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The End

2007-05-25T08:11:00.000+10:00

This is the last entry in my learning log for this Unit.

I found this log a rewarding experience. It's the first time I have ever used a blog and I have been really impressed with how easy it has been to use and its intuitive feel. I really have had no problems at all when it comes to publishing my work.

Another thing I enjoyed about this learning log was the logistics of the whole process. If I had been recording everything in some kind of a folder or notebook there would have been issues with misplacing it - leaving it at home, or forgetting to take it to work etc. I could imagine there would also have been problems decipering my messy handwriting and an overall disorganised look and feel. I could also envisage difficulties referring to notes a few months down the track.

Using the blog has beena a clean, simple and logical solution to recording my learning progress throughout this unit. I will almost certainly be accessing various posts into the future.

Assignment completed

2007-05-25T08:05:00.000+10:00

Thats it.

I have made my last little tweak to the essay and I am happy enough with it.

I'm pretty sure my work is of passable standard and I feel like I have addressed the question sucessfully. Because this is my first essay in 18 years there are still some nagging doubts.....It will be interesting what the Cynthia thinks when she marks it.

I have just filled in the coversheet and I will read it through once more before I post it this evening.

Assignment 2 finished

2007-05-23T07:47:00.000+10:00

I pretty much finished the essay this weekend. 1660 words or so and about six references in my bibliography section. This is the first essay I have had to write since 1989, so I am feeling fairly tentative about it at the moment.

I think I have followed Cynthia's guide quite faithfully. But I'm not too sure if my exploration of the concepts, and how they relate to the examples I have provided, are deep and thorough enough. Perhaps I have explored them on a shallow level only.

The essay is not due untill friday, so I shall use the next couple of days to re-read it and iron out any creases etc.

The grading of this essay will be interesting. It has been so long. I will be happy so see it receive a pass.

Assessment 2: Essay progress continued.

2007-05-16T08:46:00.000+10:00

Still making steady progress on the essay. Almost 900 words in and feeling reasonably confident I can make the word count without running out of examples.

I have found an excellent source to draw upon for one of my examples:
http://www.privacy.gov.au/internet/email/index.html
Guidelines on Workplace E-mail, Web Browsing and Privacy (30/3/2000)

It's a site which I first found when sourcing material for the first assignment. But I should be able to quote some material in my essay.

I am aiming to have the essay complete at about 1700 words by friday night. Then I can go through over the weekend and edit it, read it, edit it again etc untill I feel happy with it.

Assessment 2: Essay progress.

2007-05-11T08:18:00.000+10:00

It been about a week since I last added to this blog, so with feelings of guilt, I am now recording my activities of the past week.

Last weekend I officially started working on my essay. This involved reading the materials suggested in the cirriculum / assessment details of the curtin uni webct website.

The materials I read and revised were:

B.A. Nardi & V.L. O’day, Information ecologies: using technologies with heart.

Purdue, Jeff, "Stories, Not Information: Transforming Information Literacy."

Of these two resources, I enjoyed the work of B.A. Nardi & V.L. O’day the most. I found their work in comparing the internet to a biological ecology to be quite an engaging read.

Although I had spent a lot of the weekend reading, I still felt very confused about the essay topic and I really needed some clarification. Fortunately Cynthia came to the party and posted a message on one of the threads in the assignment section, which has pretty much cleared up any confusion I had been feeling.

In this thread, she has pretty much provided an essay plan so I am now feeling like I have a lot more direction.

Module 5: Concept 31: Hypertext: links or structure?

2007-05-02T08:03:00.000+10:00

While the WWW depends on hypertext, most of it uses hypertext merely for navigation (as in the first kind). Individual documents and even sites generally look much like linear, paper-printed materials. But, the whole of the web is rather more like the loose, unstructured ‘hypertext’ of the second kind. This suggests that hypertext is about both linking in the traditional way, but more effectively; and about structuring in a completely new way, based on this technology.

