This is certainly a controversial technology but based on such a great concept. If the information being shared was legally able to be shared - for example Open Source software - then this is a great technology to allow users to share files.
It's interesting to note how this technology has devleoped from being one guy's idea to share MP3 files and become something much bigger that often happens without being aware.
Leaving the issue of copyrighted MP3 files aside - this concept offers a lot in terms of cost effectiveness and reaching a wider audience. I downloaded a free online MMORPG game the other day and found it interesting that while a number of download options were given, they all were P2P. I thought this was a great way to offer something to a target market in a way that they could relate - P2P download for a free online game - which enhances the appeal and thus creates a wider audience for the product.
Other downloads I've noticed opting more towards P2P than straight forward 'click here and download from our server' are Podcasts. Another great example of sharing information without the fear of copyright infringement.
However, like anything that is free, there can be a downside. It's not like walking into a store and buying off the shelf software, you can't always see what you are getting. P2P downloads can be a source of nasty viruses, spy ware, Trojans and creatures of the nastier side of the Internet. These are usually found in copyrighted software being illegally distributed which makes it harder to control. After all if you are doing something illegally then you can't really complain that you got ripped off.
Looking at the development of this technology over the past 5 years and then to the future, I feel that this technology is an integral part to the way the internet will develop. In keeping with my view that the internet has become about interaction rather than simply a database of information to be retrieved, P2P technology suggests by it's very nature of sharing information amongst a community of users, that it will used more effectively in the future.
Wednesday, May 28, 2008
Module 5: Information Ecologies
"We define an information ecology to be a system of people, practices, values, and technologies in a particular local environment." Bonnie A. Nardi & Vicki L. O'Day (retrieved 28 May 2008)
What is an information ecology. Let's break it down - off to dictionary.com to look up some meanings.
information - knowledge communicated or received concerning a particular fact or circumstance
ecology - the branch of biology dealing with the relations and interactions between organisms and their environment, including other organisms.
Looking at the dictionary meanings on the words, my interpretation of this term is below:
This could be interpreted as being thought of as being the way of the future for people to communicate. The sharing of information may become the secondary focus as the development of the human aspect of the internet becomes more important. For me, the communication aspect is important, but the key word is 'interact'. People are interacting via websites, instant messenger, chat rooms, blogs, wikis, website for the key purpose of sharing or seeking information.
I can see how this could be applied to something such as blogging. As technology has developed to make it possible for anyone to create online journals on any topic, different roles have evolved in the Internet community and the information available has become broader, deeper and more accessible. Sites such as Wikipedia have made it possible for one person to have many roles - researcher, writer, authority, consumer. Sites such as Blinklist and del.ic.ious make it possible to quickly bookmark noteworthy sites on wide range of topics, and then categorize and rate them to share with other like minded users.
This is an interesting concept - my take on it is that it suggests that technology and human interaction work together to create the environment which is the internet as we currently view it. As technology changes so do the roles of the users.
"Indeed, it is difficult not to include humans as an informational component of any ecosystem". Dr David Casagrande, Assistant Professor of Environmental Anthropology (retrived 28 May 2008)
If I'm looking for directions on how to get somewhere, I go to Google Maps. If I want to know if a product I'm considering buying is all that and more, I'll search for reviews and feedback. When I'm writing an assignment for my uni courses, I'll turn to the web to find reference materials and additional information. I'm in the process of creating my own website and I have a personal blog for the key reason that I want to share information about myself to either potential clients (website) or to my friends and family on my recent adventures (blog). My decision to interact via these methods to seek and information helps to support the evolution on the human component of the evolution of the internet and the cyber environment.
"Information Foraging .... assumes that people, when possible, will modify their strategies or the structure of the environment to maximize their rate of gaining valuable information." Peter Pirolli and Stuart K. Card (retrieved 28 May 2008)
What is an information ecology. Let's break it down - off to dictionary.com to look up some meanings.
information - knowledge communicated or received concerning a particular fact or circumstance
ecology - the branch of biology dealing with the relations and interactions between organisms and their environment, including other organisms.
Looking at the dictionary meanings on the words, my interpretation of this term is below:
The internet can be interpreted as being an infinite database of people interacting with one another to seek or share information. This forum, the internet as a whole, is dealing with the relations and interactions between people within a cyber environment.
This could be interpreted as being thought of as being the way of the future for people to communicate. The sharing of information may become the secondary focus as the development of the human aspect of the internet becomes more important. For me, the communication aspect is important, but the key word is 'interact'. People are interacting via websites, instant messenger, chat rooms, blogs, wikis, website for the key purpose of sharing or seeking information.
I can see how this could be applied to something such as blogging. As technology has developed to make it possible for anyone to create online journals on any topic, different roles have evolved in the Internet community and the information available has become broader, deeper and more accessible. Sites such as Wikipedia have made it possible for one person to have many roles - researcher, writer, authority, consumer. Sites such as Blinklist and del.ic.ious make it possible to quickly bookmark noteworthy sites on wide range of topics, and then categorize and rate them to share with other like minded users.
This is an interesting concept - my take on it is that it suggests that technology and human interaction work together to create the environment which is the internet as we currently view it. As technology changes so do the roles of the users.
"Indeed, it is difficult not to include humans as an informational component of any ecosystem". Dr David Casagrande, Assistant Professor of Environmental Anthropology (retrived 28 May 2008)
If I'm looking for directions on how to get somewhere, I go to Google Maps. If I want to know if a product I'm considering buying is all that and more, I'll search for reviews and feedback. When I'm writing an assignment for my uni courses, I'll turn to the web to find reference materials and additional information. I'm in the process of creating my own website and I have a personal blog for the key reason that I want to share information about myself to either potential clients (website) or to my friends and family on my recent adventures (blog). My decision to interact via these methods to seek and information helps to support the evolution on the human component of the evolution of the internet and the cyber environment.
"Information Foraging .... assumes that people, when possible, will modify their strategies or the structure of the environment to maximize their rate of gaining valuable information." Peter Pirolli and Stuart K. Card (retrieved 28 May 2008)
Thursday, May 22, 2008
Module 4: Evaluating the Web
This is where I am kind of regretting my choice for the searching evaluation now! Mmmm Red Velvet Cake sure is tasty but it's not going to come up well in this evaluation.
The three best hits from the .edu search aren't going to offer a lot of depth or validity. Two of the three sites are student sites. To get the most out of this task I'll be using the second site:
What's Cooking for the Holidays?
A Celebration of Georgia Piedmont Baking Traditions
which actually is listed as "Untitled Document"
Annotation
The page on the University of West Georgia site, What's Cooking for the Holidays is part of an oral history project conducted by the University's Center for Public History, in association with the Southern Foodways Alliance at the University of Mississippi. The project is to document the types of baking conducted in that local region. Dr Ann McCleary, a member of the faculty at the University of West Georgia whose research interests focuses American social and cultural history, is the contact for the project. This site outlines baking traditions of the local region and interviews with women who have upheld these values with traditional methods and recipes. One aspect of the project was to develop a cookbook and website detailing the recipes and the author's memories of the recipe and traditions behind it to educate others and to place value on the traditions and the role of women in the local history of that region. The site contains many recipes considered to traditional southern food such as Red Velvet Cake, Sweet Potato Pie and Old Time Chocolate Pie.
