Well, what an interesting way to start my university studies.
I thoroughly enjoyed this unit, and whilst I can't deny that there were cirumstances that certainly made it difficult to participate and learn sometimes (like my laptop dying right before the course started, and our Internet being taken away when we moved... What a nightmare), I certainly tried to make it up in my course work/learning log and participate in threads via WebCT as much as possible.
I think what I enjoyed most about this unit was the opportunity to learn on my own. Like a true Internet nerd, I tend to operate best behind a computer screen rather than in a classroom. Though, uh, I think I need a new glasses prescription.
From Internet protocols, social aspects and usage, as well as the basics and advanced email usage, I think if I were to finish my studies here, I'd certainly be in a position to discuss the Internet and it's features in a more learned and knowledgable way. Of course, I won't be ceasing my studies here, but my point is that I consider this unit a great jumping off for people not only who think they're well versed in the use of the Internet/WWW, but also those new to the technology.
Sunday, August 24, 2008
Module 5 - Preparing for "future shock"
Internet2
The idea of Internet2 isn't overly shocking to me. It would shock me more to think that universities, governments and think-tanks weren't interested in further the capacity of the WWW and the Internet as a whole. However, this portion of Learn the Net: The Future of the Internet blew my mind.
If that's not the coolest thing I've read all years, I don't remember what's cooler. I'm a bit of a nerd for science advances and such, but this is just beyond awesome, in terms of the power that the Internet could possibly possess. Imagine med students having this kind of technology at their fingertips, at every med school in the world? Forget cadavers, real simulations could be performed every day. An entire class could be operating on different simulations, encountering different problems and all learning to react differently. I realise this course isn't about me geeking out over medical advances, but woah. That's just amazing.
Uh, moving on...
PlanetLab
PlanetLab is a little bit harder for me to grasp, simply because I couldn't find any information that clearly stated it's intentions. A "geographically distributed overlay platform designed to support the deployment and evaluation of planetary-scale network services" could mean a lot of things, really. That being said, I found this portion of information interesting:
It's interesting to hear that safety measures are being looked at for new technologies now. One has to wonder if policies and rules put in place now will even be needed in the future, as the WWW and Internet we currently have in place evolves and grows on it's own. An idealistic view, perhaps, as all technology is always flawed. But with the advances in Anti-Virus and encryption programs and protocols, I'd sort of hope that the issues that we face online today would be erradicated before this sort of technology is put into place. Wishful thinking, maybe? Based on the articles I'm about to discuss... probably.
Forecasting
I can't deny that I'm forever an optimist about the future. When you read about technological advances like that of NASA with medical devices (sorry, I'm still geeking out about that), you can't help but be inspired by what technology can bring in the future. And yet, David D. Clark leaves me with this statement:
Firstly, have to love the visual imagery that brought me :)
Secondly, that's a pretty fair analogy of how the Internet can operate. Though I genuinely don't think things are that bad... The Internet operates like any society. Trouble is there, if you look for it. Trouble is there, if you're naieve. And trouble is there, if you operate in circles where trouble is known to exist.
I found it interesting that one of the commenters on this particular article said, "The internet is not broken, M.S. Windows is. The issue of unwanted email (spam) warrants some changes in the underlying structure, but the other problems are really OS problems, and Windows bears the brunt of responsiblity for this." I'm not 100% sure how true this is, but surely some of the blame for the "broken" Internet has to lie with operating systems. Can the same complaints about the Internet (poor security, spam, etc) be made for Mac's OS, Tiger OSX? Or for Linux? Being a long-time Windows users, I've never encountered Internet-based problems myself, but I also don't "mix" in Internet circles that would encounter problems. I get the bare minimum of spam, I can't recall ever having a virus (that I've known about). But I'm not exactly a programmer-level user, so maybe comments like this need to be taken seriously. Does an overhaul of the Internet also mean an overhaul of Windows, or scrapping of Windows altogether?
I think the real answer to all of this is simply in Dr Cerf's comments in the BBC-based article, What the Net Did Next:
Now that is something I can buy.
The idea of Internet2 isn't overly shocking to me. It would shock me more to think that universities, governments and think-tanks weren't interested in further the capacity of the WWW and the Internet as a whole. However, this portion of Learn the Net: The Future of the Internet blew my mind.
"NASA has developed a Virtual Collaborative Clinic that connects medical facilities around the U.S., allowing doctors to manipulate high-resolution, 3-D images of MRI scans and other medical imaging. Not only can doctors consult and diagnose, but they can simulate surgery by using a "CyberScalpel." Virtual surgery gives surgeons an opportunity to practice before ever entering the operating room, reducing the time required for the actual procedure."
If that's not the coolest thing I've read all years, I don't remember what's cooler. I'm a bit of a nerd for science advances and such, but this is just beyond awesome, in terms of the power that the Internet could possibly possess. Imagine med students having this kind of technology at their fingertips, at every med school in the world? Forget cadavers, real simulations could be performed every day. An entire class could be operating on different simulations, encountering different problems and all learning to react differently. I realise this course isn't about me geeking out over medical advances, but woah. That's just amazing.
Uh, moving on...
PlanetLab
PlanetLab is a little bit harder for me to grasp, simply because I couldn't find any information that clearly stated it's intentions. A "geographically distributed overlay platform designed to support the deployment and evaluation of planetary-scale network services" could mean a lot of things, really. That being said, I found this portion of information interesting:
"Experience shows that the experimental networking
performed on PlanetLab can easily impact many external
sites’ intrusion detection and vulnerability scanners.
This leads to requirements for policies limiting what traffic
PlanetLab users can send to the rest of the Internet, and a
way for concerned outside individuals to find out exactly
why they are seeing unusual traffic from PlanetLab. The
rest of the Internet needs to feel safe from PlanetLab."
It's interesting to hear that safety measures are being looked at for new technologies now. One has to wonder if policies and rules put in place now will even be needed in the future, as the WWW and Internet we currently have in place evolves and grows on it's own. An idealistic view, perhaps, as all technology is always flawed. But with the advances in Anti-Virus and encryption programs and protocols, I'd sort of hope that the issues that we face online today would be erradicated before this sort of technology is put into place. Wishful thinking, maybe? Based on the articles I'm about to discuss... probably.
Forecasting
I can't deny that I'm forever an optimist about the future. When you read about technological advances like that of NASA with medical devices (sorry, I'm still geeking out about that), you can't help but be inspired by what technology can bring in the future. And yet, David D. Clark leaves me with this statement:
"...the Internet these days all too often resembles New York's Times Square in the 1980s. It was exciting and vibrant, but you made sure to keep your head down, lest you be offered drugs, robbed, or harangued by the insane."