As advanced internet users we should address the new ways in which information is presented to us. This of course involves the use of hyperlinks. Hyperlinks are not the only method through which we navigate the various pages of a site. Hyperlinks also address the way in which we will absorb and view information from a particular document. A document or souce of information which was once linear, in that it had a beginning, middle and ending has changed. Through the use of hyperlinks, we the reader are now in control of the narrative structure of the information.

Module 5: Concept 30: Frames: the information-display challenge

2007-05-02T07:54:00.000+10:00

Advanced Internet users are alert to both the techniques and issues involved in managing and using the web, learning about such technical features; they then interpret and undestand what these features mean in terms of the arguments and disputes around them.

Advanced internet users are aware of the various pros and cons of constructing and implementing an effective way of displaying information on the internet. Very rarely are things black and white when it comes to what makes an idea work and what makes an idea fail. An advanced internet user will recognise these issues and consequently be able to display information on the internet in a way which will make it accesible to as many people as possible.

Module 5: Concept 26: Privacy and Security

2007-05-02T07:43:00.000+10:00

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.

An advanced internet user recognizes and benefits from the fact that the internet is an open system. However as an advanced internet user, we also have to be aware that this openess can also be a problem for issues like security. An advanced internet user can easily manipulate security issues by falsifing personal details as a way of protecting their privacy. We simply recognize intances when it is in our best interests to control the amount of personal details we provide.

Module 5: Concept 18: Non-speech communication through text: audience and authors' responsibilities

2007-05-02T07:24:00.000+10:00

The Internet imposes responsibility on all its users to be both effective 'speakers' and 'listeners', who are each aware of the differences between internet chat and face-to-face communication and who compensate for the learnt preference of humans for a communication style that involves gestures, intonations etc that cannot be directly transmitted over the net.

This concept refers to the users of electronic communication being aware of the differences between face to face communication and remote computer communication. The sucess of this communication lies not only with the author but also with the audience of this communication. Both parties working on making it a rewarding experience through their input.

Module 5: Concept 15: Metaphors of use and communication differentiation

2007-05-01T07:57:00.000+10:00

Internet communication technologies draw for their appeal and legibility (ie how they care understood) on metaphors and practices from non-internet communication. We use them, we understand them as versions of the latter, finding or creating differences between them that are not actually technically there since the net reduces all information flows to an identitical format (with small variations) as it actually works.

Metaphors are a great way for people to grasp technical concepts using descriptive (non-technical) language. Getting our heads around the technical aspects of the internet and the various communication processes become much more appealing when using metaphors.

Module 5: Concept 7: Netiquette

2007-05-01T07:47:00.000+10:00

Good communication practice on the Internet is not something one 'learns', but something one 'practices' so as to teach others, less familiar than yourself, how it is done.

This concept refers to the 'rules ' one adheres to when communicating online. Netiquette is about setting a good example for others to follow. We have to understand that no one is in charge of the internet, therefore it is up to us to operate inside acceptable boundaries for things to keep flowing smoothly.

Module 5: Concept 6: Reading the difference between 'surface' metadata and 'implied' metadata

2007-05-01T07:29:00.000+10:00

While the header contains the 'surface' metadata, understanding email messages may require you to interpret the implied, hidden metadata cued into the body of email messages.

This is quite a heavy concept to grasp. I think it is saying that meta data is being manipulated by marketers and advertisers. Although in the past, meta data related directly to the content of the email/website, this may not be the case. It can be quite deceptive and misleading.

I will need to look at this concept again. Not quite sinking in...

Module 4: Reflective Communicative Practice

2007-04-30T08:06:00.000+10:00

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

2007-04-30T07:45:00.000+10:00

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

2007-04-30T07:32:00.000+10:00

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

2007-04-28T14:30:00.000+10:00

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?