1. 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?
The original 'snapshot' of the site doesn't capture the depth and any relevant background information. The above analytical snapshot gives a much broader view and is more useful as a resource tool.
2. 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?
In terms of a recipe for Red Velvet Cake, all searches at all stages of the task have provided this information. In terms of the history of Red Velvet Cake, and Southern baking, the analytical snapshot gives a broad overview and will help the user establish quickly whether the site is worth perusing.
The three best hits from the .edu search aren't going to offer a lot of depth or validity. Two of the three sites are student sites. To get the most out of this task I'll be using the second site:
What's Cooking for the Holidays?
A Celebration of Georgia Piedmont Baking Traditions
which actually is listed as "Untitled Document"
Annotation
The page on the University of West Georgia site, What's Cooking for the Holidays is part of an oral history project conducted by the University's Center for Public History, in association with the Southern Foodways Alliance at the University of Mississippi. The project is to document the types of baking conducted in that local region. Dr Ann McCleary, a member of the faculty at the University of West Georgia whose research interests focuses American social and cultural history, is the contact for the project. This site outlines baking traditions of the local region and interviews with women who have upheld these values with traditional methods and recipes. One aspect of the project was to develop a cookbook and website detailing the recipes and the author's memories of the recipe and traditions behind it to educate others and to place value on the traditions and the role of women in the local history of that region. The site contains many recipes considered to traditional southern food such as Red Velvet Cake, Sweet Potato Pie and Old Time Chocolate Pie.
1. 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?
The original 'snapshot' of the site doesn't capture the depth and any relevant background information. The above analytical snapshot gives a much broader view and is more useful as a resource tool.
2. 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?
In terms of a recipe for Red Velvet Cake, all searches at all stages of the task have provided this information. In terms of the history of Red Velvet Cake, and Southern baking, the analytical snapshot gives a broad overview and will help the user establish quickly whether the site is worth perusing.
Tuesday, May 20, 2008
Module 4: Searching the web - organising search information task
Whenever organising and computers come up in the same context I always think of Filemaker. Just an aside to lead us into what will undoubtedly be an exciting blog entry about organising search information.
Author: Dr. Ann McCleary
Institution: University of West Georgia
Screen Shot:
SOURCE: Center for Public History, University of West Georgia
Author: Jamie Limongelli
Institution: Towson University
Screen Shot:
SOURCE: Towson University, Tiger Student pages
For this task, I'm going to stick with using Google as my tool because it best meets my needs in terms of the type of information I need. I'm going to stick with the last search I did in the previous task where my search criteria was
red +velvet +cake +recipe site:edu
The desired result is a recipe for Red Velvet Cake. Let's go see what we can find. I have chosen the sites listed below as they all meet the criteria of providing a recipe for Red Velvet Cake.
Source One:
Google search results summary:
The Food Resource - Red Velvet Cake Recipe
This page is from http://food.oregonstate.edu/ which generally contains images, links, references, and instructional materials on food and their resource.
food.oregonstate.edu/recipes/cake-wal.html - 3k - Cached - Similar pages
URL: http://food.oregonstate.edu/recipes/cake-wal.html
Author: ZoeAnn Holmes
Institution: Oregon State Univeristy
Screen Shot:
SOURCE: Food Resource Nutrition and Food Management, Oregon State University
Source Two:
Google search results summary: Untitled Document
The recipe for Eloise Merrell's Caramel Cake is a traditional family recipe, ... She would not let us leave until we had a piece of her Red Velvet Cake. ...
www.westga.edu/~history/centerbakingwhatscookingforholidays.htm - 20k - Cached - Similar pages
Author: Dr. Ann McCleary
Institution: University of West Georgia
Screen Shot:
SOURCE: Center for Public History, University of West Georgia
Source Three:
Google search results summary:
Jamie's Recipe Page
Red Velvet Cake. Ingredients:. 2 Tablespoons unsweetened cocoa powder. 2 ounces red food coloring; 1 cup buttermilk; 1 teaspoon salt; 1 teaspoon vanilla ...
tiger.towson.edu/users/jlimon1/recipe.html - 5k - Cached - Similar pages
Author: Jamie Limongelli
Institution: Towson University
Screen Shot:
SOURCE: Towson University, Tiger Student pages
So now I have three recipes for Red Velvet Cake. I have bookmarked the pages and saved the .html files to my Study folder to access later off line.
For this task I used Google as my search engine of choice. All searches and search summaries are brought to you by the letter G and Google, retrieved on 25 May 2008.
Module 4: Searching the web - boolean searching task
I was previously vaguely aware of the boolean logic relating to internet seraches. It isn't something I've thought about it years but I remember back in the mid to late 90's it was much more common as it was the way to ensure a greater chance of accuracy in the hits.
My key words are red velvet cake.
Looking at what I want to achieve in my search - a recipe for Red Velvet Cake. The task is to think about the best way to search for this information using the following criteria:
the biggest number of hits relating to these key words
Type the words 'red + velvet + cake' into the Google search engine. This generates 1,270,000 hits.
information most relevant to what you ACTUALLY wanted to look for!
Type the words 'red + velvet + cake +recipe' into the Google search engine. This narrows the hits down to 96,800 hits.
information coming only from university sources
I used the Advanced Search functionality of Google for this one - searching on red velvet cake recipe site:.edu. This changed the game plan completely - and I was surprised that relevant hits actually came up (I mean come on, I am looking for a recipe!!). 814 hits were returned from eductional sites across the world.
I posted my findings on the forum and also found a wealth of information in terms of links and other people's experiences. It seems the key to getting what you want is to know how to look for it. It's interesting to see how small changes to search habits (restricting fields or sites) can have such a dramatic difference on number of hits and related information.
My key words are red velvet cake.
Looking at what I want to achieve in my search - a recipe for Red Velvet Cake. The task is to think about the best way to search for this information using the following criteria:
the biggest number of hits relating to these key words
Type the words 'red + velvet + cake' into the Google search engine. This generates 1,270,000 hits.
information most relevant to what you ACTUALLY wanted to look for!
Type the words 'red + velvet + cake +recipe' into the Google search engine. This narrows the hits down to 96,800 hits.
information coming only from university sources
I used the Advanced Search functionality of Google for this one - searching on red velvet cake recipe site:.edu. This changed the game plan completely - and I was surprised that relevant hits actually came up (I mean come on, I am looking for a recipe!!). 814 hits were returned from eductional sites across the world.
I posted my findings on the forum and also found a wealth of information in terms of links and other people's experiences. It seems the key to getting what you want is to know how to look for it. It's interesting to see how small changes to search habits (restricting fields or sites) can have such a dramatic difference on number of hits and related information.
Saturday, May 17, 2008
Module 4: Searching the web – search engine task
Searching the web - search it good. Searching the web - search it real good.
Using an internet search engine is something most people take for granted and do dozens of times a day. Using it effectively is probably another matter altogether.
Task One: Choose your most commonly used internet search engine and do a search with words of your choosing.