Firstly, have to love the visual imagery that brought me :)
Secondly, that's a pretty fair analogy of how the Internet can operate. Though I genuinely don't think things are that bad... The Internet operates like any society. Trouble is there, if you look for it. Trouble is there, if you're naieve. And trouble is there, if you operate in circles where trouble is known to exist.
I found it interesting that one of the commenters on this particular article said, "The internet is not broken, M.S. Windows is. The issue of unwanted email (spam) warrants some changes in the underlying structure, but the other problems are really OS problems, and Windows bears the brunt of responsiblity for this." I'm not 100% sure how true this is, but surely some of the blame for the "broken" Internet has to lie with operating systems. Can the same complaints about the Internet (poor security, spam, etc) be made for Mac's OS, Tiger OSX? Or for Linux? Being a long-time Windows users, I've never encountered Internet-based problems myself, but I also don't "mix" in Internet circles that would encounter problems. I get the bare minimum of spam, I can't recall ever having a virus (that I've known about). But I'm not exactly a programmer-level user, so maybe comments like this need to be taken seriously. Does an overhaul of the Internet also mean an overhaul of Windows, or scrapping of Windows altogether?
I think the real answer to all of this is simply in Dr Cerf's comments in the BBC-based article, What the Net Did Next:
"The internet is a reflection of our society and that mirror is going to be reflecting what we see," he said. "If we do not like what we see in that mirror the problem is not to fix the mirror, we have to fix society."
Now that is something I can buy.
Module 5 - Peer-to-Peer
I've had a bit of experience with peer-to-peer programs, though maybe not as much as some people who are around my age (23). Having grown up with the Internet in my home since I was 12, I've had the opportunity to form my own opinions already, regarding P2P (peer-to-peer) technology, and used Napster briefly when it was originally created.
Having roots in music and the music industry, I'm aware of the impact that, in particular, music downloading and piracy can have on not only record labels and retailers, but musicians and music contributors themselves. Hence, I've tried to stay away from downloading music since around 2001. I'm also not a fan of downloading movies (though I do download, legally, a lot of movie trailers... Mostly via websites like Dave's Trailer Page though, and not via P2P clients). I think my personal opinions in this area will influence my studies, and I hope to look at further studies in this area in the future.
Henry Jenkins, in his article Playing Our Song?, that there's a emotional and social attachment with a P2P client like Napster, as opposed to the legal and "sterile" downloads of something like iTunes. Whilst I don't disagree entirely, I think it's a little too emotional point of view. Sure, sharing music is fun, and it's nice to find that someone else likes the music you do. But to rip off the artists you love isn't fun, to my mind. Maybe it's because a lot of the music I personally cherish is put out by independent artists or labels, who don't have wallets as big as Sony BMG or Warner Music, but the thought of taking someone's art without paying for it is criminal, in my opinion. I'd rather a "sterile", as Henry Jenkins puts it, environment like iTunes. At least I know that my 99c per song is going where it should be going.
Janis Ian writes, in her article The Internet Debacle - An Alternative View, "most of the downloads are people who want to try an artist out, or who can't find the music in print". That's just not true. Maybe in 2002, when this article was written, it might have been a bit more accurate. But as P2P technology becomes second nature amongst Gen Y, and BitTorrent takes over, it's only getting easier to download music and film... I've seen .zip files available for download on Limewire, containing a musician's entire back catalouge! I certainly can't claim to have spoken to the RIAA directly about this as Janis has, but I just can't buy that that's a good thing for artists.
This all being said, I don't think we can deny the presence of music on the Internet, both legal and illegal. And I think P2P technology can have a purpose beyond the sharing of multimedia files (such as sharing files within a workplace, pulicising your own art, etc). However, I don't think one can argue that P2P is primarly used for the illegal download of music and other media. This is where bands like Radiohead and Bloc Party have the right idea, offering their music for download (before a physical version of the album is released), directly from their website, in a high-quality mp3 format, for only a fraction of the cost of the CD version. Radiohead even offered a "pay what you like" service, offering people the opportunity to pay only as much as they wanted to for their latest album, "In Rainbows". Even when the album was released on a physical CD in the real world, it still peaked at number 1 on the UK charts. Could this be the new direction taken by musicians? Or was this success only achieved because Radiohead are so well regarded (critically and by fans) and well known, particularly within the alternative music industry?
Having roots in music and the music industry, I'm aware of the impact that, in particular, music downloading and piracy can have on not only record labels and retailers, but musicians and music contributors themselves. Hence, I've tried to stay away from downloading music since around 2001. I'm also not a fan of downloading movies (though I do download, legally, a lot of movie trailers... Mostly via websites like Dave's Trailer Page though, and not via P2P clients). I think my personal opinions in this area will influence my studies, and I hope to look at further studies in this area in the future.
Henry Jenkins, in his article Playing Our Song?, that there's a emotional and social attachment with a P2P client like Napster, as opposed to the legal and "sterile" downloads of something like iTunes. Whilst I don't disagree entirely, I think it's a little too emotional point of view. Sure, sharing music is fun, and it's nice to find that someone else likes the music you do. But to rip off the artists you love isn't fun, to my mind. Maybe it's because a lot of the music I personally cherish is put out by independent artists or labels, who don't have wallets as big as Sony BMG or Warner Music, but the thought of taking someone's art without paying for it is criminal, in my opinion. I'd rather a "sterile", as Henry Jenkins puts it, environment like iTunes. At least I know that my 99c per song is going where it should be going.
Janis Ian writes, in her article The Internet Debacle - An Alternative View, "most of the downloads are people who want to try an artist out, or who can't find the music in print". That's just not true. Maybe in 2002, when this article was written, it might have been a bit more accurate. But as P2P technology becomes second nature amongst Gen Y, and BitTorrent takes over, it's only getting easier to download music and film... I've seen .zip files available for download on Limewire, containing a musician's entire back catalouge! I certainly can't claim to have spoken to the RIAA directly about this as Janis has, but I just can't buy that that's a good thing for artists.
This all being said, I don't think we can deny the presence of music on the Internet, both legal and illegal. And I think P2P technology can have a purpose beyond the sharing of multimedia files (such as sharing files within a workplace, pulicising your own art, etc). However, I don't think one can argue that P2P is primarly used for the illegal download of music and other media. This is where bands like Radiohead and Bloc Party have the right idea, offering their music for download (before a physical version of the album is released), directly from their website, in a high-quality mp3 format, for only a fraction of the cost of the CD version. Radiohead even offered a "pay what you like" service, offering people the opportunity to pay only as much as they wanted to for their latest album, "In Rainbows". Even when the album was released on a physical CD in the real world, it still peaked at number 1 on the UK charts. Could this be the new direction taken by musicians? Or was this success only achieved because Radiohead are so well regarded (critically and by fans) and well known, particularly within the alternative music industry?
