From the moment we wake up in the morning we are inundated with the presence of media in different forms. The task for today was to keep a record of the media that are seen, heard and perceived within the time-frame of one day. This extremely worthwhile activity has raised my awareness of the forms that media take and the prevalence of media in modern life. It has also brought to my attention the reliance I have on various media, most notably the internet. As was discussed in the post, 'Media Ecology', the invisible and unobtrusive nature of media allows us to live our day to day lives without consciously focusing on its presence. That is, until we are prompted to consider and question the various media and its effects on our lives.
In an effort to highlight the significant presence that media has in my life, I have formulated an inventory that provides an accurate recount of media encountered in a single day. On an average day, I am woken by the alarm on my mobile telephone; I then proceed to the lounge to turn on the television. The bombardment of advertising, news stories and general early morning TV chatter ensue. Upon preparing breakfast for my daughter my attention is again drawn to the print media on the cereal box and various food items. Whilst driving my daughter to school I encounter advertising billboards, radio advertising and songs, traffic signs, speed signs, shop signs, school signs... ugh, I am feeling tired just thinking about it! Yet, when encountering the menagerie of media I passively observe and absorb, I neither give thought nor validation to the sheer amount and variety of media witnessed.
Upon dropping my daughter at school, I decide to take a detour via the shops to get the groceries. The shopping centre PA is piping out music and advertisements, I see a man wearing a T-shirt with the words 'YouTube MySpace and I'll Google your Yahoo' - an appropriate sentiment to include in this post. The list is endless, sale signs, televisions enticing customers to buy products, food labels, clothing labels, the shopping centre is a mine field of media. When I return home I find that I have a telephone bill in my letter box, then I receive an SMS from a friend asking me to hurry up and check my email. So I do. I check my email, along with Facebook, the university website, my internet banking, ninemsn and, just for fun, I chat to a friend on Windows Live Messenger. The evening consists of more media bombardment in the form of television, reading my daughter a storybook, and downloading some music from the internet.
It really is mind blowing to think that we encounter such a degree of media that is so entwined in our lives we barely notice it at all.
'Paradoxically, the saturation of technology also leads to its invisibility. People are so immersed in the technology of communication that they forget it is there' (English-Lueck, 2002).
This statement perfectly describes exactly why the media, that is so much a part of our lives, can seem invisible.
English-Lueck, J. A. (2002). Cultures @ Silicon Valley. Stanford, California: Stanford University Press.
Monday, January 31, 2011
Lecture 9 - The Ecology of Media
The term ecology is something I had previously only associated with biology and the physical environment. The term media ecology, however, is defined as:
'... the matter of how media of communication affect human perception, understanding, feeling, and value; and how our interaction with media facilitates or impedes our chances of survival. The word ecology implies the study of environments: their structure, content, and impact on people' (Media Ecology Association, 2009).
This new term has yet again opened my mind to unexplored concepts and theories associated with media and technology. Once familiar with the term and its meaning, it makes perfect sense to study the ecology of media in an effort to understand more about human interaction and our world. Over the course of studying New Communication Technology I have often asked myself, 'Why have I never considered the various content raised in lectures prior to studying the course?' Afterall technological advances are occurring every second of every day, our lives are intermeshed with technology and its uses. A valid point raised in today's lecture discussed the difference between the physical environment and the invisible environment, which includes the internet, social media, television, radio, magazines, signs, culture and language. The discussion concluded with the realisation that the invisible environment is only invisible until its structure, capability and underlying messages are exposed through questioning. The reason that I had never considered many of the points raised in the lectures is that I had never thought critically about technology. That is, until, I was prompted to throughout my lecture and tutorial classes.
Media Ecology Association. (2009). What is Media Ecology? (Neil Postman). Retrieved January 29, 2011, from http://www.media-ecology.org/media_ecology/index.html
'... the matter of how media of communication affect human perception, understanding, feeling, and value; and how our interaction with media facilitates or impedes our chances of survival. The word ecology implies the study of environments: their structure, content, and impact on people' (Media Ecology Association, 2009).
This new term has yet again opened my mind to unexplored concepts and theories associated with media and technology. Once familiar with the term and its meaning, it makes perfect sense to study the ecology of media in an effort to understand more about human interaction and our world. Over the course of studying New Communication Technology I have often asked myself, 'Why have I never considered the various content raised in lectures prior to studying the course?' Afterall technological advances are occurring every second of every day, our lives are intermeshed with technology and its uses. A valid point raised in today's lecture discussed the difference between the physical environment and the invisible environment, which includes the internet, social media, television, radio, magazines, signs, culture and language. The discussion concluded with the realisation that the invisible environment is only invisible until its structure, capability and underlying messages are exposed through questioning. The reason that I had never considered many of the points raised in the lectures is that I had never thought critically about technology. That is, until, I was prompted to throughout my lecture and tutorial classes.
Media Ecology Association. (2009). What is Media Ecology? (Neil Postman). Retrieved January 29, 2011, from http://www.media-ecology.org/media_ecology/index.html
Tutorial Task 8 - Response to e-Art
To complete today's tutorial task I viewed the Jason Nelson e-Art titled 'Birds Still Warm From Flying', 'I made this. You play this. We are enemies' and 'Wittenoom' on Secret Technology. The first thing that struck me about the e-Art was the interactive nature of each of the poetic artworks. Each of the pieces I viewed were interactive in different ways. 'Birds Still Warm From Flying' exhibited more subtle elements of interaction in comparison to the poetic game art of 'I made this. You play this. We are enemies', which, in a simplified description, the viewer plays a 'game' to unlock various poetic statements. I was fascinated by the interactive nature of the e-Art and found myself being drawn into the experience as I tried to comprehend the underlying message of the art.
Charles I. Glicksberg, 1970, wrote 'the purpose of art is to arouse emotions which are then transferred to the concerns of practical life'. So too is the purpose of e-Art. The 3 separate poetic artworks each convey their own message about life. To be honest, I feel that this artwork, as with any other, can be interpreted differently depending on the mindset and experiences of the person viewing it. For me, each of the artworks evoke an air of conspiracy and politics. As I interacted with the artwork and read the poetry I felt as though I were reading statements relating to political conspiracies which made me feel a little apprehensive and critical of the corporations or themes depicted in the e-Art. This was particularly so in 'Wittenoom'. The brief description of the artwork, which was about an asbestos mining town in Western Australia and its downfall, gave some insight into the statements' meanings being released on the falling cards.
'Birds Still Warm From Flying' and 'I made this. You play this. We are enemies' each contain video within the e-Art and each of the 3 artworks contain audio and sound effects that seem to me to emulate the sounds of 'technology' or what I would imagine it to sound like. Of particular interest to me was the depiction of the Disney page in 'I made this. You play this. We are enemies'. I felt as though the combination of the statements, images and audio were 'discussing' the hollowness and materialistic consumerism of the Disney brand. The statement, 'Now you're dead by Dalmatian', seemed to embody these feelings.
