Module 4 Tasks - Evaluating the Web

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).
Record your annotation in your learning log.

I originally chose http://www.k12science.org/tutorials/advanced/ which is an Advanced Internet User Tutorial from an organisation called CIESE (The Centre for Innovation in Engineering and Science Education). Although the site appears to be commercial it has the suffix .org which suggests that it is a non-profit organisation but this is not conclusive. CIESE was founded in 1988 with the goal to improve K-12 science and mathematics education through the use of technology. It seems to be a reliable site. It recieves funding from grants issued by various US government departments. It provides links to journals written by their staff or about the organisation by others. It also lists awards and recognitions that they have recieved. The tutorial covers various procedures and aspects of the browsing on the Internet. The procedures are divided into individual subjects that have browser specific instructions and practice exercises.
After using the tools learnt in the tutorial exercise, I believe the site is a valid source. It comes highly referenced, gains government funding and has been around for quite some time. These factors along with the tutorial itself, lead me to conclude that this is an appropriate site to recommend for the Advanced Internet User.


Compare your final analysis and annotation with the material you saved for the last task, and think about these questions (you may wish to discuss these questions in your group)
in terms of your own future use, which 'body ' of information (ie. the original 'snapshot' of the site, or your own, annotated, analytical version) would be most useful to refer back to?
I definitely believe my second annotated format on the web site is more useful. It is more thorough and uses the skills learnt in the tutorial. The annotated format covers purpose, who authored the site, links and references and a more detailed look at the content. The previous version gave a quick review of what the site contained and what CIESE stood for.


In term of external users (i.e. if you included this site as a hyperlink or resource on a website) which body of information would best help them judge if the site was useful or of interest to them?
The tutorial page has the main body of information that suits an Advanced Internet User looking for information. It has the tutorials, exercises and browser specific instructions to perform the task at hand. To validate the site for the user, the "About Us" link shows where CIESE is from, their mission and how they operate. It gives validity and credibility to the site and its information.

Module 4 Tasks - Organising search information task

First, choose the best three sources found in the previous task (and be aware all these sources and information can be contributing to your resource bank assignment!)
Using whatever software or tool you think appropriate, record the following information about those sites:
URL.
author,
institution,
blurb/ summary / screen shot (this can be a direct copy of an appropriate abstract or introductory paragraph on the site: but make sure you record and reference it as such)

Again, using any useful software you have downloaded, or utilising your existing software, record this information on your computer in the way that you think will be most useful to you in terms of preparing for your third assignment (that is, in terms of how easy you will find it to access, retrieve, understand, contextualise and recall why you saved it - and with what!).

Record this information in your learning log, and also detail how you saved this information, what software you used and why.

For this task, I downloaded Bookmark Buddy. It downloaded really quickly and I had it running in no time. I firstly saved 3 bookmarks as instructed. I did this by creating a new folder in Categories. It was then a matter of fetching the url bookmark from the browser and adding it as a bookmark. I then found how to make notes and save the information. I think this is an especially useful tool for this subject in that you can make notes to refresh your memory later on. It also tells you the url, when you accessed the site, the number of times you accessed the site along with your 'rating' and comments.

The only downside to this is that its on a 20 day trial.

Module 4 Tasks - Boolean Search Task

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

• the biggest number of hits relating to these key words
• sources relating to skills-based information on these key words.
• information coming only from university sources

• Discuss your strategies with the class and record the exact search terms you used in your learning log

The biggest number of hits would be by using the 'OR' function. This function would look for results containing any of these words. Google came up with 2,620,000,000 hits.

To find sources that relate to skills-based information on these key words, I used inverted commas with the AND function. "Advanced Internet Users" AND "Skills Based". This only came up with 18 hits, but funnily enough many were NET11 related. Go NET11 team!

To limit the search to information coming only from university sources, I made a rule to only look for those results with a .edu domain. This still resulted in 829 000 hits. I then tried using Copernic with the search: Advanced Internet Users.edu. This resulted in 20 hits.

Module 4 Tasks - Search Engine Task

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

• record the first hit and number of hits in your learning log:

I used Google to do the search and it came up with 118 000 000 hits. The first hit listed was:

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

2. Using copernicus or similar, set it up to search at least three search engines (including one that will search the 'deep web') and repeat eactly the same search

• record the number of hits in your learning log, and compare to your first search. What differences did you notice? Why? Which search, on first glance gave you the most promising results?