Saturday, August 23, 2008
Module 5 - Information Ecologies
Before I get into this, I'm going to familiarise myself with the term, "ecology".
Questions
How might the metaphor of an ‘ecology’ impact on the way you think about, understand or use the Internet?
Rafael Capurro says in his article, Towards an Information Ecology, "modern information technology plays a major role in the process of shaping not only the ways we communicate but also all aspects of our individual and social life." Armed with this information, and the meaning of ecology itself, I can safely say I've had a view of the Internet as an ecology since the beginning of this unit, and perhaps before that. I'm an advocate of using the Internet to the complete advtange of society, from paying bills to building relationships. I therefore don't think that my view will be changed or impacted by the metaphor. It will, however, better equip me to explain my views later in my studies ;)
How are the concepts ‘information’ and ‘communication’ understood within the framework of an ‘information ecology’?
As I understand it, we should consider both the concepts of information and communication as tools within the ecology of information. Based on that theory, "information tools are, or should be, primarily people's tools" (Capurro, R., Towards an Information Ecology, 2000). From that, I understand that we use tools within the information ecology to better use and construct the ecology itself, as well as to better conduct ourselves within this ecology.
From Dictionary.com:
'"Ecology"
1. The branch of sociology that is concerned with studying the relationships between human groups and their physical and social environments. Also called human ecology.
2. The study of the detrimental effects of modern civilization on the environment, with a view toward prevention or reversal through conservation. Also called human ecology.'
Questions
How might the metaphor of an ‘ecology’ impact on the way you think about, understand or use the Internet?
Rafael Capurro says in his article, Towards an Information Ecology, "modern information technology plays a major role in the process of shaping not only the ways we communicate but also all aspects of our individual and social life." Armed with this information, and the meaning of ecology itself, I can safely say I've had a view of the Internet as an ecology since the beginning of this unit, and perhaps before that. I'm an advocate of using the Internet to the complete advtange of society, from paying bills to building relationships. I therefore don't think that my view will be changed or impacted by the metaphor. It will, however, better equip me to explain my views later in my studies ;)
How are the concepts ‘information’ and ‘communication’ understood within the framework of an ‘information ecology’?
As I understand it, we should consider both the concepts of information and communication as tools within the ecology of information. Based on that theory, "information tools are, or should be, primarily people's tools" (Capurro, R., Towards an Information Ecology, 2000). From that, I understand that we use tools within the information ecology to better use and construct the ecology itself, as well as to better conduct ourselves within this ecology.
Monday, August 18, 2008
Module 4 - Evaluating the Web
Seeing as the subjects I've previously searched about have mostly been rock 'n roll-centric (I have a one track mind, I'm afraid...), I've decided to use a different resource for this excercise.
Email Etiquette (Netiquette), David Tuffley (10 July, 2007). Sourced from http://www.cit.gu.edu.au/~davidt/email_etiquette.htm on 18/08/2008.
Purpose: This site is definately a reference tool. Not much to advocate or commercialise when it comes to Email Etiquette, you'd think.
Author: David Tuffley, Griffith University Lecturer in ICT
Currently completing Doctorate in Philosophy, and Graduate studies in Research Management.
Content: Though I wouldn't consider this particular topic (Email Etiquette) to be a topic where one can be particularly biased, the nature of the author's education and experience in the subject would suggest a balanced point of view.
Coverage: New Rules of Email Etiquette (Lynn Gaertner-Johnston, December 15, 2005) and EmailReplies.com (Email Replies, n.d.) are both sources on the same subject, and both offer different amounts of advice. Whilst New Rules of Email Etiquette (Lynn Gaertner-Johnston, December 15, 2005) doesn't provide enough specific information, particularly for general email users, EmailReplies.com (Email Replies, n.d.) seems to provide too much information, confusing even business-related readers. Both sources seem somewhat outdated also, even though in reality one of them is under three years old. The current source seems far more suited to both the casual and business user.
Currency: The information was published in July of 2007, making it just over one year old. As email hasn't advanced greatly in the last year, and the subject itself isn't time sensitive, there seems to be no issues with the age of the information provided.
Recognition: Though links were few, reputable American "ivy league" university Harvard links to the article within their own Email Etiquette guidelines for their Department of Psychology (http://isites.harvard.edu/icb/icb.do?keyword=k3007&pageid=icb.page66400&pageContentId=icb.pagecontent152481&view=view.do&viewParam_name=email.html). Certainly a vote of confidence in it's content, to my mind.
Though a direct comparison to my research in the previous task cannot be done (because I'm a silly girl who search for a band, rather than something to do with the unit... *sigh*), I can say that this method of presenting research is certainly an easy way to evaluate it's worthiness and credibility. Whilst I certainly don't expect to use it on every single link I come across within my Net Studies degree, I do expect to use it often whilst preparing for exams, assignments and projects. I imagine this method would also be useful within a business environment, compiling research for presenations, or assiting in research for events or for different departments.
Email Etiquette (Netiquette), David Tuffley (10 July, 2007). Sourced from http://www.cit.gu.edu.au/~davidt/email_etiquette.htm on 18/08/2008.
Purpose: This site is definately a reference tool. Not much to advocate or commercialise when it comes to Email Etiquette, you'd think.
Author: David Tuffley, Griffith University Lecturer in ICT
Currently completing Doctorate in Philosophy, and Graduate studies in Research Management.
Content: Though I wouldn't consider this particular topic (Email Etiquette) to be a topic where one can be particularly biased, the nature of the author's education and experience in the subject would suggest a balanced point of view.
Coverage: New Rules of Email Etiquette (Lynn Gaertner-Johnston, December 15, 2005) and EmailReplies.com (Email Replies, n.d.) are both sources on the same subject, and both offer different amounts of advice. Whilst New Rules of Email Etiquette (Lynn Gaertner-Johnston, December 15, 2005) doesn't provide enough specific information, particularly for general email users, EmailReplies.com (Email Replies, n.d.) seems to provide too much information, confusing even business-related readers. Both sources seem somewhat outdated also, even though in reality one of them is under three years old. The current source seems far more suited to both the casual and business user.
Currency: The information was published in July of 2007, making it just over one year old. As email hasn't advanced greatly in the last year, and the subject itself isn't time sensitive, there seems to be no issues with the age of the information provided.