To read the digital poetry I have viewed, I found I read from no particular starting point and took in each statement as it presented itself. 'Birds Still Warm From Flying' consisted of numbered statements which could be read in numerical order, although each side and orientation of the cube had the potential to throw the reader, so perhaps it is easier to read as each section is presented. In comparison to traditional poetry, this e-Art has a very different structure and requires the viewer/reader to adopt an open-mind and to 'think outside the square' when searching for structure and order. I enjoyed interacting with, and viewing the e-Art. Having never been exposed to such art it took a lot of contemplation and persistence to explore the layers of the artwork and to gain an understanding of the meaning behind it, but it was well worth the effort!
Glicksberg, C. I. (1970). Poetry and science. In W. Skinkle Knickerbocker, Twentieth century English (pp. 33-44). U.S.A.: Philosophical Library, Inc.
Nelson, J. (nd). Secret Technology: Net Art/Digital Poetry/Video Oddities. Retrieved January 28, 2011, from http://www.secrettechnology.com/
Charles I. Glicksberg, 1970, wrote 'the purpose of art is to arouse emotions which are then transferred to the concerns of practical life'. So too is the purpose of e-Art. The 3 separate poetic artworks each convey their own message about life. To be honest, I feel that this artwork, as with any other, can be interpreted differently depending on the mindset and experiences of the person viewing it. For me, each of the artworks evoke an air of conspiracy and politics. As I interacted with the artwork and read the poetry I felt as though I were reading statements relating to political conspiracies which made me feel a little apprehensive and critical of the corporations or themes depicted in the e-Art. This was particularly so in 'Wittenoom'. The brief description of the artwork, which was about an asbestos mining town in Western Australia and its downfall, gave some insight into the statements' meanings being released on the falling cards.
'Birds Still Warm From Flying' and 'I made this. You play this. We are enemies' each contain video within the e-Art and each of the 3 artworks contain audio and sound effects that seem to me to emulate the sounds of 'technology' or what I would imagine it to sound like. Of particular interest to me was the depiction of the Disney page in 'I made this. You play this. We are enemies'. I felt as though the combination of the statements, images and audio were 'discussing' the hollowness and materialistic consumerism of the Disney brand. The statement, 'Now you're dead by Dalmatian', seemed to embody these feelings.
To read the digital poetry I have viewed, I found I read from no particular starting point and took in each statement as it presented itself. 'Birds Still Warm From Flying' consisted of numbered statements which could be read in numerical order, although each side and orientation of the cube had the potential to throw the reader, so perhaps it is easier to read as each section is presented. In comparison to traditional poetry, this e-Art has a very different structure and requires the viewer/reader to adopt an open-mind and to 'think outside the square' when searching for structure and order. I enjoyed interacting with, and viewing the e-Art. Having never been exposed to such art it took a lot of contemplation and persistence to explore the layers of the artwork and to gain an understanding of the meaning behind it, but it was well worth the effort!
Glicksberg, C. I. (1970). Poetry and science. In W. Skinkle Knickerbocker, Twentieth century English (pp. 33-44). U.S.A.: Philosophical Library, Inc.
Nelson, J. (nd). Secret Technology: Net Art/Digital Poetry/Video Oddities. Retrieved January 28, 2011, from http://www.secrettechnology.com/
Lecture 8 - e-Art and e-Poetry
Internet art, 'net' art, or e-Art, as it is known, is a form of digital artwork that uses the internet as a medium. When I first viewed the net art on Jason Nelson's site SecretTechnology.com, I was very impressed by the interactive nature and eccentric designs of each of the artworks. What I did not acknowledge, nor even appreciate was the depth of technology comprehension needed to create the artwork. The artwork gives the impression of being 'simple' to create, however, to create net art the artist must understand the function, programming, strengths and limitations of the programs they choose to use, in addition to their creativity and artistic skills.
The use of the internet as a medium provides the opportunity to utilise and apply different techniques, methods and materials in comparison to traditional forms of artwork, such as painting, sketching and sculpting. As with traditional forms of artwork, net art expresses the artists' point of view, interpretation, thoughts and emotions. The artwork by Jason Nelson on SecretTechnology.com is no exception. Although I found it difficult to interpret the meaning behind the art, it prompted me to think about the message being conveyed and what it meant to me, which personally, I think, is the purpose of art.
As was mentioned in the previous paragraph, there are many advantages in utilising digital media to create net art. Apart from different design capabilities in comparison to traditional art, net art involves an interactive element, drawing the viewer into, and engaging them in the artwork and its meaning. Net art also provides the viewer with new and engaging ways of experiencing literacy and digital capabilities. In addition to these positive attributes, e-art can simply be emailed, allowing galleries to forego shipping expenses and the possibility of damage. Despite its numerous advantages, e-art does have some draw-backs. In relation to materials used to create traditional artwork, paint, canvas, pencils and the like have been in existence for literally thousands of years. Digital technology is relatively new, on the other hand. The fast paced technological revolution has created a climate in which what is new today is outdated tomorrow and overrun with a new product or capability. This impact ensures a relatively short life for the e-art of today, as tomorrow the programs or features used to support the e-art may be obsolete. This change in technology also has the possible effect of reducing the viewing nature and popularity of current e-art.
Nelson, J. (nd). Secret Technology: Net Art/Digital Poetry/Video Oddities. Retrieved January 28, 2011, from http://www.secrettechnology.com/
The use of the internet as a medium provides the opportunity to utilise and apply different techniques, methods and materials in comparison to traditional forms of artwork, such as painting, sketching and sculpting. As with traditional forms of artwork, net art expresses the artists' point of view, interpretation, thoughts and emotions. The artwork by Jason Nelson on SecretTechnology.com is no exception. Although I found it difficult to interpret the meaning behind the art, it prompted me to think about the message being conveyed and what it meant to me, which personally, I think, is the purpose of art.
As was mentioned in the previous paragraph, there are many advantages in utilising digital media to create net art. Apart from different design capabilities in comparison to traditional art, net art involves an interactive element, drawing the viewer into, and engaging them in the artwork and its meaning. Net art also provides the viewer with new and engaging ways of experiencing literacy and digital capabilities. In addition to these positive attributes, e-art can simply be emailed, allowing galleries to forego shipping expenses and the possibility of damage. Despite its numerous advantages, e-art does have some draw-backs. In relation to materials used to create traditional artwork, paint, canvas, pencils and the like have been in existence for literally thousands of years. Digital technology is relatively new, on the other hand. The fast paced technological revolution has created a climate in which what is new today is outdated tomorrow and overrun with a new product or capability. This impact ensures a relatively short life for the e-art of today, as tomorrow the programs or features used to support the e-art may be obsolete. This change in technology also has the possible effect of reducing the viewing nature and popularity of current e-art.
Nelson, J. (nd). Secret Technology: Net Art/Digital Poetry/Video Oddities. Retrieved January 28, 2011, from http://www.secrettechnology.com/
Tutorial Task 7
1. Sign an e-petition.
I signed the e-petition 'Save The Net' about internet censorship. The link is http://www.getup.org.au/campaign/SaveTheNet&id=443&msg=Thank+you+for+taking+action+-+a+record+has+been+sent+to+your+email+address.