Using Copernic for this search I came up with only 55 hits. I only have the free version which doesn't allow you to nominate search engines.
The difference in result to the Google search is astounding. 18 million on Google down to 55 on Copernic is amazing. The Copernic program runs a meta search, which is much more refined than Google which trawls billions of sites listing words.
I think the Copernic i s most promising because the results are in a managable number.
The first hit listed was:

1.	Global Advanced Media WeBlog » Internet Users http://weblog.globaladvancedmedia.com/category/internet-users [Wisenut, Ask.com]

3. Save at least the first 5 hits of both searches.

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

Advanced Internet Users Tutorial - CIESE - Keyboard Shortcuts
www.k12science.org/tutorials/advanced/shortcut.html

Advanced User's Internet Training Resources
www.vicnet.net.au/training/advance.html

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

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


Copernic Search:

1.	Global Advanced Media WeBlog » Internet Users http://weblog.globaladvancedmedia.com/category/internet-users

2.	Advanced Internet Users Tutorial - CIESE http://www.k12science.org/tutorials/advanced [Ask.com]

3.	Advanced Internet Users Tutorial - CIESE - Saving Web Pages http://www.k12science.org/tutorials/advanced/saveweb.html [Ask.com]

4.	Finding People on the Internet? http://netforbeginners.about.com/od/findingpeople/Finding_Pe... [About.com]

5.	Msen Advanced Internet Users Links Page http://www.msen.com/1997/adv_links.html [Ask.com]

Module 4 Tasks - Tools for Using the Web

Try downloading at least two unfamiliar programs (if you do not already have them: for those who have most or all, offer alternatives, or make sure you have the most up-to-date copy). Find out what the programs offer and spend a bit of time familiarising yourself with their operation (do not spend too much time on this, as some of these programs will be utilised in later tasks).

In your learning log record which programs you downloaded and note which (if any) facets you think might prove useful.

Real Networks Real One: This is a media player. It also downloaded Firefox, which I've only had limited exposure to. I used Firefox to view my blog and interestingly it showed it in a slightly different way to Explorer. The fonts were slightly different and spacing was also different. But from reading posts on the discussion board, I will give it a go and see if I like it or not.

Copernic: This took quite a while to index the files that it wanted. But I think the wait now will save time in the future. I think it will come in handy especially for my wife who always has trouble finding files she has saved.

Module 3 Tasks - WWW Blogs

Take a screen shot of your blog and paste into your learning log





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

1. Make your content useful and unique to your readers. Constantly ask yourself, is the blog useful? This content could include - education, entertainment, information, debate, news or communtiy.
2. Post Length. Keep in mind the reader and their attention span. Studies have shown that the typical web reader has an attention span of 96 seconds per blog.
3. Use titles effectively. First impressions count - to people and search engines. Slow down their scanning and grab their attention with meaningful, simple titles that use key words.
4. Make posts scannable. Web readers scan for content and dont read word for word. Use lists, bold writing, headings, sub-headings, pictures, borders and spaces to make your content stand out.
5. One topic per post. Keep the post to one topic. This prevents you from getting off the subject and rambling on about anything that comes to mind. Keep focus.

The above tips were sourced from Problogger. http://www.problogger.net/archives/2006/02/14/blogging-for-beginners-2/

Accessed 20/4/07

Module 3 Tasks - WWW Standards FTP

Try uploading your web page (or your draft info bank or learning log) to your student web space in Oasis or your own web space provided by your ISP if you have one using ftp.

Well wasn't this little task a mission! I found the part of uploading the Index file vial ftp easy enough. Below is a screenshot of the ftp program.

Connecting to the web page was another matter altogether. I downloaded the vpn client - no problem. But connecting to the page Web Address: http://student.curtin.edu.au/~13778811 proved altogether impossible for me. I was connected via vpn but it wouldnt work. I checked posts on the discussion board and it seems many people were having problems.

So, the task here was to upload via ftp. I suppose it was a success in that regard but not being able to access it is not a desired result.

Anyway, I did manage to upload the page to the Presentations area of Webct. Below is a successful screenshot of that:

Module 3 Tasks - WWW Standards Legal Issues

Obviously when writing for the web, we need to be aware of the sorts of legislation surrounding ‘published material’: most obviously copyright and Intellectual property.

Consider these questions:
have you used images or words on your web page or website that contravene copyright laws?

The words and images that I have used on my web page would not be considered to have contravened copyright laws. The strongest argument to defend this would be that the material comes under the banner of 'fair use' or 'fair dealing'. Fair dealing under the copyright Act of 1968 applies to limited use of materials for educational purposes. It would be difficult to argue against this in this case. In addition, the material for the Volcano web page was obtained with permission and again used for educational purposes.

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

Using the following paragraph, taken from the Curtin University Copyright statement, it would not be a breach to use the Curtin Logo at the top of web page that is used for an assignment. This page was accessed 20/4/07. Site address: http://global.curtin.edu.au/legal/copyright.cfm

"Under the "fair dealing" provisions of the Commonwealth of Australia Copyright Act 1968 an individual may make a single copy of a "reasonable portion" of the material on this site without prior permission or payment, provided it is for the purposes of research or study, criticism or review."

