to addressing this information.

Only by being aware of the critical nature of meta data, can the original data be of use and accesible - the loop of communication being closed.

It's difficult to articulate the meaning of this concept.....hopefully I'm close....

Module 3: Concept 28: The paradox of the World Wide Web

Advanced Internet users recognise the character of the Web, seek to utilise its advantages, ameliorate its deficiencies and understand that not all users have the same abilities as themselves in reconciling the paradox of the WWW.

On a simplistic level the internet is a resource which is easily accesible to anyone and even easier to use. An example of this simplistic level would be the act of an individual 'surfing the internet.' What could be easier than sitting back and having access to the world of information available on the net.

On a deeper level the internet is alot harder to understand. For instance having the ability and skills to evaluate and categorise information. For IT professionals being able to make information available online whilst competing with the billions of other webpages - how is this best done?

In relation to concept No.8. The invisibility of difference. How do you make the information visible to the majority of people? Will all of of the information you upload be usable in someone else's browser / computer? These are the deeper, more difficult considerations when approaching the internet.

Module 2 Concept 9: Permanent emphemerality

Advanced Internet users do not confuse the electronically generated 'ephemerality' of their communication with a real emphemerality: they take seriously the requirement to communicate with clear vision of the consequences of what they are doing.

Emhemeral: something transitory, lasting for a markedly brief time.
(www.dictionary.com)

When using email or other forms of electronic communication, inexperienced users often fall for the illusion of this communication as being temporary, in other words once the words dissapear from your screen, then they are gone for good. This is certainly not the case. These words are stored and are easily accessible for a long time into the future. This should be recognised by anyone who considers themselves to be an advanced internet user and the implications this caries.

Module 2 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.

This concept looks at communicating with text and the advantages that it can bring. It speaks about having control in the communication process and having a record of the communication to reflect upon at a later time.

This concept also addresses the advantage of having the freedom to engage in several conversations at once without appearing rude to the other participants involved. It also recognises other forms of communication are also effective eg. phone text and video phones, face to face communication, but that in the right circumstances, real time text has many advantages as an effective way to communicate.

Module 2 Concept: 22: Public space and regulation

Advanced Internet users are alert to regulatory processes in public discussion and ensure that they do not break them without good cause.

Although the internet is by and large an unregulated behemoth, at a base level various rules and protocols have to be adhered to for it to function correctly and remain useable for everyone.

The same idea can be applied to public discussion areas. Certain rules are there to be obeyed for an environment which will function smoothly and benefit all users.

Module 2: Concept 21: Threading

Threading is what makes discussion groups - either Usenet news groups or, for example, this unit's discussion group (accessed from the home page or the learning space page) - so valuable for enabling complex inter-flows of communication to take place in a manner that allows us to see the pattern of conversation and response.

This concept refers to the logical flow of communication involved with discussion boards and newsgroups. The manner in which the communication on a certain topic and the responses are all filed away in an intuitive environment - accesible at any time. The software involved in this process attaches it own meta data to the meta data, one of the reasons these applications are so sucessfull.

Module 2 Concept 20: Active communication generates identity awareness

One can only generate awareness of one's membership of an email list by posting messages; others' awareness of your identity will enable them to include you in their discussions and enable you to play your part in the community that is the list.

This concept refers to identity on the net. The example refers to someone who belongs to an email list but does not contribute. They are a 'lurker', they have no identity. To have a presence on the web you have to contribute information. Only by doing this will you be recognised.

Another example is also used for somone who sets up a website. Their purpose may not to be to present information, but simply to exist online.

Module 2: Concept 19: Public and Private

Critical users of the Internet are capable of understanding when the tone or content of list discussions is such that they are better off being carried on further in private.

This concept is once again touching on the theme of invisibility of difference. Although you may be a part of an email list which gets viewed by hundreds of people it is easy to forget this when you become focused in communicating to individual or individuals.

You have to be able to recognise when this is the case and the implications it involves. Be aware of when something should involve individual correspondance.