2007-04-28T14:19:00.000+10:00

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

2007-04-28T13:50:00.000+10:00

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'

2007-04-28T13:23:00.000+10:00

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

2007-04-28T13:10:00.000+10:00

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

2007-04-28T12:54:00.000+10:00

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

2007-04-28T12:29:00.000+10:00

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

2007-04-19T07:43:00.000+10:00

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

2007-04-17T08:08:00.000+10:00

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

2007-04-16T08:10:00.000+10:00

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

2007-04-16T07:12:00.000+10:00

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

2007-04-15T10:58:00.000+10:00

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

2007-04-15T10:53:00.000+10:00

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

2007-04-15T10:49:00.000+10:00

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

2007-04-15T10:45:00.000+10:00

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

2007-04-15T10:34:00.000+10:00

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

2007-04-15T10:31:00.000+10:00

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.

2007-04-15T10:21:00.000+10:00

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.

2007-04-15T10:16:00.000+10:00

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.

2007-04-15T10:10:00.000+10:00

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

2007-04-15T09:53:00.000+10:00

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

2007-04-15T09:46:00.000+10:00

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

2007-04-15T09:40:00.000+10:00

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.

2007-04-15T09:32:00.000+10:00

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

2007-04-09T13:45:00.000+10:00

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

2007-04-09T12:38:00.000+10:00

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

2007-04-09T11:10:00.000+10:00

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.

2007-04-08T14:58:00.000+10:00

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

2007-04-08T11:27:00.000+10:00

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

2007-04-05T08:10:00.000+10:00

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

2007-04-04T07:28:00.001+10:00

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

2007-04-02T07:39:00.000+10:00

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.

Module 3: Task: Blogging

2007-03-31T14:27:00.000+10:00

Since I already have a functioning blog, I can see no reason to open another one for this task.

I have continued to the 'optional' component of this module and have just read highlights of Rebecca Bloods "The weblog handbook."

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

According to Rebecca Blood, the top 5 tips for new bloggers are:

1. Publish as fact only that which you believe to be true.
2. If material exists online, link to it when you reference it.
3. Publicly correct any misinformation.
4. Write each entry as if it could not be changed; add to, but do not rewrite or delete, any entry.
5. Disclose any conflict of interest.

Resource: http://www.rebeccablood.net/handbook/contents.html
Copyright © 1999-2007 Rebecca Blood, All rights reserved

Module 3: Tasks: FTP

2007-03-31T13:47:00.000+10:00

I have just FTP'd my volcano webpage to my student webspace in Oasis.

I believe everything was sucessful. Unfortunately it appears I can't check my work unless I am at Curtin, accessing the site from their network. "Your site is only available on campus or through the Curtin VPN)."

Here is the address: http://student.curtin.edu.au/~<13781974>

I use FTP everyday. I feel very confident using this application. I wish this was the case more often !!

Module 3 Tasks: Copyright Issues

2007-03-31T12:07:00.000+10:00

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

The only webpage I have completed so far has been the volcano web page which is currently visible in the students presentation area.

I would not be contravening copyright laws in this instance, because the website has been created for educational purposes only. All of the information used was very generic, For this reason it would be classified as being in the public domain.

The copyright website also states that, "factual information, by its very nature is not elligible for copyright protection."

The volcano website consists of information which is all very factually based.

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

Curtins copyright statement says, "For material copied from an Internet site, include the site's url. If relevant, follow your citation with such phrases as "Reproduced with the permission of the copyright owner" or "Reproduced in compliance with license conditions available at [url]", etc."

I assume that using their logo would come under the heading of, "material copied from an internet site."

To cover myself in this instance, I would make an official approach to Curtin, state that I needed to use their logo on my site for educational purposes, and then, after using the logo, I would go ahead and make a citation using the phrase "reproduced with the permission of the copyright owner."

Resources:

Copyright website: http://www.benedict.com/info/info.aspx. 1995 - 2006 Copyright Website LLC.

Curtin Uni Site: http://www.copyright.curtin.edu.au/index.cfm. Content Last Modified: March 28, 2007Curtin University of Technology, Perth CRICOS Provider Code 00301J.

Module 3: Standards Task 2

2007-03-30T07:19:00.000+10:00

This task involved vistiting the w3 (world wide web consortium) to validate my volcano web page.