Recognition: Though links were few, reputable American "ivy league" university Harvard links to the article within their own Email Etiquette guidelines for their Department of Psychology (http://isites.harvard.edu/icb/icb.do?keyword=k3007&pageid=icb.page66400&pageContentId=icb.pagecontent152481&view=view.do&viewParam_name=email.html). Certainly a vote of confidence in it's content, to my mind.
Though a direct comparison to my research in the previous task cannot be done (because I'm a silly girl who search for a band, rather than something to do with the unit... *sigh*), I can say that this method of presenting research is certainly an easy way to evaluate it's worthiness and credibility. Whilst I certainly don't expect to use it on every single link I come across within my Net Studies degree, I do expect to use it often whilst preparing for exams, assignments and projects. I imagine this method would also be useful within a business environment, compiling research for presenations, or assiting in research for events or for different departments.
Sunday, August 3, 2008
NET11: Concepts Assignment
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.” (Allen, n.d)
Yesterday at roughly 3pm Perth time, I sent an email to my Dad. This was in response to an email he sent to me at 1:30am (Adelaide time) that morning, whilst working a late shift. Though I was aware of the time he’d sent the email, and the fact that he wouldn’t be reading my email straight away (not only due to the time difference between our two states, but also due to the fact that I knew he wouldn’t be at work), I wrote to him as if our conversation had been happening in real time. When he probed me with the question, “has you new laptop arrived?”, I didn’t respond with the exact time it had gotten here, in comparison to when his email was sent. I simply said, “it just got here!”.
“Asynchronicity means that questions aren’t answered immediately, and while waiting for someone’s IM message, time has marched on” (Kip Kniskern, 2008). Whilst this statement certainly isn’t a brilliant description of what Asynchronicity is, it’s a layman’s understanding of how it works. Though, to my mind, it’s not that simple. To say that asynchronicity means that communication isn’t “real time” isn’t accurate either. In all forms of asynchronous communication that I’ve participated in, it’s not that the communication isn’t real time, it’s that though the message or email you receive was actually sent several hours ago (if not days ago), you respond as if it was communication to you in real time. Because, to you, it was.
I think, though, that asynchronicity goes far beyond the reach of standard email communication though. Speaking about web-based learning (like our Open Uni program itself!), Jana O’Keefe said “Asynchronous electronic message boards allow students to submit assignments, read and comment on one another's contributions, and share experiences and advice when they are off campus” (2000). As Open Uni student through Curtin, I utilise asynchronous communication every day to study, and to communicate with my lecturer and peers. Not only does this allow me to study and work, it enables effective communication with my peers, in a way that isn’t disruptive to the learning process. And so, even with the obvious downsides (website down time, inactive students, etc), asynchronous communication has the potent ional to “offer contemporary students and faculty truly extraordinary potential for re-designing and expanding the learning environment” (Jana O’Keefe, 2000).
“Our appetite for information seemingly has no end” (Kip Kniskern, 2008). A bold statement, but one that rings true in today’s Internet-reliant society. From learning to communication, asynchronicity in our society is only making it easier to access this information, and making time and space irrelevant in this transfer. Right now, for example, I’m participating in an online university course unit, a unit that hundreds of other students are taking… Like any synchronous university experience, I communicate with my classmates and tutor on a regular basis, and respond to their messages in a manner that would mirror any real world interaction. In the same way that I respond to my Dad’s email as if it were a flowing conversation, I discuss the details of this unit in the same manner. Though obviously different from a standard synchronous interaction, asynchronous communication isn’t the opposite, but rather an advanced state of synchronicity… A state which we should only embrace in the future.
References:
Kniskern, Kip (2008, April 30). Asynchronicity, Or, Time Zones Suck
Message posted to http://jkipk.com/Graffiti/
A short but well-written blog post on the nature of asynchronicity in a Live Web environment. The writer obviously has a wealth of knowledge on the subject of online communication and the sharing of information. That being said, the post itself isn’t overly in depth. It does, however, contain some key information that may help those who misunderstand the term of asynchronicity to gain a better understanding of how it works in a modern Internet-using society. The author also makes references to different online communication tools, helpful for those who often use the items to communicate with friends, family, etc.
O’Keefe, Jana (2000). The Electronic Internship Advisor: The Case for Asynchronous Communication. Business Communication Quarterly Retreived July 26, 2008 from http://www.allbusiness.com/human-resources/workforce-management-hiring/513620-1.html
An extensive article on the nature of asynchronous communication within an education/college environment. The article heavily endorses the use of asynchronicity, particularly for post-graduate students, and students undertaking internships as part of their studies. Whilst it does tend to focus on the American education system, elements of the article are of particular use to this unit, particularly when trying to think laterally about the use of asynchronicity in our own studies. Of particular note are the first three paragraphs, which speak generally about asynchronous communication and give circumstances in which it may prove valuable for students and teachers alike.
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.” (Allen, n.d.)
I’m a sarcastic person by nature. I never really mean it to offend anyone, it’s just the way I am. I’ve had to learn the hard way that a friendly sarcastic joke in person just doesn’t translate well into an email, a post on a message board, or a message in a chat room/IM client. Even with an emoticon to try and make the joke obviously humorous, it just doesn’t always work. It’s this sort of experience that’s led me to realise that online communication allows for a vastly different set of rules, in comparison to real world communication, particularly if you want to communicate in an effective and friendly manner.
“Words on a screen are two-dimensional. Reading these words in isolation of usual communication cues lends itself to "coolness" that can lead directly to overreaction and flaming” (Ken W. White, n.d). It’s amazing how true this statement is. To the casual or professional Internet user, the term “audience” may seem excessive, in terms of the people they communicate with. And yet, it is an accurate term. When you send an email (in any number of environments), that email can not only reach the intended recipient, but hundreds, thousands, millions of other people! If just one of those extra recipients finds what you’ve said offensive or unclear, you may find yourself on the back foot.
So, how to we avoid embarrassing ourselves? Just exactly how do we determine how to address our intended audience? Lynne Breil offers the suggestion, “remember that e-mail is not a substitute for face-to-face or telephone communication” (2008). Sounds obvious enough I suppose, though being a child of the Internet age, I’ve always considered email the easy alternative to a phone call or face-to-face meeting, not a completely different method. In the past, I’ve written emails as if I was speaking them. When I read an email back, it sounds normal to me, but I can now imagine how someone reading the text on the screen can be offended, confused or, even worse, uninterested.