Module 2: Concept 13: Communication is not complete upon receipt

The key to effective email management is to consistently and conscientiously respond to and act upon the email you receive, while recognising that others may not be as efficient as yourself.

This concept is addressing the fact that as human, we are not as efficient at processing information as computers.

The key here is that the communication loop is not complete, untill for example, an email hasd been acted upon. Without acting upon an email, then the communication has effectively failed. We have to recognise this fact and allow for it.

Module 2: Concept 12: Communication and Information are related

Advanced Internet users actively create new contexts for the information they receive as part of asychronous communication (and other forms), and then give those contexts form and utility through mechanisms such as email folder filing systems; automated processes; etc.

This concept is also refering to creating new contexts to asynchronus information in the way we file it and access it. I guess it is fairly similar to the last concept in that we automatically attach our own meta data to it when we store it away for future reference. The example is given about website which list links.

This is an example of an individual contextualising information in the way they are able to access it. We place our own stamp on the information in the way we process it.

Module 2 Concept 11: The relationship of data to meta-data

Advanced Internet users learn to intuitively conceive of any document, file, message or communication as consisting of metadata and data. They then can explore the functions of various communications/information software looking for how that software can assist them in using metadata to enable sorting, processing or otherwise dealing with that data.

This concept obviously involves metadata (data about data - information about information) It also refers to us, the recipient of metadata, attaching our own meta data to it in the way we file and store that information.

The simple act of placing a received email into a designated folder will automatically create an extra form of meta data, making the information easy to access in the future.

Module 2: Concept 10. Automation

Advanced effective internet communicators do not ignore automation, nor use it unthinkingly: they essentially negotiate arrangements with their communications software and review them as necessary.

This concept is referring to the use of filtering systems in our email programs and using certain parameters in search engines to retrieve results. Setting parameters in search engines is something which should be reviewed constantly. The same applies to email applications. Your supply of information/communication can be compromised by having filtering setting too high that you miss out on information. And on the other side, alot of time can be wasted by having the filtering set too low too much junk passes through.

Module 2 Concept 8: The invisibility of difference.

The daily practice of electronic communication is shaped by over-familiarity with one's own computer system, and a tendency to assume that – as with much more established forms of communication – everyone is operating within compatible and similar systems. When in doubt, seek to communicate in ways that are readable and effective for all users, regardless of their particular systems.

In its simplest form, the invisibility of difference is referring to users being too familiar with their own computer systems and assuming that everyone is operating within these parameters. An advanced internet user will realise that although the protocols that run the internet are identical, specific applications and operating systems will interpret these protocols differently. Sitting behind your own monitor and using your own operating system can be like looking in a mirror, which makes the variations hard to see, hence the invisibility of difference.

An advanced internet user will allow for these differences and plan and design thir websites with these factors in mind.

Module 2 Concept 2: Your audience's use of communication.

Informational exchange consists in the content of messages but also the uses (intended or unintended) to which the information is put.

This concept is again referring to effective communication. The communication lies not only in the message, but also in what use it is put to by the recipient. The communication stream may only be effective and complete when a response from the recipient has been received, or if the information has been acted upon immediately by the recipient or if the information has been disseminated by the recipient.

To be an effective communicator your audience (recipients) should know what is expected of them when your information has been received and processed.

The communication circuit will only be closed when the information has been processed and acted upon.

Module 2 Concept 5: The mobility of electronic digital data.

Advanced Internet communicators always think about the ways in which their own exploitation of the technological ease of mobile data can impact on other Internet users, seeking to ensure that technical possibility is not simply substituted for effective communication requirements.

This concept is referring to the revolutionary new communication medium which is electronic data (email and other sorts of asynchronous forms of communications). This medium is powerful and easy to use. Any novice internet user can exploit it with ease. However we must remember the key to this kind of technology is the ability to be able to communicate effectively. We must not presume that the ability to send an email to twenty people at the click of a button does not therefore make us effective communicators. Thought should be put into how we can exploit this medium to its full potential. How often have we just passed on information without processing it first.