I chose Google as it's my search engine of choice and my key words are Red Velvet Cake (my favourite cake and I'm looking for a recipe). I received 1,270,000 hits on this search.
The top 5 pages found are listed below.
Red velvet cake - Wikipedia, the free encyclopedia
A Red velvet cake is a type of rich and sweet cake, with a distinctive dark red to bright red or red-brown color. Common ingredients include buttermilk, ...
en.wikipedia.org/wiki/Red_velvet_cake - 29k - Cached - Similar pages
Red Velvet Cake Recipe - Recipes and Information
Red velvet cake recipe - recipes and a little history about red velvet cake. Several recipes from the forum, including history of the red velvet cake or ...
southernfood.about.com/cs/chocolatecakes/a/redvelvet_cake.htm - 26k - Cached - Similar pages
Recipes : Southern Red Velvet Cake : Food Network
Southern Red Velvet Cake. Vegetable oil for the pans 2 1/2 cups all-purpose flour 1 1/2 cups sugar 1 teaspoon baking soda 1 teaspoon fine salt ...
www.foodnetwork.com/food/recipes/recipe/0,,FOOD_9936_23379,00.html - 84k - Cached - Similar pages
Red Velvet Cake Recipe & Photo - Joyofbaking.com
It is very dramatic looking with its bright red color sharply contrasted by a white frosting.
www.joyofbaking.com/RedVelvetCake.html - 45k - Cached - Similar pages
Yahoo! Directory AU & NZ > Red Velvet Cake Recipes
Index of recipes for red velvet cake, the bright red layered cake made with white frosting. Includes versions with cream cheese frosting, cooked frosting, ...
au.dir.yahoo.com/.../Cooking/Recipes/Specific_Courses_and_Dishes/Desserts_and_Sweets/Cakes/Red_Velvet_Cake/ - 19k - Cached - Similar pages
Task Two: 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
Using Copernic and searching across 12 search engines (AltaVista, AOLSearch, Ask.com, Copernic, Enhance Interactive, alltheweb.com, Live Search, Lycos, Mamma.com, MIVA, Netscape Netcenter and Yahoo), the search produced fewer results as shown below:
Search: red velvet cake
Category: The Web
Matches: 41 result(s)
The top 5 pages found are listed below.
Red velvet cake - Wikipedia, the free encyclopedia
A Red velvet cake is a type of rich and sweet cake, with a distinctive dark red to bright red or red-brown color. Common ingredients include buttermilk, ...
http://en.wikipedia.org/wiki/Red_velvet_cake - 93%
Result found by: FAST Search (alltheweb.com), Netscape Netcenter, Ask.com, Yahoo!, AltaVista, Live Search
About.com: Red Velvet Cake Recipes
Red velvet cake recipe - recipes and a little history about red velvet cake. Several recipes from the forum, including history of the red ...
http://southernfood.about.com/cs/chocolatecakes/a/redvelvet_cake.htm - 92%
Result found by: FAST Search (alltheweb.com), Netscape Netcenter, Ask.com, Yahoo!, AltaVista
Red Velvet Cake Recipe - Red Velvet Cake
This red velvet cake recipe is made with cocoa, red food coloring, vinegar, and buttermilk. ... A red velvet cake recipe from our forum. INGREDIENTS: 1/2 cup ...
http://southernfood.about.com/od/chocolatecakes/r/blbb146.htm - 91%
Result found by: FAST Search (alltheweb.com), Yahoo!, AltaVista, Live Search
Recipes : Southern Red Velvet Cake : Food Network
Southern Red Velvet Cake. Vegetable oil for the pans 2 1/2 cups all-purpose flour 1 1/2 cups sugar 1 teaspoon baking soda 1 teaspoon fine salt ...
http://www.foodnetwork.com/food/recipes/recipe/0,1977,FOOD_9936_23379,00.html - 85%
Result found by: Netscape Netcenter, Ask.com, Yahoo!, AltaVista, Live Search
Red velvet cake - Wikipedia, the free encyclopedia
The most typical frosting for a red velvet cake is a butter roux icing also ... Allrecipes Red Velvet Cake Recipe with Buttercream Frosting ...
http://rc12.overture.com/d/sr/?xargs=15KPjg1m1St5auwuf0L_iXEbqUkwwB4Ju0-shsCph4bKMo8gEeIPYuPa7By_VIYu1mnw-kvoST-tFnOqz2n_-UFBCMQVuXGOD2yt2QwNhsbfqxG4QTl_V5mqy82pAfaXIeZ16hPeGOnviddtv5KS8c89NKnkLarq4zrozjlKVNSKyJnF9w7Q2MLJoSvPokgdqRJMJNDvJfYMbMzTjRKccZi4khyby6YWJFN2-T1nBu_w7vuAxJzv2cJ9of6Ljwu7-o - 85%
Result found by: Lycos
The top 2 hits are the same both both searching methods. Using Copernic I noticed that some pages or sites were displayed more than once. The first hit and fifth hit link to the same page and yet the percentage of relevancy is 8% lower for the fifth hit. The second and third hits are also for the same site, yet different pages.
For the search I was doing, I think Google provided the best results. Even though Google provided a ridiculously high number of hits, the first page of results was more than enough to provide me with the information I was looking for.
It is important to assess what information you need to gather and then decide the best searching method to achieve the best results. I was looking for a recipe which is easily accessible information. As another quick example, searching on my name to find my home page - this was the first hit that Google gave me and the third from Copernic.
All search information on this page retrieved from Google.com on 25 May 2008.
Using an internet search engine is something most people take for granted and do dozens of times a day. Using it effectively is probably another matter altogether.
Task One: Choose your most commonly used internet search engine and do a search with words of your choosing.
I chose Google as it's my search engine of choice and my key words are Red Velvet Cake (my favourite cake and I'm looking for a recipe). I received 1,270,000 hits on this search.
The top 5 pages found are listed below.
Red velvet cake - Wikipedia, the free encyclopedia
A Red velvet cake is a type of rich and sweet cake, with a distinctive dark red to bright red or red-brown color. Common ingredients include buttermilk, ...
en.wikipedia.org/wiki/Red_velvet_cake - 29k - Cached - Similar pages
Red Velvet Cake Recipe - Recipes and Information
Red velvet cake recipe - recipes and a little history about red velvet cake. Several recipes from the forum, including history of the red velvet cake or ...
southernfood.about.com/cs/chocolatecakes/a/redvelvet_cake.htm - 26k - Cached - Similar pages
Recipes : Southern Red Velvet Cake : Food Network
Southern Red Velvet Cake. Vegetable oil for the pans 2 1/2 cups all-purpose flour 1 1/2 cups sugar 1 teaspoon baking soda 1 teaspoon fine salt ...
www.foodnetwork.com/food/recipes/recipe/0,,FOOD_9936_23379,00.html - 84k - Cached - Similar pages
Red Velvet Cake Recipe & Photo - Joyofbaking.com
It is very dramatic looking with its bright red color sharply contrasted by a white frosting.
www.joyofbaking.com/RedVelvetCake.html - 45k - Cached - Similar pages
Yahoo! Directory AU & NZ > Red Velvet Cake Recipes
Index of recipes for red velvet cake, the bright red layered cake made with white frosting. Includes versions with cream cheese frosting, cooked frosting, ...
au.dir.yahoo.com/.../Cooking/Recipes/Specific_Courses_and_Dishes/Desserts_and_Sweets/Cakes/Red_Velvet_Cake/ - 19k - Cached - Similar pages
Task Two: 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
Using Copernic and searching across 12 search engines (AltaVista, AOLSearch, Ask.com, Copernic, Enhance Interactive, alltheweb.com, Live Search, Lycos, Mamma.com, MIVA, Netscape Netcenter and Yahoo), the search produced fewer results as shown below:
Search: red velvet cake
Category: The Web
Matches: 41 result(s)
The top 5 pages found are listed below.