2. Respond to a professional blogger.
I commented on the blog post 'Sorry, Gina Ford and Robin Barker - I don’t need you anymore', by Alison Godfrey at News.com.au
3. What is Barack Obama up to today?
Barack Obama delivered the State of the Union Address at the U.S. Capitol on the 25/01/11. http://www.whatisbarackdoing.com/
4. Find out who your local, state and federal representatives are.
The local representative is Cr Karen Williams.
The state representative is Peter Dowling
The federal representative is Peter Dowling
http://www.ourcommunity.com.au/advocacy/advocacy_article.jsp?articleId=2386#QLD
5. Look up the Queensland or Australian hansard to find the last time your local member spoke in parliament.
The last time the Capalaba local member, Michael Choi spoke in parliament was Wednesday, November 24, 2010. This is the link to his speech http://parlinfo.parliament.qld.gov.au/isysquery/42829332-b5cd-49c1-8701-d35131f29eba/31/doc/
6. Let your local member know what you think about their last speech.
I did not feel I had anything valuable to contribute about the agriculture industry and the coal seam gas industry.
*What do you think of the Australian Government's plans to censor the internet (the so-called "Clean Feed")?
My personal opinion relating to censorship of the internet is that people should have the freedom to choose what they view on the internet and what they do not. Censoring the internet is essentially retracting that freedom and dictating what can and cannot be viewed. As the mother of a small child, I would like to be the one to decide what is suitable for my child to have access to and to be the one to restrict access to particular sites and content. In relation to children accessing inappropriate content:
'The proposed category of censored sites will not be wide enough to provide assurances to parents. Parents will be much better served by installing one of the many voluntary filters that are currently available and ensuring that their children are adequately supervised and aware of risks they may face online' (No Clean Feed, nd).
I wholeheartedly agree that the most effective and safest way of monitoring and restricting child internet access is to closely supervise, teach children about internet use and install filters that can be controlled by the parent.
No Clean Feed: Stop Internet Censorship in Australia. (nd). What is the 'Clean Feed'. Retrieved January 28, 2011, from http://nocleanfeed.com/
*What place does censorship have in a democracy?
To me, the word 'democracy' refers to freedom, equality and the upholding of rights. The word 'censorship', on the other hand, refers to taking away the freedom of choice and expression. 'Censorship is contrary to the spirit of freedom and democracy' (Luft, 2007). I believe that it is a basic right to have the freedom of choice and I feel that censorship impedes that right. However, I am also aware that there is a large amount of illegal content that does need to be restricted, and without censorship that illegal content would run rife. What I do not agree with is censoring legal content, in which adults should have the right to choose whether to engage with the content or ignore it.
Luft, E. v.d. (2007). A socialist manifesto. Maryland, U.S.A.: United Book Press.
I signed the e-petition 'Save The Net' about internet censorship. The link is http://www.getup.org.au/campaign/SaveTheNet&id=443&msg=Thank+you+for+taking+action+-+a+record+has+been+sent+to+your+email+address.
2. Respond to a professional blogger.
I commented on the blog post 'Sorry, Gina Ford and Robin Barker - I don’t need you anymore', by Alison Godfrey at News.com.au
3. What is Barack Obama up to today?
Barack Obama delivered the State of the Union Address at the U.S. Capitol on the 25/01/11. http://www.whatisbarackdoing.com/
4. Find out who your local, state and federal representatives are.
The local representative is Cr Karen Williams.
The state representative is Peter Dowling
The federal representative is Peter Dowling
http://www.ourcommunity.com.au/advocacy/advocacy_article.jsp?articleId=2386#QLD
5. Look up the Queensland or Australian hansard to find the last time your local member spoke in parliament.
The last time the Capalaba local member, Michael Choi spoke in parliament was Wednesday, November 24, 2010. This is the link to his speech http://parlinfo.parliament.qld.gov.au/isysquery/42829332-b5cd-49c1-8701-d35131f29eba/31/doc/
6. Let your local member know what you think about their last speech.
I did not feel I had anything valuable to contribute about the agriculture industry and the coal seam gas industry.
*What do you think of the Australian Government's plans to censor the internet (the so-called "Clean Feed")?
My personal opinion relating to censorship of the internet is that people should have the freedom to choose what they view on the internet and what they do not. Censoring the internet is essentially retracting that freedom and dictating what can and cannot be viewed. As the mother of a small child, I would like to be the one to decide what is suitable for my child to have access to and to be the one to restrict access to particular sites and content. In relation to children accessing inappropriate content:
'The proposed category of censored sites will not be wide enough to provide assurances to parents. Parents will be much better served by installing one of the many voluntary filters that are currently available and ensuring that their children are adequately supervised and aware of risks they may face online' (No Clean Feed, nd).
I wholeheartedly agree that the most effective and safest way of monitoring and restricting child internet access is to closely supervise, teach children about internet use and install filters that can be controlled by the parent.
No Clean Feed: Stop Internet Censorship in Australia. (nd). What is the 'Clean Feed'. Retrieved January 28, 2011, from http://nocleanfeed.com/
*What place does censorship have in a democracy?
To me, the word 'democracy' refers to freedom, equality and the upholding of rights. The word 'censorship', on the other hand, refers to taking away the freedom of choice and expression. 'Censorship is contrary to the spirit of freedom and democracy' (Luft, 2007). I believe that it is a basic right to have the freedom of choice and I feel that censorship impedes that right. However, I am also aware that there is a large amount of illegal content that does need to be restricted, and without censorship that illegal content would run rife. What I do not agree with is censoring legal content, in which adults should have the right to choose whether to engage with the content or ignore it.
Luft, E. v.d. (2007). A socialist manifesto. Maryland, U.S.A.: United Book Press.
Lecture 7 - Politics and Censorship: The Political Mine Field
Politics of the internet is something which, in the past, would not have even occurred to me to think about. Until the recent media frenzy concerning Julian Assange and the Wikileaks hype, the political aspects concerning the internet and its use were not something to which I had paid close attention. To digress from the topic for a moment, throughout my study of 'New Communications Technology' I have been amazed at the sheer number of times that I have thought to myself, 'I have never thought of it like that', and the content of today's lecture was no exception. The mention of the word 'politics' is usually enough to switch my brain off before the discussion has even begun. Today, however, the lecture prompted me to think about the politics involving the internet in relation to democracy and freedom of expression.
The particular issues that concern me are censorship of the internet and media blacklists. An article from The Age raises many valid points as to the effectiveness of internet censorship and the political mine field that is the combining of censorship and democracy. The article describes the chastising of Chinese authorities by the Australian government for enforcing internet censorship and blocking access to the internet for the assembled media prior to the Beijing Olympic Games (The Age, 2008). The Australian government appeared to have abandoned their stance with the proposed internet censorship campaign. Valid concerns about the proposed internet censorship involve the results of a closed trial in Tasmania which '... found that most filters could not identify illegal or inappropriate content' (The Age, 2008). A worrying factor is the high probability of filtering mistakes - either filtering out acceptable content or the lack of identification of harmful content linked to acceptable sites. Another stance that I am in agreement with is the censorship of sites that, under the guise of democracy, should be left up to the individual adult to decide whether to view certain content.