Module 1 Concept 25: Identity and location

Advanced Internet users understand the technical system of the Internet, principally its numerical addressing and word-based naming overlay and the way data passes between points in this system. They also understand that this knowledge can assist them in managing their Internet use, and in recognising new cultural developments around the creation of identities that exist in part in physical life and in part in the virtual world.

In this concept we are once again addressing the importance of basic knowledge. It is so important to understand how things work at a base level, so that if things go wrong, you can strip back the technology to find the problem. Understanding that for packets of information to travel from one part of the internet to another, you need fixed known end points.

The whole idea of knowledge travelling to servers and bouncing off routers all happens for a reason. Packets of information travelling through servers and routers all takes time. Why does it take time? Understanding and knowledge in this field will only make you more valuable in the field of internet use.The internet is only as good as the framework and protocols behind it, and without this, the whole thing would collapse and become unusable.

Although on one level the internet will never be controlled, on another level, a rigid set of rules and protocols must be maintained.

Module 1 Concept 24: Client-server two-way interactions

File transfer protocol remains the best example of how the Internet enables files to be sent to and from clients, at their initiation, thus emphasising the local autonomy of the individual user, and the arrangement of ‘cyberspace’ into publically accessible and changeable regions.

This concept talks about the internet being a two way street. The exchange of information between a client/server. Establishing a two-way connection between yourself and another computer/user, will provide you with many options for communicating. Being able to send information and receive information at your own intuition.

Being able to take information at will rather than having it pushed on you like an email attachment.

This is the internet in its simplest form - The sending and fetching of information.

Module 1 Concept 23: Human-computer interfaces

The Internet lessens the recognition of difference between humans and computers because, at a distance, it is often feels similar to communicate and act on the Internet regardless of whether one is speaking with a human or a machine.

I think this concept is talking about the impersonal nature of computers and the internet. Typing a convesation into an IRC programe lacks the intimacy of a one on one personal exchange of information with another person. Flashy interfaces only make the process of communicating more abstacting. Typing a convesrsation into an IRC is more isolating and un natural than chatting to someone in a pub. Are you communicating to your computer or another person ? All of the technology which goes along with computers, which although is still communicating ultimately serves as a source of distraction.

I'm not too sure I really understand this concept....

Module 1: Concept 27. The persistance of history.

Advanced Internet users inquire into and analyse the kinds of applications available over the Internet, even if they do not regularly use them, so as to learn lessons about past developments and to anticipate potential new developments, based on the meaning of those applications.

This concept is talking about knowledge and experience. It is telling us that it helps to have an understanding of the more basic computer/internet functions, to fully appreciate and understand more evolved applications.

A metaphor for this concept, could perhaps be that you can't go tackling 'rocket science' without first learning your times tables at school ??? Maybe not the best metaphor in the world but.....

I have also noticed that people who started out in computers 15 - 20 years ago, back in the days of DOS, seem to understand and appreciate what we take for granted now with windows XP and Vista. Then there is the fact that DOS still applies today and is often used to double check on things. People who gained this knowledge 15 - 20 years ago are definately more efficient users of computers than I am today.

Module 4: Reflection

The most important lesson I learned from this module was the importance of being an efficient and knowledgeable internet user. In fact part of being sucessul in this course will involve using the internet effectively and finding information which is relevant and valuable.

These skills do not develop over night, they will take practice and research. This is one module I will be re-reading upon completion. I imagine I will be referring to this module constantly when working on the first assignment.

I always thought my standard internet favourites was the best way of organising and accessing important websites. After completing this module I realise how inadequate it really is. I have now downloaded and installed bookmark buddy and look forward for using it to organise my important websites.

Module 4: Tasks: Source Annotation

In your own words, write an annotation for the source which could communicate to a reader both your 'judgement' of the site according to what you have learnt from the tutorial, and also the following information:
- the reliability and authority of the site / source / article
- the main ideas or subjects discussed in the article
- the purpose for which the site was written (this might include any apparent external interest, intellectual motivation or contextual information).