Furthermore, Ken W. White adds, “Online defensiveness tends to be reduced when people ask questions rather than make statements” (n.d). In other words, the simple act of changing a statement to a question can change the way your communication is processed by the receiver. I’ve tried this over the last few days (having had more issues with my ISP), and have noticed a turn around in the way the person handling our issue is communicating with me. Their intial defensive manner has changed to that of someone who needs to fix a situation. Just by taking an extra few minutes to examine the language I use, I’ve ensured that the recepient of my email isn’t offended or confused, and that they fully understand what I’m asking. I’ve also added “deadlines for response” (Ken W. White, n.d), ensuring that the recipient is aware of when I expect a response. It’s amazing… Such easy steps ensure that I understand my audience and that my audience understands me.
References:
White, Ken W. (n.d). The Write Way To Communicate Online. Electronic Educational Environment (University of California, Irvine). Retrieved July 29, 2008, from https://eee.uci.edu/news/articles/0407write.php
This extensive guide on online communication is excellent, and particularly relevant to university students who are studying online. Written in an easy to understand manner, and featuring key ideas and statements relating to this unit, it is an excellent resource for students and educators alike. I found both the sections on “Responsive” and “Warmth” particularly helpful to me, and have taken the time to apply them not only to my communication in this unit, but also in other aspects of my online communications. A second to none resource, I highly recommend it to all readers interested in this subject.
Breil, Lynne (2008, March 29). Botched! A Word on e-mail
Message posted to http://botched.wordpress.com/
Though this blog post itself was particularly relevant to this unit, this entire blog by Lynne Breil will provide valuable information for those wishing to better communicate with their audience in many different situations, particularly within a business environment. This post itself is short in length, but gives a great example on what not to do if you want to impress your audience, and create a great first impression. However, the author provides minimal advice on how to counteract the behaviour in the example, the answer is just implied. Ensure you read the post with the appropriate amount of humour and sarcasm get her point.
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.” (Allen, n.d)
I am a child of the information age. Though I recognise the need for face-to-face and phone-based contact, if I can sort out or engage a situation via email, I will. I’m not sure if this is purely because I’m a young woman who is a product of constant access to the Internet, or more so because I find it much easier to communicate my thoughts effectively via the written word. However, it appears now (after initial learning in Module 2.1, as well as additional research) that I may not be an effective email communicator.
Skellie (2007) suggests, in her “10 Tips for Managing E-Mail Effectively”: “whenever you read an email, answer to it right away” (p. 1). Sounds simple enough, though I admit to not adhering to this frame of mind in the past. Previously, I would read a batch of emails in bulk, and then take the time to respond to each of them. As Skellie (2007) once again points out, “this process will also consume more time, since you will probably need to read each email a second time before remembering what you will need to say in the reply” (p. 1). True enough. I’ve found that, adhering to the advice previously given, I’ve saved critical time by simply replying to emails as I read them.
With this new approach to email, I’ve found myself now getting agitated with the time is takes others to respond to my emails. Whilst I admit to being far more pro-active in my checking and replying to emails than many, I’ve often felt that if email is offered by a particular person, company or organisation as a way of communicating, then the email inbox in question should be checked as diligently as the phone is answered. However, of late I’ve had to rethink this point of view… Could it be my emails themselves that are making it difficult to respond to? Am I not providing enough information on how or when I’d like a response? MindTools.com suggests, “Make sure to include any call to action you desire, such as a phone call or follow-up appointment” (“Effective Email - How to communicate powerfully by email”, Mind Tools, n.d). This, once again, sounds simple enough, but is an action I’d never thought of taking before. Perhaps I thought it too pushy or assuming. However, the simple act of asking for a response within a certain timeframe, and by what medium, has increased the turn-around of my online enquires immensely. I’m currently in the process of purchasing a new laptop through the online-based computer company, Dell. Any enquiry I make about my laptop’s progress in getting to me is now suffixed with when I’d appreciate a response by, and how to contact me. It’s a simple and polite way of encouraging response, and one I’d previously never considered.
Though I certainly wouldn’t claim to be a perfect email communicator, I think these simple steps have, at the very least, increased both my productivity and the productivity of the responding party.
References:
Mind Tools (n.d). "Effective Email - How to communicate powerfully by email". Retrieved August 1, 2008 from http://www.mindtools.com/CommSkll/EmailCommunication.htm
A website dedicated primarily to career furthering and assistance, this particular article provides vauable information for those wishing to communicate more effectively with colleagues, customers, associates and similar. Though the article itself is aimed at professional environments, it provides useful information for anyone wishing to manage their email successfully. Of particular note is the section relating to subject headings and their effect on an email as a whole. I found this article particularly useful for not only brushing up on skills I already have, but also for learning new skills and sets of rules that I otherwise wouldn’t have considered.
Skellie (2007). "10 Tips for Managing Email Effectively". Retrieved August 1, 2008 from http://www.dailyblogtips.com/10-tips-for-managing-email-effectively/
This particular article will provide excellent information and ideas on managing email for bloggers, but also provides useful tips for general Internet users, as well as workplace-based users in a professional environment. Descriptions are informative and detailed, but easy to understand. I was particularly impressed with the step-by-step instructions for using Gmail to manage domain-based email accounts, as well as the information on replying to emails you receive. Though probably not the best resource for clear-cut rules on advanced email management, it will be of particular interest to those using email for the first time, or those making the transition from casual email user to professional or constant email user.
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.” (Allen, n.d)
As a moderator of Empire Magazine’s online message boards, I’ve had personal experience with online postings, and developing your identity online, as well as online relationships. Though simply posting in a list or message board can create awareness of your particular identity, it’s another thing entirely for whether your identity is going to be embraced by other members of the list or message board.
As a new member of a email list or message board, you are putting yourself in a situation of vulnerability. Even upon reading the board or list’s specific rules and regulations, you are yet to know any of the posters themselves. I’ve seen many new members of message boards be the subject of online hazing, or initiation rituals, designed to weed out any members that might disrupt the particular balance that the message board or list in question has. “Newcomers who refuse or fail to abide by social norms are dangerous to the elite in-group because they harbour the potential to break down the boundaries of the group” says Courtenay Honeycutt (2005), discussing the boundaries established in online communities.
And so what does one do, when targeted by “elite members” (Courtenay Honeycutt, 2005)? Though there’s always the choice of simply leaving the message board or list, or attempting to fit within the particular group’s ideal frame, one also can simply change who they are. “Communicating only with typed text, you have the option of being yourself, expressing only parts of your identity, assuming imaginative identities, or remaining completely anonymous” says John Suler, Ph. D (1996), offering a path that many may consider. Being online, joining a message board or email list multiple times, with different user names and/or email addresses is a simple task. In an instance on the message board I moderate, we had one member sign up with several different usernames, until the “elite members” (Courtenay Honeycutt, 2005) embraced the personality he chose to portray online. Only when he confessed this to another member was he, once again, an outcast.