Media blacklists are another area for debate that I have previously not considered. Despite the fact that the media blacklist is supposed to be confidential government information, some of the information appears to have made its way into the publics' hands, through sites such as Wikileaks or similar. The concerning issue for me is the grey areas of the blacklist that include blacklisted internet sites, etc that have unexplained reasons for their blacklist. In my opinion, the withholding of information when there is no apparent need to withhold is not '... in the spirit of freedom and democracy' (Luft, 2007).
Loewenstein, A. (2008, November 10). Government uploads hypocrisy with internet censorship [Electronic version]. The Age. Retrieved January 25, 2011, from http://www.theage.com.au/opinion/government-uploads-hypocrisy-with-internet-censorship-20081109-5kuz.html
Luft, E. v.d. (2007). A socialist manifesto. Maryland, U.S.A.: United Book Press.
The particular issues that concern me are censorship of the internet and media blacklists. An article from The Age raises many valid points as to the effectiveness of internet censorship and the political mine field that is the combining of censorship and democracy. The article describes the chastising of Chinese authorities by the Australian government for enforcing internet censorship and blocking access to the internet for the assembled media prior to the Beijing Olympic Games (The Age, 2008). The Australian government appeared to have abandoned their stance with the proposed internet censorship campaign. Valid concerns about the proposed internet censorship involve the results of a closed trial in Tasmania which '... found that most filters could not identify illegal or inappropriate content' (The Age, 2008). A worrying factor is the high probability of filtering mistakes - either filtering out acceptable content or the lack of identification of harmful content linked to acceptable sites. Another stance that I am in agreement with is the censorship of sites that, under the guise of democracy, should be left up to the individual adult to decide whether to view certain content.
Media blacklists are another area for debate that I have previously not considered. Despite the fact that the media blacklist is supposed to be confidential government information, some of the information appears to have made its way into the publics' hands, through sites such as Wikileaks or similar. The concerning issue for me is the grey areas of the blacklist that include blacklisted internet sites, etc that have unexplained reasons for their blacklist. In my opinion, the withholding of information when there is no apparent need to withhold is not '... in the spirit of freedom and democracy' (Luft, 2007).
Loewenstein, A. (2008, November 10). Government uploads hypocrisy with internet censorship [Electronic version]. The Age. Retrieved January 25, 2011, from http://www.theage.com.au/opinion/government-uploads-hypocrisy-with-internet-censorship-20081109-5kuz.html
Luft, E. v.d. (2007). A socialist manifesto. Maryland, U.S.A.: United Book Press.
Tutorial Task 6 - Scavenger Hunt Questions!
1. What is the weight of the world’s biggest machine? How much did it cost to build?
The 'Knock Nevis' is the world's largest ship ever constructed. It weighs 564,763 tons. It cost $9 billion dollars to build. The link is http://www.knock-nevis.com/
2. Find a live webcam in Antarctica.
Webcam world is a site that displays webcams in Antarctica. This is a link for a South Pole live camera http://www.esrl.noaa.gov/gmd/obop/spo/livecamera.html
Can you find a place to stay in Antarctica?
The site, GeckoGo, contains lists of lodgings in Antarctica. This is the link http://www.geckogo.com/Guide/Antarctica/Explore/Lodging/
3. When and what was the first example of global digital communication?
In 1844 an effective version of the electromagnetic telegraph was constructed by Samuel Morse. This is the first example of global digital communication.
http://www.150.si.edu/150trav/remember/r819.htm
4. What is the cheapest form of travel from the Gold Coast to Melbourne?
Cheapest form of travel is Tiger Airways. Tickets start from $38.95.
http://www.tigerairways.com.au/au/en/real_deals.php
5. Who is Douglas Engelbart? What is he known for?
Douglas Engelbart was an computer scientist and inventor who pioneered what is now known as collaborative hypermedia. He was born in 1925, in Oregon, USA. He also invented the computer mouse. http://www.dougengelbart.org/about/dce-bio.html
6. What is the best way (quickest, most reliable) to contact Stephen Conroy? (who is this guy?)
Stephen Conroy is the Australian Minister for Broadband, Communications and the Digital Economy. He can be telephoned on (03) 9408 0190 or emailed at minister@dbcde.gov.au
7. What song was top of the Australian pop charts this week in 1990?
'How am I supposed to live without you' by Michael Bolton. http://www.rockonthenet.com/archive/1990/main.htm
8. How would you define the term 'ontology'? In your own words, what does it really mean?
The term 'ontology' refers to the study about what kinds of things exist, and what entities there are in the universe. It is a branch of metaphysics. http://whatis.techtarget.com/definition/0,,sid9_gci212702,00.html#
9. What type of camera is used to make ‘Google Street View’?A camera created by the contractor, Immersive Media. http://news.cnet.com/8301-17938_105-9724604-1.html
10. Name three computer operating systems (not for phones) that are NOT Apple OS or MS-Windows operating systems?
a) who created it and when? b) how can you get a copy of the operating system to use on your computer?
1a. BSDUnix (a sub-group of Unix).
1b. It can be downloaded from http://www.tech-faq.com/where-to-download-unix.html
2a. Linux, which was created in 1991 by Linus Torvalds.
2b. It can be downloaded from http://www.computerhope.com/unix.htm
3a. Inferno, which was created in 1995.
3b. It can be downloaded from http://www.vitanuova.com/inferno/downloads.html
The 'Knock Nevis' is the world's largest ship ever constructed. It weighs 564,763 tons. It cost $9 billion dollars to build. The link is http://www.knock-nevis.com/
2. Find a live webcam in Antarctica.
Webcam world is a site that displays webcams in Antarctica. This is a link for a South Pole live camera http://www.esrl.noaa.gov/gmd/obop/spo/livecamera.html
Can you find a place to stay in Antarctica?
The site, GeckoGo, contains lists of lodgings in Antarctica. This is the link http://www.geckogo.com/Guide/Antarctica/Explore/Lodging/
3. When and what was the first example of global digital communication?
In 1844 an effective version of the electromagnetic telegraph was constructed by Samuel Morse. This is the first example of global digital communication.
http://www.150.si.edu/150trav/remember/r819.htm
4. What is the cheapest form of travel from the Gold Coast to Melbourne?
Cheapest form of travel is Tiger Airways. Tickets start from $38.95.
http://www.tigerairways.com.au/au/en/real_deals.php
5. Who is Douglas Engelbart? What is he known for?
Douglas Engelbart was an computer scientist and inventor who pioneered what is now known as collaborative hypermedia. He was born in 1925, in Oregon, USA. He also invented the computer mouse. http://www.dougengelbart.org/about/dce-bio.html
6. What is the best way (quickest, most reliable) to contact Stephen Conroy? (who is this guy?)
Stephen Conroy is the Australian Minister for Broadband, Communications and the Digital Economy. He can be telephoned on (03) 9408 0190 or emailed at minister@dbcde.gov.au
7. What song was top of the Australian pop charts this week in 1990?
'How am I supposed to live without you' by Michael Bolton. http://www.rockonthenet.com/archive/1990/main.htm
8. How would you define the term 'ontology'? In your own words, what does it really mean?
The term 'ontology' refers to the study about what kinds of things exist, and what entities there are in the universe. It is a branch of metaphysics. http://whatis.techtarget.com/definition/0,,sid9_gci212702,00.html#
9. What type of camera is used to make ‘Google Street View’?A camera created by the contractor, Immersive Media. http://news.cnet.com/8301-17938_105-9724604-1.html
10. Name three computer operating systems (not for phones) that are NOT Apple OS or MS-Windows operating systems?
a) who created it and when? b) how can you get a copy of the operating system to use on your computer?