UC Berkeley - Teaching Library Internet Workshops
The Teaching Library Internet Workshops from the University of California, Berkeley Library is a comprehensive resource for anyone wanting to learn more about the internet and the complex ways of evaluating and collating the vast amounts of information available in cyberspace, as efficiently as possible.

Covering a diverse range of topics from, 'What is the Internet', to search statetgies and advanced evaluation techniques, the Internet Workshops Tutorial is a high quality resource.

The site is part of an educational resource, provided by the University of Californina, Berkeley Library and authored by Joe Barker. Joe is a librarian for Berkeley Library who holds a PHD and has "run a series of courses for year-round students, staff, faculty of the University and to anyone in the community who wishes to learn about the Internet and how to find in formation on the World Wide Web."

The main topics in the site (tutorial) range from; Search Strategies, Search Engines and Web Evaluation Techniques. All of these stategies aim to make you a more efficient and knowledgeable internet user.

This site is used purely as an educational resource "to help students with research on any subject."

Joe Barker also states in his biography that, "I have become a fervent believer that every library manager and behind-the-scenes "techie" should have a thorough grounding in reference: direct knowledge of how challenging and rewarding it is to try to use library, Internet, and other resources to meet the research and information needs or our publics has explained for me the core purpose for working in a research library. "

Web Resources:
"Joe Barker
Librarian, The Teaching LibraryProgram Coordinator Internet/Web Instruction"
http://www.lib.berkeley.edu/autobiography/jbarker/
(accessed April 09, 2007).

Module 4: Tasks: Net source Tutorial

1. Look at Global Warming and Energy. Is it an advocacy, commercial, or reference site?
A. The site is an advocacy site. It doesn't really express an opposing point of view.

Different types of sites:
Advocacy - sway opinion
Commercial - promote or sell products/services
Reference/information - provide useful information or services

2. Find the authors of these Web sites:
a.Anthropology Resources on the Internet
b.Internet Public Library
c.Focus on the Death Penalty
a.Copyright © 1996-2006, American Anthropological Association
b.School of Information, University of Michigan
c.University of Alaska Anchorage. Melissa. S. Green.

"The author is responsible for determining what information is provided by a site. The author may be a person or an organization. The author is not the webmaster"

A good way to check for a related site is simply to type, "related: [URL of known site]" into google.

3.Compare these Web sites. Which offers more balanced (both pro and con) coverage of this topic?Angel on Death Row Death Penalty Focus.
Angel on death row provides the more balanced coverage. On the home page you get options for opposing opinions on the subject. On the other hand, Death Penalty Focus is an advocacy site which does not provide any opposing points of view on the subject.

4a.You can locate similar sites sites that "link" to a particular URL using Google or Yahoo!
In the search box, type: link: [URL of known site]

4b.Use Google to determine how many sites have made links to:
1. Internet Public Library -- Search for link:www.ipl.org
2. Go Ask Alice -- Search for link:www.goaskalice.columbia.edu

1. Internet Public Library: Results 1 - 10 of about 5,100 linking to www.ipl.org
2. Results 1 - 10 of about 975 linking to www.goaskalice.columbia.edu

Applying this tutorial to my selected site:
http://www.lib.berkeley.edu

This site is definately not an advocacy or commercial site. It is not trying to promote a particular point of view. The suffix of the site is .edu. It is primarily for teaching and education.
.com is designated for use by businesses
.org for use by non-profit organizations
.net for use by organizations involved in network access (like Internet service providers).

The author of my selected site has very strong credentials.
His name is Joe Barker, Librarian, The Teaching LibraryProgram Coordinator Internet/Web Instruction, from the University of California.

The information on this site is up to date. The site states that the content was last updated on March 9, 2007.

University of California, Berkeley Library site is also reviewed on the infomine site.