And so, where does this leave the new member? Though posting about the list or message board’s topic should alone be enough to garner some kind of inclusion, it is not always the case. Whilst some members take joy in using their power or “elite” (Courtenay Honeycutt, 2005) status to bully other members into a particular type of identity or way of behaving whilst posting on the list or board, other members have no interest in such behaviour. Does this mean that you’re taking a chance on being accepted when you join an online community, or perhaps should one take the time to not only learn the specific rules of the list/board, but also learn the particular way that board operates and other members interact, before making their first post? John Suler, Ph. D says, “What determines your influence on others is your skill in communicating (including writing skills), your persistence, the quality of your ideas, and your technical know-how” (1996). And so perhaps, for those who care to make a positive impact on an online community, email list or message board, the best thing to do is simply try.
References:
Suler, John, Ph. D. (1996) The Basic Psychological Features of Cyberspace. In The Psychology of Cyberspace (2.1). Retrieved August 4, 2008 from http://www.usr.rider.edu/~suler/psycyber/basicfeat.html
This extensive e-book provides in-depth look at the Internet, as both a medium for communication, and an opportunity for people to re-invent themselves as a new identity or avatar. The author has taken a great deal of care in describing many facets of Internet usage, and provides detailed descriptions of both the positive and negative effect cyberspace can have on a person’s true identity. Whilst much of the book is of little use in this particular course, much of the information in the second chapter would be of particular note to anyone wishing to further their studies in virtual communities, message boards or email lists.
Honeycutt, C. (2005). Hazing as a process of boundary maintenance in an online community. Journal of Computer-Mediated Communication, 10(2), article 3. Retreived July 29, 2008 from http://jcmc.indiana.edu/vol10/issue2/honeycutt.html
This particular case study focuses on the use of hazing and degrading initiation rituals in an online environment. An excellent source of information for those interested in behavioural studies relating to the Internet. The article itself focuses on what the author calls “elite members”, and the effect their actions have on providing boundaries in an online community, message board or email list, as well as the effect their actions have on individual members themselves. The article also includes an in-depth look at a particular message board, and provides fascinating statistics on the use of hazing techniques on the message board in question.
“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.” (Allen, n.d)
Yesterday at roughly 3pm Perth time, I sent an email to my Dad. This was in response to an email he sent to me at 1:30am (Adelaide time) that morning, whilst working a late shift. Though I was aware of the time he’d sent the email, and the fact that he wouldn’t be reading my email straight away (not only due to the time difference between our two states, but also due to the fact that I knew he wouldn’t be at work), I wrote to him as if our conversation had been happening in real time. When he probed me with the question, “has you new laptop arrived?”, I didn’t respond with the exact time it had gotten here, in comparison to when his email was sent. I simply said, “it just got here!”.
“Asynchronicity means that questions aren’t answered immediately, and while waiting for someone’s IM message, time has marched on” (Kip Kniskern, 2008). Whilst this statement certainly isn’t a brilliant description of what Asynchronicity is, it’s a layman’s understanding of how it works. Though, to my mind, it’s not that simple. To say that asynchronicity means that communication isn’t “real time” isn’t accurate either. In all forms of asynchronous communication that I’ve participated in, it’s not that the communication isn’t real time, it’s that though the message or email you receive was actually sent several hours ago (if not days ago), you respond as if it was communication to you in real time. Because, to you, it was.
I think, though, that asynchronicity goes far beyond the reach of standard email communication though. Speaking about web-based learning (like our Open Uni program itself!), Jana O’Keefe said “Asynchronous electronic message boards allow students to submit assignments, read and comment on one another's contributions, and share experiences and advice when they are off campus” (2000). As Open Uni student through Curtin, I utilise asynchronous communication every day to study, and to communicate with my lecturer and peers. Not only does this allow me to study and work, it enables effective communication with my peers, in a way that isn’t disruptive to the learning process. And so, even with the obvious downsides (website down time, inactive students, etc), asynchronous communication has the potent ional to “offer contemporary students and faculty truly extraordinary potential for re-designing and expanding the learning environment” (Jana O’Keefe, 2000).
“Our appetite for information seemingly has no end” (Kip Kniskern, 2008). A bold statement, but one that rings true in today’s Internet-reliant society. From learning to communication, asynchronicity in our society is only making it easier to access this information, and making time and space irrelevant in this transfer. Right now, for example, I’m participating in an online university course unit, a unit that hundreds of other students are taking… Like any synchronous university experience, I communicate with my classmates and tutor on a regular basis, and respond to their messages in a manner that would mirror any real world interaction. In the same way that I respond to my Dad’s email as if it were a flowing conversation, I discuss the details of this unit in the same manner. Though obviously different from a standard synchronous interaction, asynchronous communication isn’t the opposite, but rather an advanced state of synchronicity… A state which we should only embrace in the future.
References:
Kniskern, Kip (2008, April 30). Asynchronicity, Or, Time Zones Suck
Message posted to http://jkipk.com/Graffiti/
A short but well-written blog post on the nature of asynchronicity in a Live Web environment. The writer obviously has a wealth of knowledge on the subject of online communication and the sharing of information. That being said, the post itself isn’t overly in depth. It does, however, contain some key information that may help those who misunderstand the term of asynchronicity to gain a better understanding of how it works in a modern Internet-using society. The author also makes references to different online communication tools, helpful for those who often use the items to communicate with friends, family, etc.
O’Keefe, Jana (2000). The Electronic Internship Advisor: The Case for Asynchronous Communication. Business Communication Quarterly Retreived July 26, 2008 from http://www.allbusiness.com/human-resources/workforce-management-hiring/513620-1.html
An extensive article on the nature of asynchronous communication within an education/college environment. The article heavily endorses the use of asynchronicity, particularly for post-graduate students, and students undertaking internships as part of their studies. Whilst it does tend to focus on the American education system, elements of the article are of particular use to this unit, particularly when trying to think laterally about the use of asynchronicity in our own studies. Of particular note are the first three paragraphs, which speak generally about asynchronous communication and give circumstances in which it may prove valuable for students and teachers alike.
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.” (Allen, n.d.)
I’m a sarcastic person by nature. I never really mean it to offend anyone, it’s just the way I am. I’ve had to learn the hard way that a friendly sarcastic joke in person just doesn’t translate well into an email, a post on a message board, or a message in a chat room/IM client. Even with an emoticon to try and make the joke obviously humorous, it just doesn’t always work. It’s this sort of experience that’s led me to realise that online communication allows for a vastly different set of rules, in comparison to real world communication, particularly if you want to communicate in an effective and friendly manner.