My volcano web assignment was published on to the Curtin server in the students presentations area. I copied and pasted the URL into the w3 HTML page validator. Unfortunately I received the message.... "this document cannot be checked...Forbidden." This has obviously got something to do with the Curtin server. Looks like no way around this one....

I then re-published my volcano web project onto a private server. I re-copied the URL "http://www.mcmasters.com.au/uni/test/" into the page validator, and I received a result....

Unfortunately the result was not positive. There were 6 validation errors.

1. Error Line 26 column 8: start tag for "LI" omitted, but its declaration does not permit this.

2. Error Line 27 column 5: document type does not allow element "LI" here.

Introduction

3. Error Line 28 column 5: document type does not allow element "LI" here; missing one of "UL", "OL", "DIR", "MENU" start-tag.

Volcano Terminology

4. Error Line 29 column 5: document type does not allow element "LI" here; missing one of "UL", "OL", "DIR", "MENU" start-tag.

Volcanic Places in the USA

5. Error Line 30 column 5: document type does not allow element "LI" here; missing one of "UL", "OL", "DIR", "MENU" start-tag.

Volcanic Places on Mars

6. Error Line 31 column 5: document type does not allow element "LI" here; missing one of "UL", "OL", "DIR", "MENU" start-tag.

Research Project

I have read through all of the explanations of the errors listed. They all sound incredibly technical. I was surprised that I received any errors at all because I had followed the tutorial closely. I am a little bit confused, because although the project apparently has errors, they are not visible in my browsers, Firefox and IE.

Just out of interest I decided to validate another website. I thought I would try the ninemsn site because of the fact that it has thousands of visitors everyday. I also reasoned that it would have a team of highly paid and professional IT people working on it who would probably have a fair idea of whats going on.

Surprisingly the validation failed with a total of 308 errors !! I can only assume that the ninemsn site has been built to be viewed in a wide range of browsers, anything less would be unacceptable....I certainly never had any problems visiting it...I am confused as to why this would be, so I think I will raise it on a discusion board.

Module 3: Standards Task 1

2007-03-29T07:47:00.000+10:00

I have spent this morning reading Jakob Nielsons article on "Writing for the web." I found all of the information about the F shaped reading pattern very interesting. A lot of it makes sense to me because that's what I do myself.

If I had to make a list of the five most important 'rules' for writing online, I believe Denis G Jerz came pretty close to nailing what is important.

No.1 on the list is to lead with your best stuff. Jakob Nielson described this as a pyramid writing style. Being concise and hooking readers in straight away is very important.

No 2. on my list is to employ a scanable layout. Bullet points, bold text where applicable, and simple concise text is important here. Avoid boastful language as readers will see straight through this. There is a big difference between what a reader will absorb when scanning a website and what someone will absorb when reading from a printed document. Be aware of this at all times.

No.3 is to use a simple design. You should assume that the person viewing your webpage only has a dial up internet connection. Nothing will turn a person off quicker than a page which loads too slowly. That person will simply leave your webpage and check out the next site.

No 4 is to use a simple navigation system. It is important to have all of your navigation kept in the one place, typically the left hand side in the form of a vertical menu, or running across the top in the form of a horizontal menu. It is also important to have an option for returning home on everypage. This will ensure that if your visitor ever gets confused, they will be able to easily return to the starting point.

No 5 is to use meaningful links throughout your site. When writing a link make sure it is descriptive. Your visitors will want to know where this link takes them when they click on it.

Module 3: HTML Tutorial: Finished

2007-03-28T08:05:00.000+10:00

Its taken about six hours, but I have finally finished the HTML tutorial.

It's the first time I have written a complete web page using HTML. It was very good to learn, but quite time consuming. In the future I will be sticking to my standard HTML editor. Having said that though, I feel much better knowing some basic HTML. It will give me more confidence in the future knowing I am able to modify code by hand and not mess it up.

As far as designing a complete website you can't go past an editor. It's much easier to design something which is going to look great visually. Unfortunately wtiting HTML doesn't really give you a good idea of how something is looking as you go.