Web Resources:
"Evaluating Web Sites > Overview - Key Ideas."
http://gateway.lib.ohio-state.edu/tutor/les1/index.html
(accessed April 09, 2007).

Module 4: Tasks: Organising search info.

Using whatever software or tool you think appropriate, record the following information about those sites:
URL:
a.http://www.k12science.org/tutorials/advanced/
b.http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
c.http://gateway.lib.ohio-state.edu/tutor/index.html

Author:
a. K12 science: The author of this site is not a person, but an institution, Stevens institute of Tecnology. It may have had a number of authors contributing to the project. The site goes on to say that the "information was created for, Alliance Plus, a professional development project that prepares teachers to integrate technology into the curriculum in innovative ways that enhance student learning and support higher levels of achievement."
Web Resources:
"K12 Science. Advanced Internet Tutorials Site." http://www.k12science.org/tutorials/advanced/instructions.html (accessed April 08, 2007).

b. Berkeley.edu: Joe Barker.Librarian, The Teaching Library.

c. Ohio State.edu: This site does not have a specified author, instead we are just given the details: 1997-2005, The Ohio State University Libraries.

Institution:
a. CIESE. Center for Improved Engineering and Science Education.

b. University of California. Berkeley Library.

c. Ohio State Unversity. Libraries deptment.

Blurb, summary.
a. "This tutorial was created for Alliance Plus, a professional development project that prepares teachers to integrate technology into the curriculum in innovative ways that enhance student learning and support higher levels of achievement."

"This self-guided tutorial is intended to be used by those who have an expertise in the basic web browsing features. During the hands-on training that covers Basic Internet Features, it is expected that those advanced users take that time to review more complex technical features of their web browser. Those currently engaged in Basic Training are encouraged to re-visit this web site to further their knowledge about internet browsing."

Web Resources:
"K12 Science. Advanced Internet Tutorials Site." http://www.k12science.org/tutorials/advanced/instructions.html (accessed April 08, 2007).



b. "This tutorial presents the substance of the Internet Workshops (current schedule) offered year-round by the Teaching Library at the University of California at Berkeley. The content on this site has been updated to reflect the latest trends in search engines, directories, and evaluating web pages. The title reflects our belief that there is a lot of great material on the Web - primary sources, specialized directories and databases, statistical information, educational sites on many levels, policy, opinion of all kinds, and so much more - and we have better tools for finding this great stuff."

Web Resources:
"UC Berkeley - Teaching Library Internet Workshops." http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html (accessed April 08, 2007).




c. "net.TUTOR offers interactive tutorials on basic tools and techniques for becoming an effective Internet researcher. This project is funded by an Academic Enrichment Grant from The Ohio State University and is managed by Nancy O'Hanlon."

Web Resources:
"The Ohio State University Libraries." http://gateway.lib.ohio-state.edu/tutor/design.html (accessed April 08, 2007).

Module 4: Tasks: Boolean Logic. Part B

1. Taking the same key words of your last search, think about how you would best search for the following.

a. The biggest number of hits relating to the key words, "being an advanced internet user."
To return the biggest number of keywords I would use or logic. Or logic would ensure that results would be returned with references to 'Advanced' and 'internet users,' not only separately but also in the same documents.

Or logic also works by returning synonymous words. So a search using or logic, could also return results with professional or exceptional as synonyms for advanced.

b. Sources relating to skills-based information on these key words.
To get the best sources relating to the key words, 'being an advanced internet user,' I would add 'tutorial' to the search. This is something I often do when I want to improve my skills in photoshop. For example, if I want information on using photoshop filters, I would simply type in 'photoshop tutorial - filter effects'. I am then given a long list of links containing really informative photoshop tutorials.

Eg: Here are the first 5 results from typing: 'photoshop tutorial - filter effects' into google.