“Words on a screen are two-dimensional. Reading these words in isolation of usual communication cues lends itself to "coolness" that can lead directly to overreaction and flaming” (Ken W. White, n.d). It’s amazing how true this statement is. To the casual or professional Internet user, the term “audience” may seem excessive, in terms of the people they communicate with. And yet, it is an accurate term. When you send an email (in any number of environments), that email can not only reach the intended recipient, but hundreds, thousands, millions of other people! If just one of those extra recipients finds what you’ve said offensive or unclear, you may find yourself on the back foot.
So, how to we avoid embarrassing ourselves? Just exactly how do we determine how to address our intended audience? Lynne Breil offers the suggestion, “remember that e-mail is not a substitute for face-to-face or telephone communication” (2008). Sounds obvious enough I suppose, though being a child of the Internet age, I’ve always considered email the easy alternative to a phone call or face-to-face meeting, not a completely different method. In the past, I’ve written emails as if I was speaking them. When I read an email back, it sounds normal to me, but I can now imagine how someone reading the text on the screen can be offended, confused or, even worse, uninterested.
Furthermore, Ken W. White adds, “Online defensiveness tends to be reduced when people ask questions rather than make statements” (n.d). In other words, the simple act of changing a statement to a question can change the way your communication is processed by the receiver. I’ve tried this over the last few days (having had more issues with my ISP), and have noticed a turn around in the way the person handling our issue is communicating with me. Their intial defensive manner has changed to that of someone who needs to fix a situation. Just by taking an extra few minutes to examine the language I use, I’ve ensured that the recepient of my email isn’t offended or confused, and that they fully understand what I’m asking. I’ve also added “deadlines for response” (Ken W. White, n.d), ensuring that the recipient is aware of when I expect a response. It’s amazing… Such easy steps ensure that I understand my audience and that my audience understands me.
References:
White, Ken W. (n.d). The Write Way To Communicate Online. Electronic Educational Environment (University of California, Irvine). Retrieved July 29, 2008, from https://eee.uci.edu/news/articles/0407write.php
This extensive guide on online communication is excellent, and particularly relevant to university students who are studying online. Written in an easy to understand manner, and featuring key ideas and statements relating to this unit, it is an excellent resource for students and educators alike. I found both the sections on “Responsive” and “Warmth” particularly helpful to me, and have taken the time to apply them not only to my communication in this unit, but also in other aspects of my online communications. A second to none resource, I highly recommend it to all readers interested in this subject.
Breil, Lynne (2008, March 29). Botched! A Word on e-mail
Message posted to http://botched.wordpress.com/
Though this blog post itself was particularly relevant to this unit, this entire blog by Lynne Breil will provide valuable information for those wishing to better communicate with their audience in many different situations, particularly within a business environment. This post itself is short in length, but gives a great example on what not to do if you want to impress your audience, and create a great first impression. However, the author provides minimal advice on how to counteract the behaviour in the example, the answer is just implied. Ensure you read the post with the appropriate amount of humour and sarcasm get her point.
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.” (Allen, n.d)
I am a child of the information age. Though I recognise the need for face-to-face and phone-based contact, if I can sort out or engage a situation via email, I will. I’m not sure if this is purely because I’m a young woman who is a product of constant access to the Internet, or more so because I find it much easier to communicate my thoughts effectively via the written word. However, it appears now (after initial learning in Module 2.1, as well as additional research) that I may not be an effective email communicator.
Skellie (2007) suggests, in her “10 Tips for Managing E-Mail Effectively”: “whenever you read an email, answer to it right away” (p. 1). Sounds simple enough, though I admit to not adhering to this frame of mind in the past. Previously, I would read a batch of emails in bulk, and then take the time to respond to each of them. As Skellie (2007) once again points out, “this process will also consume more time, since you will probably need to read each email a second time before remembering what you will need to say in the reply” (p. 1). True enough. I’ve found that, adhering to the advice previously given, I’ve saved critical time by simply replying to emails as I read them.
With this new approach to email, I’ve found myself now getting agitated with the time is takes others to respond to my emails. Whilst I admit to being far more pro-active in my checking and replying to emails than many, I’ve often felt that if email is offered by a particular person, company or organisation as a way of communicating, then the email inbox in question should be checked as diligently as the phone is answered. However, of late I’ve had to rethink this point of view… Could it be my emails themselves that are making it difficult to respond to? Am I not providing enough information on how or when I’d like a response? MindTools.com suggests, “Make sure to include any call to action you desire, such as a phone call or follow-up appointment” (“Effective Email - How to communicate powerfully by email”, Mind Tools, n.d). This, once again, sounds simple enough, but is an action I’d never thought of taking before. Perhaps I thought it too pushy or assuming. However, the simple act of asking for a response within a certain timeframe, and by what medium, has increased the turn-around of my online enquires immensely. I’m currently in the process of purchasing a new laptop through the online-based computer company, Dell. Any enquiry I make about my laptop’s progress in getting to me is now suffixed with when I’d appreciate a response by, and how to contact me. It’s a simple and polite way of encouraging response, and one I’d previously never considered.
Though I certainly wouldn’t claim to be a perfect email communicator, I think these simple steps have, at the very least, increased both my productivity and the productivity of the responding party.
References:
Mind Tools (n.d). "Effective Email - How to communicate powerfully by email". Retrieved August 1, 2008 from http://www.mindtools.com/CommSkll/EmailCommunication.htm
A website dedicated primarily to career furthering and assistance, this particular article provides vauable information for those wishing to communicate more effectively with colleagues, customers, associates and similar. Though the article itself is aimed at professional environments, it provides useful information for anyone wishing to manage their email successfully. Of particular note is the section relating to subject headings and their effect on an email as a whole. I found this article particularly useful for not only brushing up on skills I already have, but also for learning new skills and sets of rules that I otherwise wouldn’t have considered.
Skellie (2007). "10 Tips for Managing Email Effectively". Retrieved August 1, 2008 from http://www.dailyblogtips.com/10-tips-for-managing-email-effectively/
This particular article will provide excellent information and ideas on managing email for bloggers, but also provides useful tips for general Internet users, as well as workplace-based users in a professional environment. Descriptions are informative and detailed, but easy to understand. I was particularly impressed with the step-by-step instructions for using Gmail to manage domain-based email accounts, as well as the information on replying to emails you receive. Though probably not the best resource for clear-cut rules on advanced email management, it will be of particular interest to those using email for the first time, or those making the transition from casual email user to professional or constant email user.
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.” (Allen, n.d)
As a moderator of Empire Magazine’s online message boards, I’ve had personal experience with online postings, and developing your identity online, as well as online relationships. Though simply posting in a list or message board can create awareness of your particular identity, it’s another thing entirely for whether your identity is going to be embraced by other members of the list or message board.