1a. BSDUnix (a sub-group of Unix).
1b. It can be downloaded from http://www.tech-faq.com/where-to-download-unix.html
2a. Linux, which was created in 1991 by Linus Torvalds.
2b. It can be downloaded from http://www.computerhope.com/unix.htm
3a. Inferno, which was created in 1995.
3b. It can be downloaded from http://www.vitanuova.com/inferno/downloads.html
Lecture 6 - Social relationships and video games
In an effort to link this particular post to both the reading, 'Personal Relationships: On and Off the Internet', and the lecture content about video games, I have examined the effects that video games can have on personal relationships and social behaviour. But first, allow me to raise the point that prior to today's lecture I was unaware of the amount of study that is conducted concerning video games. The approaches of Social Science, Humanities and Industry and Engineering give insight into the degree of research that is conducted for a variety of reasons, some of which may include improving the gaming experience, determining the effects of gaming on people and discovering the semiotics of video games. My narrow mindedness in relation to video games is, in my opinion, a result of my lack of interest in video gaming. This lack of interest is one reason why I was amazed by the sheer amount of research, problem-solving and deep thought that is demonstrated when designing and studying the web of interconnected compontents that make video games what they are. According to Lievrouw and Livingstone, 2006, the detailed analysis of games has been a fairly recent development. This is perhaps another reason to explain my lack of awareness.
Within the article, 'Personal Relationships: On and Off the Internet', is a list titled the 'Social Affordances of the Internet'. The list details the social aspects of the internet and makes comparisons to 'real-life' experiences. Upon contemplation, it appears that video games can now be almost as social as other experiences on the internet. Video games can be played on the internet against other people, as a form of social interaction, which is heightened if the games are linked to social media sites. Despite the beneficial social interactions when playing video games, there also exist negative consequences related to video gaming. Health, particularly for children, is an issue if they are performing sedentary tasks for long periods of time. This, however, has been lessened by the introduction of the Wii and XBox Kinect. Another consequence, which was mentioned in the lecture, is the spill-over effect, in which learned ideas or behaviours can actually be exhibited by people in real-life, having some degree of consequence in their off-line life. 'As media becomes more prevalent in people's lives ... the line between video games and real life can begin to blur' (Wolf, 2008).
Boase, J., & Wellman, B. (2006). Personal relationships: On and off the internet. In A. L. Vangelisti & D. Perlman (Eds.), The Cambridge handbook of personal relationships (pp. 709-723). Cambridge.
Lievrouw, L. A., & Livingstone, S. M. (2006). The handbook of new media: Updated student edition. London: SAGE Publications Ltd.
Wolf, M. J. P. (2008). The Video Game Explosion. Westport, C.T.: Greenwood Press.
Within the article, 'Personal Relationships: On and Off the Internet', is a list titled the 'Social Affordances of the Internet'. The list details the social aspects of the internet and makes comparisons to 'real-life' experiences. Upon contemplation, it appears that video games can now be almost as social as other experiences on the internet. Video games can be played on the internet against other people, as a form of social interaction, which is heightened if the games are linked to social media sites. Despite the beneficial social interactions when playing video games, there also exist negative consequences related to video gaming. Health, particularly for children, is an issue if they are performing sedentary tasks for long periods of time. This, however, has been lessened by the introduction of the Wii and XBox Kinect. Another consequence, which was mentioned in the lecture, is the spill-over effect, in which learned ideas or behaviours can actually be exhibited by people in real-life, having some degree of consequence in their off-line life. 'As media becomes more prevalent in people's lives ... the line between video games and real life can begin to blur' (Wolf, 2008).
Boase, J., & Wellman, B. (2006). Personal relationships: On and off the internet. In A. L. Vangelisti & D. Perlman (Eds.), The Cambridge handbook of personal relationships (pp. 709-723). Cambridge.
Lievrouw, L. A., & Livingstone, S. M. (2006). The handbook of new media: Updated student edition. London: SAGE Publications Ltd.
Wolf, M. J. P. (2008). The Video Game Explosion. Westport, C.T.: Greenwood Press.
Monday, January 24, 2011
Lecture 5 - The Copyright Middle Ground: Creative Commons
Prior to 2003 there was no middle ground between a work being labelled 'Copyright' or the complete absence of Copyright. The term, Copyright, refers to a creator or author exercising ownership rights that prohibit any other person preparing a derivative, copying or expanding upon works that were created by him/her (Davis & Fiander, 2001). At present, copyrighting is so interwoven in our culture that creators' works are automatically assumed to possess copyright, even without written confirmation.
Prior to the Creative Commons (CC) lecture, I was oblivious to the concept. I have always held the belief that if someone has created or written something, it is their right to bar anyone else from taking, altering or plagerising the work. CC, as opposed to copyright, contains a set of guidelines that allow for creators to relax the copyright regulations to allow their work to be distributed, improved upon or altered. CC has 6 core licences, allowing the creator to select the licence that best suits their needs (Creative Commons Australia, 2011). The CC basic guidelines require the user of a work to show 'attribution', meaning that the work is still to be identified as that of the creator and the user is unable to gain financially from the work. In addition to the standard guidelines the creator is provided with the option to specify whether the user can create modified or 'derivative' works, whether the same terms for use are to be imposed on the modified work and whether the user can make commercial use of the work (Doctorow, 2007).
As was stated in the lecture, historically, the creation of computers and software was established and improved upon through the sharing of works, ideas and making modifications. The climate changed dramatically when Bill Gates began imposing strict copyright regulations and selling his creations. In my opinion, CC has led the way in taking a step back from profiteering and restrictions, and is paving the way to bring back elements of past sharing, for the good of all. As a consumer, I applaud creators who distribute their work freely for the greater good. However, I can also see the multitude of arguments that can be made to support both copyrighting and CC. The debate looks likely to continue for a long time to come!
Creative Commons Australia. (2011). Licences. Retrieved January, 21, 2011, from http://creativecommons.org.au/learn-more/licences
Davis, T. L., & Fiander, P. M. (2001). The Digital Millennium Copyright Act: Key Issues for Serialists. In J. C. Harmon, P. M. Fiander & L. F. Griffin (Eds.), Making waves: New serials landscapes in a sea of change (pp. 85-104). San Diego, CA: University of California.
Doctorow, C. (2007). Creative commons. Locus Online. Retrieved January 21, 2011, from http://www.locusmag.com/Features/2007/11/cory-doctorow-creative-commons.html
Prior to the Creative Commons (CC) lecture, I was oblivious to the concept. I have always held the belief that if someone has created or written something, it is their right to bar anyone else from taking, altering or plagerising the work. CC, as opposed to copyright, contains a set of guidelines that allow for creators to relax the copyright regulations to allow their work to be distributed, improved upon or altered. CC has 6 core licences, allowing the creator to select the licence that best suits their needs (Creative Commons Australia, 2011). The CC basic guidelines require the user of a work to show 'attribution', meaning that the work is still to be identified as that of the creator and the user is unable to gain financially from the work. In addition to the standard guidelines the creator is provided with the option to specify whether the user can create modified or 'derivative' works, whether the same terms for use are to be imposed on the modified work and whether the user can make commercial use of the work (Doctorow, 2007).