Photoshop Filter Effects - Photoshop Tutorials - thedesignworld.comPhotoshop Tutorials - Realistic Explosion · Realistic Explosion. Learn to create a very realistic explosion using filter effects and a tiny bit of brushing! ...
www.thedesignworld.com/photoshop-tutorials/filter-effects/

Effects Tutorials - Page 1 Planet PhotoshopEffects Tutorials.
Easy Duotones and Silhouettes ... Recreating Apple's iWeb photo reflection effect ... Never fear for the Extract filter is here! ...
www.planetphotoshop.com/category/effects/

Photoshop's Native Filter Effects Tutorials
Tutorials for exploring Photoshop's native filters.graphicssoft.about.com/od/photoshoptutorialsfilters/
Exploring_Photoshops_Native_Filter_Effects.htm

Good-Tutorials / Photoshop Tutorials + Flash TutorialsGood-\
Tutorials.com lists tens of thousands of tutorials for Photoshop, Flash, ... smart filter to an image inside Photoshop CS3 and see just how easy it is. ...
www.good-tutorials.com/

Photoshop Tutorials / Good-TutorialsSubmitted by Football »
This photoshop tutorial will teach you how to create a pleasant filter effect, which I call "Fire Thread". ...
www.good-tutorials.com/tutorials/photoshop/effects

c. information coming only from university sources.

To get information coming only from university sources I would use subject directories.

Some examples of subject directories are;
http://www.academicinfo.us/
Academic info is described as: 'an online subject directory of over 25,000 hand-picked educational resources for high school and college students.'
Resources maintained by Pheonix University.

http://library.sau.edu/bestinfo/Default.htm
A collection of resources maintained by O'Keefe Library, St Ambrose University.

http://bubl.ac.uk/
UK funded project of selective resources from the University of Strathclyde Library in Glasgow, Scotland.

http://infomine.ucr.edu/
large collection of scholarly Internet resources collectively maintained by several libraries, including those from the University of California

http://www.ipl.org/
large, selective collection from the University of Michigan.

Module 4: Tasks: Boolean Logic. Part A

Boolean Logic: My own words.

Or Logic: Synonymous. This is used for similar terms or concepts. Or logic collates the results to retrieve the records containing one term, the other or both. If you type in college it will automatically search for the word college and university (synonymyn). It will then return results with documents containing the terms college, university and college and university together.
Query: I need information about cats.
Search: cats OR felines

And Logic: eg poverty and crime. Will only return results with poverty and crime - not poverty by itself and crime by itself.
Query: I'm interested in dyslexia in adults.
Search: dyslexia AND adults
Search: +dyslexia +adults

Not Logic: Excludes records from your search results. Eg. I want info about cats, not dogs. Will return info about cats, but anything with the word dogs in it will be excluded.
Query: I'm interested in radiation, but not nuclear radiation.
Search: radiation NOT nuclear.
Search: radiation -nuclear

A combination of or and logic:
I want to learn about cat behavior.
Search: (cats OR felines) AND behavior

Module 4 Tasks: Search Engine Task

1. Choose your most commonly used internet search engine and do a search for the words: advanced internet users.

My most commonly used search engine is google.

For this task I simply typed in the words, "advanced internet users."

The first hit I received was:
Advanced Internet Users Tutorial - CIESE
Information about using your internet browser's Help Menu is available and linked ... Choose what web page will be shown when you start Internet Explorer. ...
www.k12science.org/tutorials/advanced/

This was the first hit in a total of 98, 700, 000 !

I repeated the task, but this time had "advanced internet users," in inverted comas. This time I received 14, 600 hits. The results though appear to be more relevant. Instead of google retuning just the word "internet"or "users," it is returning the three words grouped together as a whole.

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.

For this task I used Copernic. Before entering my search query, I configured the software to search 10 search engines at once. See below...


The results of the search returned 56 results. Of these, the top result was: Advanced Internet users tutorial - CIESE.
http://www.k12science.org/tutorials/advanced/

The task also stipulates that I should set Copernic up to perform a deep web search at the same time. I am unsure as to how this is done...... I checked out all of the system preferences with copernic, but could not see an option for searching the deep web. I will have to look around for more information to work out how it can be done.