As a new member of a email list or message board, you are putting yourself in a situation of vulnerability. Even upon reading the board or list’s specific rules and regulations, you are yet to know any of the posters themselves. I’ve seen many new members of message boards be the subject of online hazing, or initiation rituals, designed to weed out any members that might disrupt the particular balance that the message board or list in question has. “Newcomers who refuse or fail to abide by social norms are dangerous to the elite in-group because they harbour the potential to break down the boundaries of the group” says Courtenay Honeycutt (2005), discussing the boundaries established in online communities.
And so what does one do, when targeted by “elite members” (Courtenay Honeycutt, 2005)? Though there’s always the choice of simply leaving the message board or list, or attempting to fit within the particular group’s ideal frame, one also can simply change who they are. “Communicating only with typed text, you have the option of being yourself, expressing only parts of your identity, assuming imaginative identities, or remaining completely anonymous” says John Suler, Ph. D (1996), offering a path that many may consider. Being online, joining a message board or email list multiple times, with different user names and/or email addresses is a simple task. In an instance on the message board I moderate, we had one member sign up with several different usernames, until the “elite members” (Courtenay Honeycutt, 2005) embraced the personality he chose to portray online. Only when he confessed this to another member was he, once again, an outcast.
And so, where does this leave the new member? Though posting about the list or message board’s topic should alone be enough to garner some kind of inclusion, it is not always the case. Whilst some members take joy in using their power or “elite” (Courtenay Honeycutt, 2005) status to bully other members into a particular type of identity or way of behaving whilst posting on the list or board, other members have no interest in such behaviour. Does this mean that you’re taking a chance on being accepted when you join an online community, or perhaps should one take the time to not only learn the specific rules of the list/board, but also learn the particular way that board operates and other members interact, before making their first post? John Suler, Ph. D says, “What determines your influence on others is your skill in communicating (including writing skills), your persistence, the quality of your ideas, and your technical know-how” (1996). And so perhaps, for those who care to make a positive impact on an online community, email list or message board, the best thing to do is simply try.
References:
Suler, John, Ph. D. (1996) The Basic Psychological Features of Cyberspace. In The Psychology of Cyberspace (2.1). Retrieved August 4, 2008 from http://www.usr.rider.edu/~suler/psycyber/basicfeat.html
This extensive e-book provides in-depth look at the Internet, as both a medium for communication, and an opportunity for people to re-invent themselves as a new identity or avatar. The author has taken a great deal of care in describing many facets of Internet usage, and provides detailed descriptions of both the positive and negative effect cyberspace can have on a person’s true identity. Whilst much of the book is of little use in this particular course, much of the information in the second chapter would be of particular note to anyone wishing to further their studies in virtual communities, message boards or email lists.
Honeycutt, C. (2005). Hazing as a process of boundary maintenance in an online community. Journal of Computer-Mediated Communication, 10(2), article 3. Retreived July 29, 2008 from http://jcmc.indiana.edu/vol10/issue2/honeycutt.html
This particular case study focuses on the use of hazing and degrading initiation rituals in an online environment. An excellent source of information for those interested in behavioural studies relating to the Internet. The article itself focuses on what the author calls “elite members”, and the effect their actions have on providing boundaries in an online community, message board or email list, as well as the effect their actions have on individual members themselves. The article also includes an in-depth look at a particular message board, and provides fascinating statistics on the use of hazing techniques on the message board in question.
Wednesday, July 16, 2008
Module 4 - Searching the Web
As this tasks requires me to use my "most commonly used" search engine, I've decided to dedicate this portion of the task to searching Google.com.au.
I'm about to search "the web" for "bloc party". I'm using the quotation marks in my search to ensure accurate results.
I got about 9,840,000 results! The first result was a link to the official Bloc Party website, BlocParty.com.
Using Copernic, I got 51 results, with the official Bloc Party website being the same first listed result. A quick comparison between these results, however, and the plethora of Google results show that the Copernic results are much more focused on the term I've searched for. For instance, many of the results via Google appear to be mentions of the band on other, unrelated websites (like Last.fm or YouTube). I think the more focused results of Copernic are the better ones, as it seems to provide results with websites relating to the topic, not websites that simply mention the topic once or twice.
Organising Search Information
For this take, I've chosen the three best Bloc Party sites display.
BlocParty.netM - http://www.blocparty.net/
Author: James (no last name included)
Institution: None specified
Summary: Fan-run website, providing information, media and downloads realting to UK rock band, Bloc Party. Features include gallery, forum and guitar tab archive.
BlocParty.com - http://www.blocparty.com/
Author: Wichita Records, Vice Records
Institution: RIAA (Vice Records)
Summary: Bloc Party's official website. Features an online store to shop for records and merchandise, as well as up-to-date news and a band-endorsed fan club.
Wikipedia - Bloc Party - http://en.wikipedia.org/wiki/Bloc_Party
Author: Various Contributors (Content owned by Wikipedia.org)
Institution: None
Summary: Thorough Wikipedia-based biography and discography of the band. Includes news on the band's upcoming album and info on the chart success the band has had worldwide.
I'm about to search "the web" for "bloc party". I'm using the quotation marks in my search to ensure accurate results.
I got about 9,840,000 results! The first result was a link to the official Bloc Party website, BlocParty.com.
Using Copernic, I got 51 results, with the official Bloc Party website being the same first listed result. A quick comparison between these results, however, and the plethora of Google results show that the Copernic results are much more focused on the term I've searched for. For instance, many of the results via Google appear to be mentions of the band on other, unrelated websites (like Last.fm or YouTube). I think the more focused results of Copernic are the better ones, as it seems to provide results with websites relating to the topic, not websites that simply mention the topic once or twice.
Organising Search Information
For this take, I've chosen the three best Bloc Party sites display.
BlocParty.netM - http://www.blocparty.net/
Author: James (no last name included)
Institution: None specified
Summary: Fan-run website, providing information, media and downloads realting to UK rock band, Bloc Party. Features include gallery, forum and guitar tab archive.
BlocParty.com - http://www.blocparty.com/
Author: Wichita Records, Vice Records
Institution: RIAA (Vice Records)
Summary: Bloc Party's official website. Features an online store to shop for records and merchandise, as well as up-to-date news and a band-endorsed fan club.
Wikipedia - Bloc Party - http://en.wikipedia.org/wiki/Bloc_Party
Author: Various Contributors (Content owned by Wikipedia.org)
Institution: None
Summary: Thorough Wikipedia-based biography and discography of the band. Includes news on the band's upcoming album and info on the chart success the band has had worldwide.
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