Red velvet cake - Wikipedia, the free encyclopedia
A Red velvet cake is a type of rich and sweet cake, with a distinctive dark red to bright red or red-brown color. Common ingredients include buttermilk, ...
http://en.wikipedia.org/wiki/Red_velvet_cake - 93%
Result found by: FAST Search (alltheweb.com), Netscape Netcenter, Ask.com, Yahoo!, AltaVista, Live Search
About.com: Red Velvet Cake Recipes
Red velvet cake recipe - recipes and a little history about red velvet cake. Several recipes from the forum, including history of the red ...
http://southernfood.about.com/cs/chocolatecakes/a/redvelvet_cake.htm - 92%
Result found by: FAST Search (alltheweb.com), Netscape Netcenter, Ask.com, Yahoo!, AltaVista
Red Velvet Cake Recipe - Red Velvet Cake
This red velvet cake recipe is made with cocoa, red food coloring, vinegar, and buttermilk. ... A red velvet cake recipe from our forum. INGREDIENTS: 1/2 cup ...
http://southernfood.about.com/od/chocolatecakes/r/blbb146.htm - 91%
Result found by: FAST Search (alltheweb.com), Yahoo!, AltaVista, Live Search
Recipes : Southern Red Velvet Cake : Food Network
Southern Red Velvet Cake. Vegetable oil for the pans 2 1/2 cups all-purpose flour 1 1/2 cups sugar 1 teaspoon baking soda 1 teaspoon fine salt ...
http://www.foodnetwork.com/food/recipes/recipe/0,1977,FOOD_9936_23379,00.html - 85%
Result found by: Netscape Netcenter, Ask.com, Yahoo!, AltaVista, Live Search
Red velvet cake - Wikipedia, the free encyclopedia
The most typical frosting for a red velvet cake is a butter roux icing also ... Allrecipes Red Velvet Cake Recipe with Buttercream Frosting ...
http://rc12.overture.com/d/sr/?xargs=15KPjg1m1St5auwuf0L_iXEbqUkwwB4Ju0-shsCph4bKMo8gEeIPYuPa7By_VIYu1mnw-kvoST-tFnOqz2n_-UFBCMQVuXGOD2yt2QwNhsbfqxG4QTl_V5mqy82pAfaXIeZ16hPeGOnviddtv5KS8c89NKnkLarq4zrozjlKVNSKyJnF9w7Q2MLJoSvPokgdqRJMJNDvJfYMbMzTjRKccZi4khyby6YWJFN2-T1nBu_w7vuAxJzv2cJ9of6Ljwu7-o - 85%
Result found by: Lycos
The top 2 hits are the same both both searching methods. Using Copernic I noticed that some pages or sites were displayed more than once. The first hit and fifth hit link to the same page and yet the percentage of relevancy is 8% lower for the fifth hit. The second and third hits are also for the same site, yet different pages.
For the search I was doing, I think Google provided the best results. Even though Google provided a ridiculously high number of hits, the first page of results was more than enough to provide me with the information I was looking for.
It is important to assess what information you need to gather and then decide the best searching method to achieve the best results. I was looking for a recipe which is easily accessible information. As another quick example, searching on my name to find my home page - this was the first hit that Google gave me and the third from Copernic.
All search information on this page retrieved from Google.com on 25 May 2008.
Thursday, May 15, 2008
Module 4: Tools for using the Web
For this task I have opted to download Copernic Desktop Search and Windows Media Player.
Copernic Desktop Search
My experience of searches has previously been limited to Windows default search funcitionality available through Explorer.
I downloaded the Copernic Desktop Search (Copernic) software and installed it. I admit, I didn't get it at first, I was treating it in the same way I would the Windows search functionality. Ok, that was probably my first mistake.
Once I got the hang of it - just type in key word or words, limit the search if applicable and I was off and running. I could even search for that key word on the web just by clicking the neato Web button.
Features of the software:
I like the visual aspect of the user interface.
I liked this tool, I liked it a lot! I will be keeping it installed and absolutely using it in future.
Windows Media Player
I haven't really used Windows Media Player (WMP) - I know it comes installed with every Windows OS computer but I tend to use other tools that do the same job. I downloaded the latest version of WMP and went in to see what was going on.
Features I found interesting:
One key feature that really stood out for me with both these desktop applications is the ease and accesiblity in which they interact with the internet - it become such an accepted functionality.
Copernic Desktop Search
My experience of searches has previously been limited to Windows default search funcitionality available through Explorer.
I downloaded the Copernic Desktop Search (Copernic) software and installed it. I admit, I didn't get it at first, I was treating it in the same way I would the Windows search functionality. Ok, that was probably my first mistake.
Once I got the hang of it - just type in key word or words, limit the search if applicable and I was off and running. I could even search for that key word on the web just by clicking the neato Web button.
Features of the software:
- ability to search from the task bar
- limit file types to search on - emails, files, music, pictures, videos, contacts, favourites, history or all of these categories.
- apply same keyword search to the web without retyping - just click the web button and it will open the browser and display the findings
- allows user to save searches
I like the visual aspect of the user interface.
I liked this tool, I liked it a lot! I will be keeping it installed and absolutely using it in future.
Windows Media Player
I haven't really used Windows Media Player (WMP) - I know it comes installed with every Windows OS computer but I tend to use other tools that do the same job. I downloaded the latest version of WMP and went in to see what was going on.
Features I found interesting:
- Immediately prompted to search for media files on my computer
- Main options - Now Playing, Library, Rip, Burn, Sync and Guide - key features immediately accessible and easy to use whatever your knowledge level maybe.
- Ability to search the internet for Media from the application.
- Ability to resize window and change skins with minimal clicks.
One key feature that really stood out for me with both these desktop applications is the ease and accesiblity in which they interact with the internet - it become such an accepted functionality.
Tuesday, May 13, 2008
Module 3: Web 2.0
Web 2.0 is a term I've heard in use a lot in past year or so but I didn't really understand what it meant. I've hard things like 'Web 2.0' compliant so I assumed that it was a standardization of something. Exactly what that something was? Well who knows.
I know now. Well, I know enough to answer someone if they said to me 'Do you know what all this stuff about Web 2.0 is about?'. Okay, I could have answered it before but that would have been an absolute - I don't know! It's fuzzy around the edges but now I have an idea.
My take on Web 2.0 is that it is, to put it simply, terminology encompassing the evolution of the Internet. Web 1.0 (if such a term exists) covers the initial burst of popularity and usability, and Web 2.0 is the next wave of technology, flexibility and accessibility.