As was stated in the lecture, historically, the creation of computers and software was established and improved upon through the sharing of works, ideas and making modifications. The climate changed dramatically when Bill Gates began imposing strict copyright regulations and selling his creations. In my opinion, CC has led the way in taking a step back from profiteering and restrictions, and is paving the way to bring back elements of past sharing, for the good of all. As a consumer, I applaud creators who distribute their work freely for the greater good. However, I can also see the multitude of arguments that can be made to support both copyrighting and CC. The debate looks likely to continue for a long time to come!
Creative Commons Australia. (2011). Licences. Retrieved January, 21, 2011, from http://creativecommons.org.au/learn-more/licences
Davis, T. L., & Fiander, P. M. (2001). The Digital Millennium Copyright Act: Key Issues for Serialists. In J. C. Harmon, P. M. Fiander & L. F. Griffin (Eds.), Making waves: New serials landscapes in a sea of change (pp. 85-104). San Diego, CA: University of California.
Doctorow, C. (2007). Creative commons. Locus Online. Retrieved January 21, 2011, from http://www.locusmag.com/Features/2007/11/cory-doctorow-creative-commons.html
Lecture 4 - Privacy and Flickr
In an effort to delve deeper into the issue of privacy and social media, the Terms of Service (TOS) and Privacy Policy of Flickr have been closely examined. An interesting point to note is that Flickr shares the TOS and Privacy Policy of Yahoo!7. This does not come as a surprise as Flickr was purchased by Yahoo!7 in March 2005 (Wang, 2007), but I thought it noteworthy to mention that Flickr does not have its own specific TOS and Privacy Policy. My attention was also drawn to the frank statement that '...all information is the sole responsibility of the person from whom such Content originated' (Yahoo!7, 2011a). In short, this statement absolves Yahoo!7 of any responsibility or duties regardless of what becomes of such content. Yahoo!7 provides a blanket description of the available services, listing 'various communication tools' and 'personalised content' in a long-winded paragraph that neglects to identify specific features pertaining to Flickr, such as image uploading.
Quite the opposite is experienced when reading through the terms of Member Conduct. Blatent and concise dot points display the array of conditions under which members are required to abide, leaving no room for misunderstanding. Upon contemplation I would suggest that the TOS (unsurprisingly) allows for more freedom of interpretation concerning the interests of the service provider, rather than its members.
Another aspect of concern is the admission in the Privacy Policy that 'Yahoo!7 allows other companies that are presenting advertisements on some of our pages to set and access their cookies on your computer. The way other companies use their cookies is subject to their own privacy policies...' (Yahoo!7, 2011b). This statement again waives responsibility on behalf of Yahoo!7 and subsequently increases the difficulty for members to keep track of how their content is being accessed. The ambiguity and presence of concerning privacy admissions of aspects of the TOS and Privacy Policy indicates the importance of thoroughly reading policy terms and conditions. I must admit, I am the first to skim TOS and Privacy Policies, often preferring to put faith in the service providers rather than spending ten minutes deciphering conditions and terminology. Perhaps, in the wake of my eyes being opened to the substantial lack of privacy associated with the internet, it would be a wise decision to take the time to understand how my privacy can be invaded when joining any social media or internet site in the future.
Wang, P. (2007) Community model - Flickr case study [Electronic version]. Teaching Support Materials for E-Business (TAFE), 16-18.
Yahoo!7. (2011a). Yahoo!7 Terms of Service. Retrieved January 20, 2011, from http://au.docs.yahoo.com/info/terms/
Yahoo!7 Privacy. (2011b). Yahoo!7 Privacy Policy. Retrieved January 20, 2011, from http://info.yahoo.com/privacy/au/yahoo/
Quite the opposite is experienced when reading through the terms of Member Conduct. Blatent and concise dot points display the array of conditions under which members are required to abide, leaving no room for misunderstanding. Upon contemplation I would suggest that the TOS (unsurprisingly) allows for more freedom of interpretation concerning the interests of the service provider, rather than its members.
Another aspect of concern is the admission in the Privacy Policy that 'Yahoo!7 allows other companies that are presenting advertisements on some of our pages to set and access their cookies on your computer. The way other companies use their cookies is subject to their own privacy policies...' (Yahoo!7, 2011b). This statement again waives responsibility on behalf of Yahoo!7 and subsequently increases the difficulty for members to keep track of how their content is being accessed. The ambiguity and presence of concerning privacy admissions of aspects of the TOS and Privacy Policy indicates the importance of thoroughly reading policy terms and conditions. I must admit, I am the first to skim TOS and Privacy Policies, often preferring to put faith in the service providers rather than spending ten minutes deciphering conditions and terminology. Perhaps, in the wake of my eyes being opened to the substantial lack of privacy associated with the internet, it would be a wise decision to take the time to understand how my privacy can be invaded when joining any social media or internet site in the future.
Wang, P. (2007) Community model - Flickr case study [Electronic version]. Teaching Support Materials for E-Business (TAFE), 16-18.
Yahoo!7. (2011a). Yahoo!7 Terms of Service. Retrieved January 20, 2011, from http://au.docs.yahoo.com/info/terms/
Yahoo!7 Privacy. (2011b). Yahoo!7 Privacy Policy. Retrieved January 20, 2011, from http://info.yahoo.com/privacy/au/yahoo/
Lecture 4 - Privacy Matters
Having explored the concept of social media and identity, more specifically Facebook and identity, in a previous post, my attention is now turned to the aspect of privacy and social media. As you could have guessed Facebook will again be the target of my rant. The Facebook account that I possess is private. My privacy settings have limited my status updates, photo viewing and profile information for the viewing pleasure of purely my Facebook 'friends'. No one else can access or view my personal information, right? WRONG!
The focus of today's lecture was the subject of privacy, with the resounding question of 'is what I post on the internet truly private?' The social media site, Facebook, came under close scrutiny as we examined the hidden methods used on Facebook to access 'private' information. As a regular visitor to Facebook, I regret to say that I have become a complacent user; giving little thought to the possibility that someone may be 'virtually' looking over my shoulder. Issues that were raised during the lecture indicated that strangers are indeed peering over our virtual shoulders when accessing social media sites, biding their time until an opportunity arises to effectively 'steal' personal information. Who would have thought that a lovely game of 'Farmville' could have something more sinister lurking beneath, a part of the application that not only has gained access to the players information, but also quietly invites itself into each of the players 'friends' Facebook accounts. Ever wondered how Facebook decides which friends to suggest? Or how radically the Facebook advertisements change if your profile is updated to include children or potential marriage? The answer's fairly simple - someone is watching. Each click, search and scroll is noted, the information available to advertising companies and a host of other interested parties. In short, there really is no true privacy.