I have noticed there are differences in using the two search applications of copernic and google.

Google gave a lot more hits to the querey, "advanced internet users", whereas Copernic only gave 56 responses. The copernic responses seemed to be a lot more relevant and it will only return the top ranked sites. Google on the other hand will return pages, which for example, include the word "users," but this particular site might in fact be in reference to "drug users."

Top 5 google results: advanced internet users

Advanced Internet Users Tutorial - CIESE
www.k12science.org/tutorials/advanced/

- Advanced User's Internet Training Resources
www.k12science.org/tutorials/advanced/

Advanced Internet Users, School of Continuing Education ...
www3.uwm.edu/sce/course.cfm?id=6835

News @ Cisco: China Supports Advanced Applications forInternet ...
newsroom.cisco.com/dlls/global/asiapac/news/2005/pr_09-21.html

StatCounter Free invisible Web tracker, Hit counter and Web stats
www.statcounter.com/ - 20k

Top 5 google results: "advanced internet users" (inverted comas)

Advanced Internet Users Tutorial - CIESE
www.k12science.org/tutorials/advanced/

Advanced Internet Users, School of Continuing Education ...
www3.uwm.edu/sce/course.cfm?id=6835

Msen Advanced Internet Users Links Page
www.msen.com/1997/adv_links.html

Internet Guidebooks
www.cln.org/guidebooks.html

ADVANCED
www.biu.ac.il/HU/ef/home/weaving/Advanced.html

Copernic: Advanced internet users

Advanced Internet Users Tutorial - CIESE
www.k12science.org/tutorials/advanced/

Designing for advanced usershttp://eserver.org/courses/w01/tc510/orange/advanced_users.pdf

pressbox - uk press - release distribution - press store - copywriting services http://www.pressbox.co.uk/

Advancedhttp://www.lowpriceshopper.com/mkt.xpml?mkt_id=152176042

First bite of the apple
http://firstbite.co.nz

Copernic: Advanced internet users "inverted comas"

Advanced Internet Users Tutorial - CIESE
www.k12science.org/tutorials/advanced/

Advanced internet users school of continuing education
http://www3.uwm.edu/sce/course.cfm?id=6835

Internet resources
http://www.chemistrycoach.com/internet_resources.htm

Job oppitunities
http://www.uk.realmedia.com/contact/job-opportunities.html

Advanced Internet Users Tutorial - CIESE
www.k12science.org/tutorials/advanced/

Module 4 Tasks: Tools Plug-ins

This task involved downloading tools or plug-ins which would assist us to use the internet more efficiently. It should aso be helpful in completing assignment no 1.

1. Adobe's pdf reader: Like most people I already have adobe reader installed on my computer. All new computers come with Adobe reader already installed.

2. Flash/Shockwave Players: I already had these two installed on my computer. I create a lot of flash in my job as a graphic designer, so these two are essential.

3. Media Players: I already had Windows Media Player and Quicktime installed, so I also installed the Real One player. When surfing the net you will occassionally get links to Real One files, but by far and away the most commonly used player is Windows Media Player.

4. Search Manager/Combiners: This was a good one for me because I had never heard of search manager combiners before. I downloaded and installed Copernic Meta for PC, as suggested by Curtin.

I spent 20 minutes testing the software by doing some random searches. Copernic uses some of the major search engines such as Alta Vista, AOL, Lycos and MSN to perform searchs instantaneously.

This is a great time saver, and a great example of using the web efficiently.

5. Bookmark Manager: Bookmark manager is a more advanced version of your basic IE favourites system. I decided not to download or install this application because I find my simple IE favourites system of organising and filing to be more than adequate.

6. Offline Browser/Copier: This type of software enables you to copy sites to your hard disk and read them offline.

In some cases this could be very handy, but I live in the city with unlimited downloads on my broadband connection, so this will be unnecessary for me.

However if I ever take off to the country for a weekend and would like to do some study, then I will definately investigate this further.