The web has become dynamic. If you look at the frame based static pages developed in the mid to late 1990's compared to the dynamic sites being developed today, the differences are major. Previously sites wither worked in frames or had to load the entire page every time you would click on a new link. Today sites can provide new feeds, interactivity with the site and preempt search suggestions with recommendations or links.
The internet has always been about people connecting to access information quickly. What this evolution has made possible is people interacting to access information - whether this be through chat rooms, forums, instant messenger, posting on comment boards or creating wiki entries - this is a key element of what makes up Web 2.0.
What is making it possible for people to interact rather than simply connect is the technology. A new wave of web based applications is the key element to the dynamic way in which we now deal with the web. It's not just the glossy graphics and funky flash animations, it is what is making those things possible.
Web 2.0 is not a one way path of information sharing - it encourages, by the very nature of the beast, interactivity. Signs of the time (and evolution) are:
My first venture into the Blinklist community, was reviewing the page for the class task - Internet Communications Blinklist.
Looking at how this site operates and converting it in my head to a HTML site I can see that the dynamic technology behind this does not necessarily translate to replicating this as a static HTML page. With straight HTML, it wouldn't be possible to offer the same interactivity (eg with the voting options).
If this were a HTML page some of the differences would be:
In my opinion and experience, dynamic works better to offer interactivity to users. Once the structure is in place it makes pages easier and faster to update as well as encouraging communication and participation from page/site visitors.
I hestiate to say that one is better than the other - I see it more of an evolution of process. HTML pages were the 'bees knees' and dynamic pages are rising to the top of the charts for flexibility, participation and ease of use. HTML is still usable technology but more of a building block in the process than the whole kit and kaboodle.
Creating a page like this as something dynamic and interactive fully encompasses what I believe Web 2.0 is all about. It's the evolution of the Internet - it shows how it has changed over the past 10 or so years and gives a glimpse into the future where this technology will become old hat and we'll move into the next phase as the internet and the way we use it continues to evolve.
I know now. Well, I know enough to answer someone if they said to me 'Do you know what all this stuff about Web 2.0 is about?'. Okay, I could have answered it before but that would have been an absolute - I don't know! It's fuzzy around the edges but now I have an idea.
My take on Web 2.0 is that it is, to put it simply, terminology encompassing the evolution of the Internet. Web 1.0 (if such a term exists) covers the initial burst of popularity and usability, and Web 2.0 is the next wave of technology, flexibility and accessibility.
The web has become dynamic. If you look at the frame based static pages developed in the mid to late 1990's compared to the dynamic sites being developed today, the differences are major. Previously sites wither worked in frames or had to load the entire page every time you would click on a new link. Today sites can provide new feeds, interactivity with the site and preempt search suggestions with recommendations or links.
The internet has always been about people connecting to access information quickly. What this evolution has made possible is people interacting to access information - whether this be through chat rooms, forums, instant messenger, posting on comment boards or creating wiki entries - this is a key element of what makes up Web 2.0.
What is making it possible for people to interact rather than simply connect is the technology. A new wave of web based applications is the key element to the dynamic way in which we now deal with the web. It's not just the glossy graphics and funky flash animations, it is what is making those things possible.
Web 2.0 is not a one way path of information sharing - it encourages, by the very nature of the beast, interactivity. Signs of the time (and evolution) are:
- MySpace / Facebook (social networking communities)
- Wikis (user created content)
- Google maps
- Windows Live!
- RSS
My first venture into the Blinklist community, was reviewing the page for the class task - Internet Communications Blinklist.
Looking at how this site operates and converting it in my head to a HTML site I can see that the dynamic technology behind this does not necessarily translate to replicating this as a static HTML page. With straight HTML, it wouldn't be possible to offer the same interactivity (eg with the voting options).
If this were a HTML page some of the differences would be:
- the user would need to create a bookmark instead of using 'add to watchlist'
- no option to flag as spammer would be available
- a guest book would be in place instead of 'leave a message'
- links and 'active contacts' would need to be manually created by the owner rather than dynamically created by the user
- if voting/rating were to be included it would need to be manually created by the owner or included in the guest book comments.
In my opinion and experience, dynamic works better to offer interactivity to users. Once the structure is in place it makes pages easier and faster to update as well as encouraging communication and participation from page/site visitors.
I hestiate to say that one is better than the other - I see it more of an evolution of process. HTML pages were the 'bees knees' and dynamic pages are rising to the top of the charts for flexibility, participation and ease of use. HTML is still usable technology but more of a building block in the process than the whole kit and kaboodle.
Creating a page like this as something dynamic and interactive fully encompasses what I believe Web 2.0 is all about. It's the evolution of the Internet - it shows how it has changed over the past 10 or so years and gives a glimpse into the future where this technology will become old hat and we'll move into the next phase as the internet and the way we use it continues to evolve.
Monday, May 12, 2008
Module 3: Blogs
Let's talk blogs, baby, let's talk blogs and me. Let's talk about all the good blogs on the internet that I read. Let's talk about blogs.
I've been blogging semi-regularly since 2004. My blog has been personal so I write it haphazardly, usually when travelling to update interested parties back home on my whereabouts and adventures.
When I first started this learning log, three thoughts started chasing each other around my brain. It certainly started out as a bit of a chore .
I've been blogging semi-regularly since 2004. My blog has been personal so I write it haphazardly, usually when travelling to update interested parties back home on my whereabouts and adventures.
When I first started this learning log, three thoughts started chasing each other around my brain. It certainly started out as a bit of a chore .
- First, the guilt that I've all but abandoned my personal blog to do this unit sets in.
- Next is the issue that I'm writing in response to something rather than my usual rambling - it's been an interesting and challenging experience to order my thoughts and structure sentences in a way that might make sense to the reader.
- Finally - blogging is time consuming. If you are going to do it properly then you need to do it regularly. Commit to a time frame that meets the expectations of yourself and your audience and stick to it.
This blog operates a little differently as I'm writing in response to tasks I'm undertaking as a part of my study. The timeframe for this is set and as long as I finish the blog by 30 May, everyone is happy. If the blog actually meets expectation and shows the progress and path of my learning then everybody wins.
I'm a fan of blogs. Over the years I've happened across some well written, well designed ones - some have have disappeared over time, some have just been deserted by their writers. These I check back semi-regularly in the hope that the cobwebs will be pushed away, the page dusted down and the witty ramblings of a complete stranger will begin again (yep, here comes the guilt about my personal blog and the people who check it in hope that I'm visiting there as much as they are!).
While there are many personal blogs that are basically online diaries - mine is something along those lines - blogging has become a useful tool to share information in bite-sized chunks to the web world.
My travels amongst the internet blogging community have taken me to some truly wonderous blogs such as:
- Opinion blogs that are written in the same style as a newspaper column - they are sharp, witty, informative.
- Blogs that hit on topics of interest (eg such as a corporate identity before and after - each week a new company is featured)
- Teaching blogs - blogs that offer Illustrator and Photoshop tutorials (can you ever have too many?)