The time factor is another issue to consider when writing straight HTML. I know I could never design a website as quickly by writing HTML as I could using my editor.

Overall a really good tutorial. I have saved it in my web favourites so I can go and refer to it when I need to in the future.

I have just FTP'd my complete volcano web site up on to our space on the curtain server. The only problem is that I can't actually see it from this computer. I have also sucessfully placed the site up onto the student presentations area of web ct.

Module 3: Task One HTML Tutorial

2007-03-20T08:26:00.000+11:00

I began the task this morning. The task involves working your way through a html tutorial.

Although I have been building websites for a few years now I have never actually built one in html. I am only up to the fifth step of the tutorial, but it has been written beautifully. Very easy to understand with a logical progression through all of the steps.

I have had to put it down for this morning because it is time to start work, but I look forward to continuing it again tomorrow morning.

Module 2 Reflection

2007-03-17T15:34:00.000+11:00

I was reasonably happy with my progress in this module.

The things I already knew were reinforced. The things I was unfamiliar with, like ICQ and IRC, I was able to grasp a basic understanding of.

I will have to keep perservering with newsgroups though. I didn't have much luck when I attempted to figure it out the other day. If it wasn't for this university course, I certainly would never be revisiting it again.

As a computer user, I expect software I download and use, to work straight away. I'm used to things being presented in an intuitive and easy to use manner. I guess its an example of how far things have come in the past few years for me to be expecting these kind of standards.

I have read through the concepts relating to this module twice now. Upon completing the modules associated with this unit, I plan on going through the concepts one by one, and writing down in my own words, what I think they mean. It's one way of making sure I am comprehending everything.

Objectives for the week ahead.
In the week ahead, I would like to be systematically working my way through module three. Hopefully this time next week I will be putting the finishing touches on the module three tasks.

Module 2 Tasks: IRC

2007-03-17T13:39:00.000+11:00

I downloaded my IRC software from the suggested site: mIRC.

Once the software was installed, (which was quite easy) I then had to join the Austnet network. After joining the Austnet network, I added the recommended servers, once again quite confusing and time consuming. From here I believe I found the Austnet New Users Guide:

Like everything else to do with IRC so far, I found the guide confusing and hard to understand.

So now, with the servers all connected I then had to choose a channel. This took about 45 minutes of trying, but I finally got through. The channel I ended up on was one called "Speakeasy". Finally I was up and running...!

I pretty much barged into a conversation on the speakeasy channel. There were four particpants, and I announced that this was my first time using IRC and that I was investigating it for a uni assignment. I then asked for everyones opinion of IRC. The responses I got were quite varied. Everything from "IRC sux" ...... to "MSN and ICQ are "##**@@# !!!"

I explained that my first opinions of IRC were that it was difficult to set up. No one else shared this opinion. After about 20 minutes I excused myself and exited the conversation.

Summary
IRC worked fine when everything was setup and running. My problem with the application was the difficulty I had in setting it up. If I wasn't investigating IRC for this uni course, then I would have lost interest in five minutes. I think IRC would appeal to the more technically minded out there. Its bare bones interface would not appeal to many people especially when you compare it to the aesthetics of ICQ.

From what I can gather IRC is setup more for group discussions. People can basically barge in anywhere and add a comment.

ICQ is a more organised environment for a conversation. In fact, as I am writing this I am having a conversation with Helen, another Net11 student. I am finding the conversation much easier to follow than the one I had using the IRC software. The interface is incredible intuative. Very impressive!

Samples of the two interfaces:
ICQ Interface.

IRC Interface.

Module 2 Tasks: ICQ

2007-03-17T11:32:00.000+11:00

This task has gone a lot more smoothly than the previous (newsgroups) task. Importantly the ICQ software was quite simple to download and install. I installed my software from the site suggested in the module (http://web.icq.com/).