The blog article, 'Facebook Terms of Service Compared with MySpace, Flickr, Picasa, YouTube, LinkedIn and Twitter', by Amanda French, 2009, exemplifies the lack of privacy and rights Facebook grants its users. In short, the Facebook Terms of Service declare that Facebook retains all rights to anything posted by its users, and even goes so far to suggest that placing a Share on Facebook link on your webpage is enough to surrender your rights to your webpage content as well. Further, as if Facebook is not greedy enough, it is stated that Facebook retains rights to all posted content on its site even after the event of account deactivation or content deletion. The list of Facebook rights vs user restrictions is a bold affair. Bold, because boldness is what Facebook is exhibiting within their Terms of Service.
So what do we do about this privacy breach? One solution is to boycott the internet (or just Facebook), a virtually impossible feat in this day and age. Another, wiser solution is to just be aware. As was summed up in the lecture, never post anything on the internet that you would not want the whole world to see, and once something is posted it then becomes the property of the world!
French, A. (2009). Facebook terms of service compared with MySpace, Flickr, Picasa, YouTube, LinkedIn and Twitter. Retrieved January 20, 2011, from http://amandafrench.net/2009/02/16/facebook-terms-of-service-compared/
The focus of today's lecture was the subject of privacy, with the resounding question of 'is what I post on the internet truly private?' The social media site, Facebook, came under close scrutiny as we examined the hidden methods used on Facebook to access 'private' information. As a regular visitor to Facebook, I regret to say that I have become a complacent user; giving little thought to the possibility that someone may be 'virtually' looking over my shoulder. Issues that were raised during the lecture indicated that strangers are indeed peering over our virtual shoulders when accessing social media sites, biding their time until an opportunity arises to effectively 'steal' personal information. Who would have thought that a lovely game of 'Farmville' could have something more sinister lurking beneath, a part of the application that not only has gained access to the players information, but also quietly invites itself into each of the players 'friends' Facebook accounts. Ever wondered how Facebook decides which friends to suggest? Or how radically the Facebook advertisements change if your profile is updated to include children or potential marriage? The answer's fairly simple - someone is watching. Each click, search and scroll is noted, the information available to advertising companies and a host of other interested parties. In short, there really is no true privacy.
The blog article, 'Facebook Terms of Service Compared with MySpace, Flickr, Picasa, YouTube, LinkedIn and Twitter', by Amanda French, 2009, exemplifies the lack of privacy and rights Facebook grants its users. In short, the Facebook Terms of Service declare that Facebook retains all rights to anything posted by its users, and even goes so far to suggest that placing a Share on Facebook link on your webpage is enough to surrender your rights to your webpage content as well. Further, as if Facebook is not greedy enough, it is stated that Facebook retains rights to all posted content on its site even after the event of account deactivation or content deletion. The list of Facebook rights vs user restrictions is a bold affair. Bold, because boldness is what Facebook is exhibiting within their Terms of Service.
So what do we do about this privacy breach? One solution is to boycott the internet (or just Facebook), a virtually impossible feat in this day and age. Another, wiser solution is to just be aware. As was summed up in the lecture, never post anything on the internet that you would not want the whole world to see, and once something is posted it then becomes the property of the world!
French, A. (2009). Facebook terms of service compared with MySpace, Flickr, Picasa, YouTube, LinkedIn and Twitter. Retrieved January 20, 2011, from http://amandafrench.net/2009/02/16/facebook-terms-of-service-compared/
Lecture 3 - Asolescents, Identity and Social Media
On a tangent, relating to the previous post and my experience with adolescents during the undertaking of my teaching degree, I researched an article relating to adolescent identity formation and social media.
The blog article, 'How Does Maintaining an Online Identity Affect Adolescent Identity Formation?' by Lesley Cowie, highlights the notion that adolescents (and some 30 year old women) use '...social media to create a completely new and unrestrained personality that they would never show in real life' (Cowie, 2010). The concerning issue relating to adolescent identity is the belief that adolescents are being caught between a manufactured and 'ideal' identity created with the assistance of social media sites and their own natural identity developed through self-discovery and growth. This leads me to the question, what impact will this 'identity in limbo' phenomenon have on people in the future?
As I have previously posted, I believe that it is all too easy to concoct a different identity or make alterations, with the assistance of social media sites. I cannot help but feel that the identity seeking confusion that faces adolescents is sometimes heightened through the use of social media and that adolescents caught in 'identity limbo' may experience difficulty finding their place in the world as adults.
Cowie, L. (2010). How does maintaining an online identity affect adolescent identity formation? Retrieved January 19, 2011, from http://lcowie.wordpress.com/2010/04/29/social-medias-influence-on-adolescent-identity/
The blog article, 'How Does Maintaining an Online Identity Affect Adolescent Identity Formation?' by Lesley Cowie, highlights the notion that adolescents (and some 30 year old women) use '...social media to create a completely new and unrestrained personality that they would never show in real life' (Cowie, 2010). The concerning issue relating to adolescent identity is the belief that adolescents are being caught between a manufactured and 'ideal' identity created with the assistance of social media sites and their own natural identity developed through self-discovery and growth. This leads me to the question, what impact will this 'identity in limbo' phenomenon have on people in the future?
As I have previously posted, I believe that it is all too easy to concoct a different identity or make alterations, with the assistance of social media sites. I cannot help but feel that the identity seeking confusion that faces adolescents is sometimes heightened through the use of social media and that adolescents caught in 'identity limbo' may experience difficulty finding their place in the world as adults.
Cowie, L. (2010). How does maintaining an online identity affect adolescent identity formation? Retrieved January 19, 2011, from http://lcowie.wordpress.com/2010/04/29/social-medias-influence-on-adolescent-identity/
Lecture 3 - Social media and identity
The term 'social media' refers to media that is used for social interaction. Sites such as Facebook, MySpace, LinkedIn, Live Journal, etc fall under the umbrella of media used for this purpose. As an avid user of the social media site, Facebook, I find it somewhat alarming that identities can be reconstructed and deconstructed to suit the identity goal of the individual. What I mean by this concept is portrayed through the cartoon caption, 'No one knows you're a dog on the internet'. The lack of face to face contact and 'anonymity' provided courtesy of the internet, allows any person that has the cognitive ability to access social media sites and remember a username and password free reign to invent themselves any way they see fit. As a parent, I have been briefed countless times on the ease at which false identities can be created to prey on the vulnerability of the young and naive.
The suggestion that people can reinvent their identities using social media sites does not always refer to a dramatic change in identity, for example, a middle age man posing as a teenager in order to woo teenage girls. It could be as simple as my own experiences involving the careful selection of material I choose to display on my Facebook page. Posting photos, videos and status updates that illustrate the aspects of my life that I wish to reveal to the masses; painting the picture of an adventurous, fun-loving person, whose life is a whole lot more exciting than the stone cold truth. The persuasiveness of my Facebook identity is sustained and perpetuated by the fact that only a handful of my so-called Facebook 'Friends' are actually my real-life friends, the remainder are limited to virtual path crossing on Facebook.