- A very interesting blog about how one girl really hated her flat mate - it was well put together using 50s style photography and daily entries on the latest horrible, disgusting thing the flat mate had done. This blog was hugely popular and would get up to 200 comments a day. I guess we've all had THAT flat mate! =~]
In my research for the Concepts Assignment, I came across a number of useful blogs that had been put together by people with an interest in a topic that they thought unresourced on the web. The answer - start a blog on the topic with all of the information you've gathered and create a community of readers who feel the same way you do (except they are too lazy to create a blog).
With the advances in web technology - blogs have become bigger and better than ever. Blogs are just about some text, maybe a hyperlink or two. You can include imagery and links to files (such as PDFs or photos) for people to donwload.
Some of the other good stuff that you can do on your blog:
- Set up comments and invite your readers to leave their thoughts on your posts - thus providing information from a different angle or opinion.
- RSS makes it easy for others to tap into your blog and syndicate your content.
- Use the calendar navigation to give readers access to all your posts.
- Create a 'favourites' box that has your top 10 most read or most preferred posts.
- Share that blogging feeling - Create a 'links' box that will take your readers to your favourite blogs.
Technology continues to advance and it is exciting to continue to be a part of the blogging community and see where the advances take us next.
One of the most interesting things I've learnt (and possibly the most obvious?) is that is much easier to blog when you have your topic organise and a rough plan of what points you intend to make. My personal blog suffers because, unless travelling, I lack inspiration and I'm sure that as much as my friends care they don't want to read about what I ate that day and how I unblocked the toilet for the third time that week. Writing the learning log makes it much easier to fill a 'page' as I have my topic and, after working through the task, a rough plot of what to type. One of the things I initially disliked about my learning log has actually turned out to be the one things that makes it easier to do.
Thursday, May 8, 2008
Conceptual Research & Reflection Project
Information and attention (concept #33)
“In the era of the ‘attention economy’, readers and users of Internet information must be carefully craft, in their own minds, the kind of metadata which will – almost instinctively – ‘fit’ with the metadata of the information sources they want, so that – in the few brief moments of initial exchange, when a seeker of information encounters information being sought, rapid, effective judgments are made that ‘pay off’ in terms of further reading, accessing and saving… In other words, there is a critical moment when an exchange takes place of metadata from the web (whether ‘explicit’ - as in the title, or even within the website’s own HTML, rendered via a search engine’s relevance ranking, or ‘implicit’ – the intuitive look and feel of a source) and the metadata of the reader’s purpose and goals. If there is a ‘match’ then the information is likely to be accessed more fully.” (Allen, n.d.)
“… the economy of attention - not information - is the natural economy of cyberspace.” (Goldhaber, 1997)
There is an old cliché, ‘time is money’ and this is reinforced by the latest craze in cyberspace currency – attention. Online services and information are in constant competition to access more of this valuable resource. It’s no different to a shop keeper creating an eye-catching window display to attract potential customers. Whether it’s sharing information or gaining a potential sale, there is a small window of opportunity to snare someone’s attention. The online marketplace has responded to this need and created services and tools that assist companies in the battle to gain attention from time poor consumers. Services like newsfeeds, alerts and recommendations are a part of the implicit web which “is all about the value that will accrue to an Internet user when their every action is tracked, recorded, and used to provide value back to that user.” (Wilson, 2006) This technology is already in use on sites such as Last.Fm and Amazon.com (Iskold, 2007) and is rapidly being replicated across the web. It doesn’t replace the explicit interactions of searching and bookmarking, that exist when the end user knows what they are digging for, but instead complements this action and takes it to a completely different level. You may go online to download a favorite song, yet when you log off you have discovered knowledge of three great bands and knowledge of a great club downtown that has been there for years but you never knew existed. Whether it is Last.Fm, Amazon.com or iTunes, our preferences are being monitored “every time we … click, it uses its sophisticated algorithms to suggest to us what we should buy next…” (Iskold, 2007) .
Is this type of recommendation selling a smarter way to use our time or an invasion of our privacy? Do we want our personal preferences for books, movies, music and even groceries stored in various places across the world wide web? “…people are starting to get used to profiling themselves and using it to add value to their Internet experience. They are starting to trust certain web services and let them profile them. That change in user behavior is a big deal” (Wilson, 2006). These profiles are offering us exposure to new information but who owns this personal data? Does the data belong to the consumer who has created it – whether deliberately or inadvertently? Does the information belong to the site or a different entity altogether? Seth Goldstein was one of the first see the value for control of the stored information from this new revolution. He is one of the talents behind an online company that offers software to give users control of the data that results from their online attention – “AttentionTrust is a not-for-profit organization that puts the user in control of their Attention data. … What we do online increasingly represents who we are. How we browse… What we say… What we read… = ME” (Attention Trust, n.d.)
Is control of our the attention created data the next step in the attention economy and implicit web revolution? For a consumer to be able to transfer their profile or specific information from one site to another has value in our ‘instant gratification’ society. “Given that consumers are pressed for time, the algorithms that discern their intent correctly are likely to win” (Iskold, 2007). If the process becomes too hard or time consuming then the attention is lost and the user clicks away, moving onto the next site that offers something similar with less input required. If a user is able to register their profile with one site and then retrieve it, or specific parts of if, when they visit related sites, this has value. An example would be registering at Last.fm and retrieving your musical preferences when visiting iTunes or Amazon.com. This adds to the user’s personal ‘attention footprint’ and gives the creators of the site valuable information, not necessarily just in the form of sales.
Site 1:
Title: The Attention Economy
Horning, R., (2006). Pop Matters: Marginal Utility. Retrieved 26 April 2008 from
http://www.popmatters.com/columns/horning/060413.shtml
“Forget money; recognition is the new motive force. We're happy to be paid in attention, social recognition.” (Horning, 2006)
The column, Marginal Utility is written by Rob Horning and published on the site Pop Matters. He dedicated his 13 April 2006 column to the matter of The Attention Economy. This column was researched and written when blogging and sites such as MySpace.com were relatively new to the cyber marketplace. The article is a combination of opinion and quoted references from leaders in the monitoring and capturing of information as a part of this revolution. This article provides useful comparisons to how popular culture is captured and established and how the Attention Economy is simply the next step in that process.
Site 2:
Title: The Implicit Web: Last.fm, Amazon, Google, Attention Trust
Iskold, A., (2007). Read, Write, Web. Retrieved 6 May 2008 from
http://www.readwriteweb.com/archives/the_implicit_web_lastfm_amazon_google.php
“As we rush through life and a myriad of web pages, we leave traces. We don't have time to think deeply about any of this. The blogs that we visit, the music we listen to, the movies we watch; we take all of them for granted. Yet, all of the different kinds of information that we interact with defines us. In turn, we change the world by issuing a verdict of what we like and what we do not like. Sometimes explicitly via bookmarking, rating and digging. But most often, implicitly.” (Iskold, 2007)
This article is written by Alex Iskold and published on the site Read, Write, Web. The author has written a number of published articles about The Attention Economy and Implicit Web. This article is a combination of opinion, research and quoted references . Iskold captures the essence of the Implicit Web and how it works, often without the end-user even being aware of it. He creates an awareness of the processes involved and forecasts the next possible steps as the tracking and control of our attention data become integrated into the way in which we browse the web.