After I installed the software I added a few of the other students to my contacts list. Once I had a basic contacts list up and running, it was easy to to get information on any particular person. Simply be right clicking on a person, and choosing contact details, a window with their personal information would open up. In this window was basic information including a persons ICQ number, their name, gender and date of birth etc.....

The next part of the task involved finding the ICQ number for the nick name, 'advanced netstudies'. This proved harder than expected, because some of the details had changed since last years course. The result of my search always ended with error message "117".

After trying to complete the task on my own, I sought help from the student forum. (thats what its there for !) Fortunately Helen had worked it out. To track down "advanced netstudies" I had to visit the ICQ website http://people.icq.com/people/ From here I did a people search and located the contact number 337293557.

The nickname "advanced netstudies" was located under the Personal interests / Internet" section of the site.

Module 2: Newsgroups

2007-03-15T08:35:00.000+11:00

Ok, before beginning this module I was totally unfamiliar with the whole concept of newgroups.

I have read through all of the information provided in Module 2 and feel a little better.

However I have just spent the last 1.5 hours trying to join a free newsgroup. What a nightmare. You think they would make it easier !! Anyway after I.5 hours I am no closer to joining a newsgroup....I might have to check the discussion boards to see if anyone else is having problems.

Not happy.......

Module 2: Email lists (2)

2007-03-15T07:11:00.001+11:00

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

Email lists are a more formal means of communication. I check and sort my email everyday. It's a more personal mode of communication. For instance, if I received a group of emails relating to a certain topic, I would feel obliged to respond.

With a discussion board I could pick up a thread and add to it only if I wanted to. Even if I found a topic I found really interesting, I would not necessarily feel obliged to respond. There is the choice to be more invisible, gleaning pieces of information as they become available. Having said that, it is an easier, and more naturtal way to partipate in a conversation by adding to a thread which interests you. Time factor is another important advantage in choosing to be a member of a discussion board. Why sort through piles of email on a subject which may not even interest you, With discussion boards you can easily choose to pick up a conversation thread or not.

To summarize, if you wanted information which you considered important, presented in a formal manner, then an email list would suit your needs.

If you prefer a more natural way to partipate in an online conversation, with time and convience being important factors, then a discussion board would be better suited to your needs.

Module 2: Email Lists (1)

2007-03-14T08:13:00.000+11:00

What are the pros and cons of email lists versus discussion boards?

I can speak about this topic from experience. As a keen inline skater who met friends in the city to skate once a week, I joined a yahoo groups email list. There were pros and cons of being part of this list. From an organisational point of view it was great, everyone would know the exact time and place to meet, who would be there, and how long we would skate for. It was also good because people would bring along cameras and the next day at work, you would be able check out the shots taken from the night before.

On the downside though, there would be times during the day when practically everyone would be online at once, and it seemed that you were getting bombarded with emails. This was actually quite distracting if you at work.

There was also the issue of receiving mail from people I had never heard of, but were connected in some way to the skating group. Probably about 80% of the mail I received was irrelevent to me or I had no interest in whatsoever. The other 20% of mail was great and worthwhile.

With this volume of mail coming in everyday though it also meant setting aside time to go through and sorting it out. Deleting most of the messages, and filing the rest away.

After about six months of being in the list though, I had my name removed. In the end I found the volume of mail I was receiving to be far too distracting.

Discussion boards are not as obtrusive. You are able to choose whether or not you want to add a comment to a thread, or even if you want to read a thread for thar matter. With a disscusion board you can choose to be invisible, simply by reading relevant information and delibrately not adding to it.

Module 2 Tasks: Email Tasks

2007-03-14T07:14:00.000+11:00

1. What information about a user's email, the origin of a message, and the path it took, can you glean from an email message?
By right clicking the persons name in the from field it is possible to get their complete email address to add to your contacts list.

If the email has been one in a series of answers and replies, you can follow the trail when you open the email. On top of each entry it will have details of the person who replied and at what time and date and the subject field ( all of the meta data).

2. In what cases would you find it useful to use the 'cc', 'bcc' and 'reply all functions of email?
I would 'cc' an email message when I want the message to go to a number of people.