Since writing the above I have found a specific Curtin document relating to use of the Curtin Logo. Procedure Reference A002/P1.2 states that the logo is a registered trademark protected from unauthorized use and may only be released upon approval by University Marketing. Source: Procedure Reference A002/P1.2 http://www.policies.curtin.edu.au/documents/Logo_use.doc Accessed 26/7/07.

Module 3 Tasks - WWW Standards W3C Validation

Test your web page according to the W3C standards by going to their ‘validator’ page. If your page does not conform (it probably won’t!) record in your learning log why you think this is: try and identify the particular tags or code that are causing trouble. Are the problems related mostly to display, usability, or accessibility?

At the first attempt my webpage came up with several errors. Most of these were 'typos' by me. Others were mistakes that I could best describe as 'syntax' errors. The page still worked and looked how I wanted it to but the validator still found error. I discovered that if I changed the location of some of my tags, they still worked and passed with the validator.

Still there was one error that I couldn't figure out. I tried swapping a few things around but I couldnt get rid of it. The page looks how I want it to, so I'm not too worried.

I have attached a screen shot of the error. If anyone can suggest anything, you are more than welcome.

Thanks.

Module 3 Tasks - WWW Standards

Make a summary of what you believe are the 5 most important ‘rules’ for writing online. Think about any differences between the articles: for example, is the advice in Nielsen’s paper -- written in 1997 – still current?

1. Keep a simple design: Speed has always been important to web users. An impatient web user may decide to pass on a page that takes too long to load.
2. Keep a consistent design: Keep link buttons in a consistent location and provide links to the main page.
3. Use Meaningful Hyperlinks: Hyperlinks are well understood nowdays but the important thing to remember is to make them meaningful. They must clearly indicate to the reader where the link will take them. Again time is important to web page readers. They don't want to waste time on useless links.
4. Use Bold headings and point forms: This will give the reader an overview of your website quickly. Don't use jargon, just explain clearly and concisely the point.
5. Put Extended text on linked pages: Don't put all the text onto one page. It will make it too long to load and too much to read. Use the headings and point forms in point 4 to direct to the full text. Also provide printable pdf format for text that may be printed.

While these are not extensive rules, I believe that they cover the most important points that make a web site usable for everybody.

The rules written in 1997 by Jabob Nielsen closely reflect those written in 2003 by Dennis G Jerz. This shows that these rules are still relevant in todays web world. While many people have fast broadband connections, there are still people using dial up modems with very limited speeds. One of the tenents of designing web pages is to ensure that the content is available for all users of the internet. Not just the latest technology.

Reflection

I believe reflection is an important part of learning. I originally chose this subject thinking it would be easy and a low workload. A rude shock naturally came my way but I think I am adjusting to the workload ok. I have though, missed some pre-arranged chat sessions with my fellow students. This is mainly due to my terrible memory and the distrations that come with weekends.
The discussion board had been especially useful throughout this subject. I've had discussion boards with other subjects but I found they were dominated by a few wannabe professors. This subject encourages and achieves widespread opinion and participation. There are many posts to go through but since most of it is relevant at some stage or other, it's not such a chore. I've tried to contribute where I can but mostly I'm out of my depth for giving advice. I'm more on the asking side than answering. So we keep moving along...

Module 3 Tasks - HTML tags

This task was one of the most interesting and practical that I have done. I really learnt a great deal about HTML and enjoyed making the Volcano page and modifying the page I had already started for Assignment 1. The only drawback I found was that I had used "PageBreeze" to originally create the Presentations page. So I spent a fair bit of time modifying and deleting the PageBreeze tags and trying to make it mainly my tags that I have learnt so far. I have cheated a little by leaving the page colour tags in but I plan on learning about them by modifying and playing with the settings. Overall it took quite longer than I anticipated but totally worthwhile. Below is a screenshot my Learning Log in its latest incarnation. No doubt it will change as I progress but at the moment I'm pretty proud of what I've achieved. Thanks goes to our tutor and of course my fellow students.

Module 2 Tasks - ICQ

An assignment due last week kept me away from this subject for a while so I have some catching up to do. Like most other students I couldnt find the 'advanced netstudies' ICQ. I did try the ICQ number 337-293-557 which didnt have what I was looking for.

Anyway, because I'm way behind I didnt have an ICQ chat with anyone but at work we have an intercompany chat program that I use quite often, sometimes even for work related matters. You create a list of people from the database and it tells you if they are on line or not. I actually use it to see if my boss is in his office or not. Mostly though I use it to catch up with an old school friend who works for the company I've just joined. Its a useful tool that is not intrusive and you can work around having a conversation. I find its slower than having a verbal conversation but still handy all the same.
Time to get on with the self evaluation.