Active communication generates identity awareness (concept #20)
"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. The common term for people who belong to lists (or other internet communities of discussion) and who do not actively participate is 'lurkers'. Lurkers, obviously, are real people who exist in many ways. Yet, within the context of a particular list, if they are not posting, then they appear invisible and, indeed, can lack identity completely. " (Allen, n.d.)
The last decade has seen incredible growth of online communities in forums, discussion boards and email groups. These communities have enabled us to tap into a wealth of knowledge that is stored amongst ourselves, that previously would have only been available through face-to-face interaction. "Online communities are becoming an accepted part of the lives of Internet users, although participation in these communities is dependent on the types of people that form them" (Bishop, 2006). While you would certainly be able to gauge the inactive participants if you were in a group in person, and therefore prompt participation, this is almost impossible in the online environment. Users are able to hide themselves either through available technology (eg the option to appear invisible or offline available in many chat applications and online forums) or by actively not participating. These inactive participants are known as lurkers, and often the cause of an outcry from moderators who are concerned that the view of their group is not meeting its potential because not every voice is being heard. "In most online communities, 90% of users are lurkers who never contribute, 9% of users contribute a little, and 1% of users account for almost all the action." (Nielsen, 2006).
Is it possible that lurkers are able to add value without active participation in an online community or are they inadvertently causing skewed content to be created? Understanding the reasons why certain participants choose to active within these communities will assist somewhat in the awareness of why other users decide to 'lurk' inactively in the background of certain forums. An online survey was conducted by three North American University students who related the findings in a paper released in 2004, which outlined the most common reasons why people opt to 'lurk' rather than to actively participate. The data revealed that the top five reasons "why previous lurkers lurk were concerned with: not needing to post; needing to find out more about the group before participating; thinking that they were being helpful by not posting; not being able to make the software work (i.e., poor usability); and not liking the group dynamics or the community was a poor fit for them" (Preece, J; Nonnecke, B & Andrews, D, 2004).
Can understanding the reasons why community members opt to be inactive allow moderators and developers to overcome the participation inequality that is occurring? Issues such as poor usability of software can be addressed through development of a better user interface and making forums easier to navigate. Better marketing upfront and more information on the structure and purpose of the forum will assist some potential lurkers when they are in the decision-making process and in assessing whether or not this is an appropriate or useful community for them. In time, some lurkers will graduate to becoming posters as they adjust to the community or a situation occurs where they need to access or can provide information not already available. Offering participation methods that require little to no effort, such as voting to rate a product, service or even other posts, helps to bridge the gap between active posters who may intimidate members who feel that they don't have a lot to say or that it won't add any value to the discussion. Each post, however small, helps to decrease participation inequality and increase the depth and diversity of the information available to other members of the community.
Due to the diversity of reasons for participants to choose to be inactive, there are no absolute solutions available to that will assist in changing the perception on the other dynamics that cause potential posters to become lurkers. Nor has it been proven or accepted that equal participation offers any greater value to the community. "The first step to dealing with participation inequality is to recognize that it will always be with us. It's existed in every online community and multi-user service that has ever been studied" (Nielsen, 2006).
Site 1:
Title: Participation Inequality: Encouraging More Users to Contribute
Neilsen, J., (9 October 2006). Useit.com: Alertbox Retrieved 7 May 2008 from http://www.useit.com/alertbox/participation_inequality.html
"All large-scale, multi-user communities and online social networks that rely on users to contribute content or build services share one property: most users don't participate very much. Often, they simply lurk in the background." (Nielsen, 2006)
Jakob Nielsen writes a column, Alertbox, that covers the issues surrounding Web usability and is published on his website, Useit.com. The article on Participation Inequality and suggestions to encourage less lurking was published in 2006. This article provides useful references and statistics on the issue of participation inequality as encountered by online communities. Practical suggestions are offered to increase participation along with the awareness that even a significant increase will never offer full participation by members. Nielsen also touches on the issue that participation inequality is not necessarily unfair and is a personal preference based on a diverse range of changing variables.
Site 2:
Title: The top five reasons for lurking: improving community experiences for everyone.
Preece, J; Nonnecke, B & Andrews, D., (2004). Science Direct | Computers in Human Behavior, Volume 20, Issue 2, March 2004. Retrieved 6 May 2008 from
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VDC-4BRKMR8-7&_user=10&_coverDate=03%2F31%2F2004&_alid=736792063&_rdoc=1&_fmt=high&_orig=search&_cdi=5979&_sort=d&_docanchor=&view=c&_ct=1&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=91b84dd67d9f84057295e81f843c1e21
"Even in busy online communities usually only a small fraction of members post messages. Why do so many people prefer not to contribute publicly?" (Preece, J; Nonnecke, B & Andrews, D, Available online February 19, 2004)
A paper written by three North American University students, Jenny Preece, Blair Nonnecke and Dorine Andrews, related their findings from an online survey conducted to assess reasons why some participants are active within the online community and others choose inactivity, known as lurking. This paper provides statistical information and insight into why people feel comfortable not actively participation within the online communities that they have sought membership from. The paper details the most common reasons, outlining the discussions for developers and others to utilize the findings to create strategies that will assist them to increase participation within their community.
Communication is not complete upon receipt (concept #13)
"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. A major disadvantage of email and similar asynchronous communications systems is that, often or sometimes, human users assume that when a message has been received, then it is automatically going to be acted upon or read or similar processed by the human(s) to which it was sent. While computers are very good at automatically processing information, humans are not. Equally, a website is not complete when it is created and presented: it has to be used. Websites are, basically, a very indirect form of communication and so, if we wish to use the web effectively, we can apply the same lesson: simply visiting a website is not sufficient…doing something with it is what closes the circuit of communication." (Allen, n.d.)
In our current technologically aware society email is a common form of communication for people, in their business and personal lives. It offers the security of the written word, the speed of immediate delivery and the ability to include additional information in the form of attachments and links. Websites offer the same instant gratification for messages that we want to deliver. However, once the email has been sent or the website has been posted, we no longer have control over the communication process and aren't able to guarantee that the intended recipient has read the message or is acting upon it. The creator of the communication process needs to do what they can to ensure that the email will be read and dealt with in the required time frame. With the growing issues with spam and the sheer volume of email correspondence that some users receive on a daily basis, you need to ensure that your communication is going to stand out amongst the masses.
Should this disadvantage be acceptable or are there tricks of the email trade that can be utilised to maximize the usability of your emails? Email etiquette is an important part of the process. Messages that are succinct, well written and labeled appropriately have a greater chance of receiving a response in the appropriate time frame and therefore completing the communication process. "Use the subject line to inform the receiver of EXACTLY what the email is about in a few well-chosen words." (Mind Tools, n.d.) Subject lines should be treated as a headline - summarize the purpose of the email in a handful of words that will catch the reader's attention. If a response is required urgently then the timeframe for this can be communicated via the subject line making the recipient immediately aware of what action is required from them.