I would 'blind cc' a message when I didn't want the original addressee to know that a copy of my message is going to another person. It is also used to send a message to a group of people where you do not want them to know each others email address. Spammers use this option frequently.

I would 'reply all' when I want to respond to a message without having to enter eveyones details by hand. This is a good option because it avoids simple typos occuring.

3. In what ways can you ensure that an attachment you send will be easily opened by the receiver?
If, for example I was to send a microsoft word document, I would make sure the recipient had microsoft word installed on their computer. With quite a few novice computer users this is often the case. There is no use sending an attachment if the recipient does not have the software to open it.

I would also make sure the attachment was not to large. People often have a limit on what size attachment they can receive. If it's too big, they simply will not receive it.

In regards to encoding, I would make sure the recipients default attachment choice was set to MIME (Multi purpose Internet Mail Extensions).

4. What sorts of filters or rules do you have set up, and for what purpose? I do not have any rules set up on my email application. I use a third party spam - virus remover system called MessageLabs Email Security System. For a small annual fee this company filters all of my email before I receive it. On the odd occassion that a suspect looking email does get through, I simply follow the rule that if I dont recognise the sender, then it gets deleted immediately.

5. How have you organised the folder structure of your email and why?

Although it wasn't really recommended in the module, I organise my email by the person / company who sent it to me. After trying a lot of different systems, I find this works best for me.

I leave any outstanding emails which need to be acted upon, sitting in my general email folder. When I do complete the task, then I file the email away under sender.

Modules 1 & 2 - General Study

2007-03-13T07:46:00.000+11:00

I spent this weekend re-reading all of the information from modules one and two, as well as all of the key unit concepts.

I want to make sure that everything (or most of it) will eventually sink in. It's frustrating, because nothing seems to sink in when I read through it the first time. After the second reading, I'm generally feeling a little better, but I think I will need three of four revisions until I'm really comfortable.

As for the concepts, I am just going to keep reading them contantly.

As I read through the modules I have been printing them out and placing them in a folder. This works well for me, because I can go through them again without having to sit in front of the computer.

My goal is to complete one module per week and then I can really concentrate on the assignments.

Module 1 Tasks: Internet Tools

2007-03-09T07:18:00.000+11:00

Part 1

After visiting how it works.com to find out about traceroute, I started with the first part of the excercise which was to traceroute from centralops.net to curtin.edu.au.

I have listed the results below:

Tracing route to curtin.edu.au [134.7.179.10]...
hop rtt rtt rtt ip address
1 0 0 0 70.84.211.97
2 0 0 0 70.84.160.129
3 1 0 0 70.85.127.105
4 0 0 0 70.87.253.5
5 0 0 0 157.238.225.5
6 1 0 0 129.250.3.121
7 8 15 15 129.250.4.71
8 41 50 47 129.250.4.112
9 41 41 41 129.250.3.159
10 41 41 41 198.172.90.102
11 197 197 197 202.158.194.153
12 209 209 209 202.158.194.33
13 218 218 218 202.158.194.17
14 245 245 245 202.158.194.5
15 245 245 245 202.158.198.178
16 246 246 246 202.158.198.186
17 246 246 246 134.7.250.18
18 246 246 248 134.7.248.65
19 246 246 246 134.7.179.10

All up there were 19 hops.

The average time in milliseconds from the tools site to cutin was 246 milliseconds.

Cutins' IP address is: 134.7.179.10

Part 2
Not having had any experience with pinging or traceroute I decided to download the A-Toolbar from www.tucows.com to learn more about the process.

The A-Toolbar had heaps of features, most of which I will never use but most importantly it had the ping and traceroute functions which were both presented with an easy to use interface.

To start off with I 'pinged' the curtin site from my computer using the A-Toolbar. The reults were slightly quicker than 'pinging' from centralops. The average time to ping from centralops was 246 ms but from my own computer it was 225 ms. I believe this is because 'pinging' from my computer is a more dirrect route.