A quote from the article, 'Studying Internet Studies Through the Ages', aptly describes why identities can be bolstered or altered:
Wellman, B. (2008, November 20). Studying internet studies through the ages. Draft of a Contribution to the Blackwell Handbook of Internet Studies (2009). Version 1b, University of Toronto.
The suggestion that people can reinvent their identities using social media sites does not always refer to a dramatic change in identity, for example, a middle age man posing as a teenager in order to woo teenage girls. It could be as simple as my own experiences involving the careful selection of material I choose to display on my Facebook page. Posting photos, videos and status updates that illustrate the aspects of my life that I wish to reveal to the masses; painting the picture of an adventurous, fun-loving person, whose life is a whole lot more exciting than the stone cold truth. The persuasiveness of my Facebook identity is sustained and perpetuated by the fact that only a handful of my so-called Facebook 'Friends' are actually my real-life friends, the remainder are limited to virtual path crossing on Facebook.
A quote from the article, 'Studying Internet Studies Through the Ages', aptly describes why identities can be bolstered or altered:
'while all this razzle-dazzle connects us electronically, it disconnects us from each other, having us “interfacing” more with computers and TV screens than looking in the face of our fellow human beings.' [Texas
Thus, affording people greater opportunity to invest more time in creating identities online, rather than in the physical world. Wellman, B. (2008, November 20). Studying internet studies through the ages. Draft of a Contribution to the Blackwell Handbook of Internet Studies (2009). Version 1b, University of Toronto.
Lecture 2 - Life, Death and Internet History
As a person studying to be a primary school teacher, I am well aware of the influence that technology has on the lives of all people, particularly children. Children born in the 21st century have grown up alongside developing technology and the expectation of instantaneous gratification through their use of technological devices. I, on the other hand, have really only started to embrace and appreciate the full functionality of technological devices, particularly the computer and internet, in the past few years.
When reading the article, 'The Life and Death of Online Communities', it dawned on me that although I was in high school throughout the life of GeoCities I have no recollection of the site and would have continued being blissfully ignorant had fate not stepped in. According to the article, the concept of the early social networking site, GeoCities, provided a 'blue print' for other social networking sites, such as Facebook, a site that I have familiarised myself with over the past few years. If it weren't for the GeoCities article written by Phoebe Connelly I would have been none the wiser about the demise of GeoCities in October, 2009 and still wrongly assuming that internet sites and content are 'immortal'.
With the GeoCities article in mind, I feel the need to ask the following questions, will this be the experience people encounter when Facebook runs the gauntlet of its technological life? Should we make more of an effort to preserve the history of the internet in order to better understand technology, human interaction and its role in society? Archiving and preserving internet history '... has the promise of being a key resource for historians and those who study the Web itself' (Thelwall & Vaughan, 2004). Beneath the inane chatter stored on various social networking sites, lie informative and valuable clues about modern communication, social order and culture. In my personal opinion, we would be foolish not to archive internet history for the education of future generations.
Connelly, P. (2009). How online communities are born and what happens when they die. The American Prospect. Retrieved January 18, 2011, from http://www.prospect.org/cs/articles?article=neo_cities
Thelwall, M., & Vaughan, L. (2004). A fair history of the web? Examining country balance in the internet archive. Library and Information Science Research, 26(2), 162-176.
When reading the article, 'The Life and Death of Online Communities', it dawned on me that although I was in high school throughout the life of GeoCities I have no recollection of the site and would have continued being blissfully ignorant had fate not stepped in. According to the article, the concept of the early social networking site, GeoCities, provided a 'blue print' for other social networking sites, such as Facebook, a site that I have familiarised myself with over the past few years. If it weren't for the GeoCities article written by Phoebe Connelly I would have been none the wiser about the demise of GeoCities in October, 2009 and still wrongly assuming that internet sites and content are 'immortal'.
With the GeoCities article in mind, I feel the need to ask the following questions, will this be the experience people encounter when Facebook runs the gauntlet of its technological life? Should we make more of an effort to preserve the history of the internet in order to better understand technology, human interaction and its role in society? Archiving and preserving internet history '... has the promise of being a key resource for historians and those who study the Web itself' (Thelwall & Vaughan, 2004). Beneath the inane chatter stored on various social networking sites, lie informative and valuable clues about modern communication, social order and culture. In my personal opinion, we would be foolish not to archive internet history for the education of future generations.
Connelly, P. (2009). How online communities are born and what happens when they die. The American Prospect. Retrieved January 18, 2011, from http://www.prospect.org/cs/articles?article=neo_cities
Thelwall, M., & Vaughan, L. (2004). A fair history of the web? Examining country balance in the internet archive. Library and Information Science Research, 26(2), 162-176.
Example of a Movie Maker Stop Motion Animation - Little Miss Muffet
This example of a Stop Motion Animation was created by myself and my friend and fellow blogger, Kristy-Lea Francis. We developed the video in our first year of university as part of an assessment item using Windows Movie Maker and about 5000 photos! I thought it was worth posting it as much for a laugh as to show the difference between a stop motion animation and the 'slide show-esque' video I posted of my European travels.
Sunday, January 23, 2011
European Escapades - 2nd version
This video is only very slightly different to the original 'European Escapades'. I decided to include this version as it was produced using Windows Movie Maker. The original 'European Escapades' was produced using Windows Live Movie Maker, which contained different effects, transitions, etc.
Saturday, January 22, 2011
European Escapades
Last July, my mother, my daughter and I had the holiday of a lifetime, travelling through the United Kingdom and Europe for 5 weeks. This video captures treasured moments throughout our journey and tells the story of our travels from Australia to the other side of the world. The soundtrack used on this video is titled, 'Here With You', and was downloaded from the free audio site http://freeplaymusic.com/
Tuesday, January 18, 2011
Do kids have too much technology??
An insightful look at technolgy use and over use among school age children. Gives statistical evidence of the amount of time children spend attached to technological devices. This video was chosen because of my primary education studies and as a reminder of the place of technology in the lives of children.
Hints for bloggers
Sometimes everyone needs things explained to them in plain English, this video does just that. A no fuss and confusion guide to the art of successful blogging. Provides explanations about what a blog is, how it is used, the composition of a blog, etc. This video was chosen because of my lack of digital literacy and to remind myself and others that sometimes things are only as hard as you make them!
Handy hints for blogging in the classroom
Student-centred approach to reasons why blogging should be used within the classroom. Features student opinions about why they think blogging in the classroom is beneficial. Raises many relevant points relaing to literacy and engagement within the classroom. This video was chosen as a resource to provide me with tips on using technology within the classroom.
Monday, January 17, 2011
Introduction
Hi my name's Amanda Scells and I am a full-time Bachelor of Education student, currently in my 4th year of study. I have a 5 year old daughter and I work part-time at a dental practice, as you can imagine my life is quite busy.
I am undertaking the New Communication Technology course partly out of interest and also to accrue the credit points I need to meet my graduation requirements this year.
Hopefully there will be some interesting discussion posts added to this blog over time...Watch this space...
I am undertaking the New Communication Technology course partly out of interest and also to accrue the credit points I need to meet my graduation requirements this year.
Hopefully there will be some interesting discussion posts added to this blog over time...Watch this space...
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