To confirm the results I also 'pinged' curtain from the ms-dos window on my computer.

Here are the results:

The results match up pretty closely. Slight variations could be caused by the fact that I did them at differnent times, meaning there could have been slightly more or less internet traffic.

Part 3

Using my A-Toolbar I also performed the traceroute operation from my computer to the curtain site. Here are the results:

I had exactly the same number of hops from centralops to curtin as I did with my computer to curtin.

I also backed up my results by performing the traceroute task from the ms-dos window on my computer to curtains site. The results once again were the same:

I encountered one small problem along the way, in that I inadvertantly entered the curtin.edu.au adress incorrectly into the ms-dos wind. As a result my computer kept telling me that it was unable to resolve the target system name.

I soon discovered the way around this was to simply enter the IP address: 134.7.179.10, and the treaceroute operation was sucessfully performed.

Conclusions

Traceroute and pinging are operations which are an asset to anyone working in the IT field.

In fact later on in the afternoon, I was notified that a printer in the office had apparently 'broken down'. I was out of the office at the time and my first reaction was that it had probably come off line. I realized that the ideal way to check this would be to ping it from my laptop. I simply entered the printers IP address (192.168.1.5) into my ms-dos window and performed the ping operation. Sure enough the reults came back positive! No question about the printer not being online, and a very handy diagnostic tool to have when you are in a remote location.

I also found the centalops.net website very handy. Its probably the most convienient way to assertain an IP address that I know of.

Module 1 Tasks: FTP

2007-03-05T07:34:00.001+11:00

FTP is an application which I use almost everyday so I felt a lot more comfortable completing this task.

The software I use is ACE FTP PRO 3. Its a relatively simple FTP program, but one which enables files to be moved from my computer to any remote location without any problems.

Step 1. For this assignment I entered the Cutain adress into the URL field of my FTP software and was immediately able to veiw the directory structure of Curtains server.
Step2 - From here it was a simple matter of navigating to the readme file on Curtains server: /Anonymous/MSC/readme.txt.

The answer to the question is :"This server runs on a unix platform, so CAPITALIZATION MATTERS"

Conclusion: FTP is about the transferring of files back and forth between computers and it's something I use everyday. The graphical nature of the interface makes this process as simple and efficient as possible. FTP is software which anyone who is involved in the transferring of files, or the development of websites should have on their computer.

Module 1 Tasks: TELNET

2007-03-04T12:27:00.000+11:00

OK totally hit a brick wall with telnet. Can't seem to get my head around it at all.
I have visited several sites trying to download a client, but it is all very confusing....
http://www.windweaver.com/w95tips5.htm - a few tips and tricks here but no link to download a client.

http://www.aota.net/Telnet/wintelnet.php4 - More tips on on connecting a telnet client here but still don't know if I have one. I typed telnet into RUN on my computer and this is what I came up with: http://www.indiana.edu/~uitspubs/b157/#a - Another site with lots of tips and tricks on using telnet, but still very confused......

Finally found a downloadable Telnet client which worked on my computer:http://www.computerhope.com/dshare.htm

Step 1: Just installed this TELNET client on my computer. I have entered the deakin library into the field:

Step2: The simple interface pops up with information about accessing information from the Deakin library database:

Step3: Following the logical steps, I am able to navigate my way to the authors books:

Step4: Again following the steps, I receive an email with information about the author and his books:

Conclusion: Want to work out how to access other data bases with TELNET before I pass judgement. It seems fairly primative though. Have already tried to access a couple of sites but couldn't get through.

I'm happy with my TELNET client though. It's very easy to use.

Blog set up and ready to go....

2007-03-03T15:09:00.000+11:00

OK - Saturday the 3rd of March, my Net 11 learning log is now set up and ready to go. I guess this counts as part of the learning process.

Feeling a little bit peeved...as a graphic designer I wanted a really fancy header, however that does not seem to be possible with this blogging application. I will keep investigating and hopefully work out how it is done further down the line.

Time to get stuck into the modules......