Keep the correspondence to the point. If the message becomes too long or covers too much, this creates a higher chance of the recipient not following through with an action. "…if you need to communicate with someone about several matters, write a separate email on each subject" (Mind Tools, n.d.). It is reasonable to assume that some emails will spawn new topics and the sender should avoid just hitting 'reply' and typing a response. If starting a new email message isn't appropriate due to a need to refer to information in a received message, change the subject the line to make the new topic apparent. "…some email conversations will naturally spawn tangential conversations. In those cases, it's helpful to change the subject line of your email message to better describe the new topic" (Asaravala, 2007). No one likes to be ignored and it may seem obvious, but to receive email responses in a reasonable time frame it helps to create a reputation as someone who will provide just that. It's one thing to create email messages that will entice a response but if you are known as someone who doesn't respond quickly, or at all, it can create a negative impact on your inbox.
Similar reasoning applies to a website. Create a clear message that is easy to find and provide a simple manner for the response to be communicated. If a user needs to hunt a way to communicate their response they often won't bother and the process will fail. Simply communicating the message isn't enough as the message has no impact if you can't determine if people are reading it and auctioning what is required.
Site 1:
Title: Effective Email - How to communicate powerfully by email
Mind Tools (n.d.) MindTools.com, Retrieved 7 May 2008 from
http://www.mindtools.com/CommSkll/EmailCommunication.htm
"There are a few simple rules to ensure that your emails are read in the first place and stay useful to the recipient." (Mind Tools, n.d.)
Mind Tools is a website that offers skill-building articles to assist with "management, leadership and career training" (Mind Tools, n.d.). As a part of the Communication Skills section of this website, they published an article on effectively communicating via email. The date of publication of this article is not known, but the information appears to be recent based on email communication issues currently experienced by users. This article provides useful common-sense tips to create effective email communication with your recipient, thus closing the communication process. Links are also provided to other articles on the Mind Tools website that offer information to assist users to improve their writing skills.
Site 2:
Title: Email Etiquette requires your reply
Judith Kallos (3 August 2007) Business Email Etiquette, Retrieved 9 May 2008 from
http://www.businessemailetiquette.com/?p=194
"The proper etiquette is to have the courtesy to reply as soon as possible." (Kallos, 2007)
Business Email Etiquette is a blog written by Judith Kallos that is dedicated to the correct email etiquette for business users. On 3 August 2007 she posted a blog entry in response to a site visitor question on the appropriate email etiquette for replying to emails. Email etiquette dictates that all correspondence should be responded to as quickly as possible. If a reply will be delayed, then the recipient should inform the sender of this to ensure that the communication process remains open and does not get lost in cyberspace. Other useful blog entries provide advice on etiquette for formatting emails.
Netiquette (concept #7)
"Good communication practice on the Internet is not something one 'learns', but something one 'practices' so as to teach others, less familiar than yourself, how it is done. Understanding why and now netiquette operates is more than just learning those rules (for, indeed, there are numerous differences and disagreements about the 'rules'). Rather, one must gain from a reading of 'netiquette' a sense that users must themselves contribute to the proper functioning of the Internet as a communication system: that no-one is in 'charge' of the net and we all must exercise an ethic of maintenance, taking responsibility for doing it 'right'. Moreover, what defines 'right' most of all is : 'how would I feel if this action I am about to take was done to me, instead of by me?' and, as a test of whether you are implementing 'right' properly, ask yourself "if I assume the recipient of my messages is less experienced than me, will they learn something 'good' or 'bad' from what I am doing?'" (Allen, n.d.)
Netiquette is accepted terminology in our society for the way in which people behave when communicating via the internet. This term covers the broad spectrum of all internet communication whether it be via email, chat rooms, forums or instant messenger. There are general rules, variable depending upon which site they are posted on and whether or not they relate specifically to a certain community, but netiquette is simply a matter of treating online users with the same courtesy, manners and consideration that you would give to members of an off line community. "Adhere to the same standards of behavior online that you follow in real life" (Shea, n.d.) If you attend a seminar, you would not shout out to one of the speakers with a derogatory remark because of something they said or a mispronounced word during their talk. If you were sitting in a room with all the other members of the community, you would be aware of them and that they were witnessing your behavior. You would save your comments for an appropriate forum rather than inappropriately drawing attention to yourself in a rude or acceptable manner. Online behavior should reflect the same rules you would apply in this situation. "Communicating clearly on the Internet without creating misunderstandings is a challenge. One problem is that you haven't any facial expressions, body language, or environment to help you express yourself; another that there is little "give and take" for developing what you mean to say or are discussing." (Study Guides and Strategies, n.d.)
A key strategy to demonstrating netiquette is to remember that you are dealing with people. Those usernames that you are communicating with are have human users at the other end. Treat each new online group that you join in the same manner as you would if it were a club that you would attend in person. "Get to know your online community... just as you would a face-to-face group. Ensure that your postings are clear and relevant to the purpose of the group." (Electronic Classroom: Netiquette, n.d.) Netiquette does not need to be interpreted as a complicated list of rules to be remembered or strictly followed. Each individual you encounter during your online communications will require a slightly different response, just as your associations off line do. A number of companies do have rules for their employees to follow as a part of their business transactions, however most of these guidelines can and should follow over into your personal online endeavors.
Think of each encounter online as though you were conducting a training session. Every time you post something, it could be the first online communication encounter for one of the readers. Not only does this form a first impression of you, but it also delivers a message of how to behave within that forum. Read everything twice before posting and think how you would interpret that if you were the intended recipient. Is this something that you would view as constructive, positive or informative? . Are you behaving in a manner that you would be happy with other people seeing - your partner, your mother or your boss? Moderators and administrators need to adhere to slightly different rules, just as a manager in an organization would. "Knowing more than others, or having more power than they do, does not give you the right to take advantage of them." (Shea, n.d.)
The basis of Netiquette can be summed up as that which is appropriate off line is appropriate on line. If you wouldn't behave in that manner face-to-face, then it isn't acceptable to behave that way during your online communications either. No one can be completely anonymous online - your username, email account, even your IP address - can give away who and where you are.
Site 1:
Title: The Core Rules of Netiquette
Virginia Shea (n.d.) NET Etiquette Retrieved 7 May 2008 from
http://www.albion.com/netiquette/introduction.html
"partly as a result of forgetting that people online are still real, and partly because they don't know the conventions, well-meaning cybernauts, especially new ones, make all kinds of mistakes." (Shea, n.d.)
The Core Rules of Netiquette is an excerpt from a book by Virginia Shea which has been published on the Albion.com site to offer guidance to new users of internet based communication. This includes a list of ten core rules as well as an in-depth look at each one to make it easy for new user to comprehend the complexity of cyberspace vs. real life. Some internet based terminology is explained here as well as differentiating business and social internet based interactions. An outline of legal and philosophical netiquette is included to help with the understanding of copyright and privacy issues online.
Site 2:
Title: Electronic Classroom: Netiquette
NSW Department of Education and Training (n.d.) Retrieved 7 May 2008 from
https://www.det.nsw.edu.au/strat_direction/strat_init/isp/usersafety/netiquette.htm
"Interacting and communicating online is very different to face-to-face interactions or telephone conversations where facial expression or voice intonation can enhance the effectiveness of communication. As a result, there are guidelines for online communication called 'netiquette'. " (Electronic Classroom: Netiquette, n.d.)
The Electronic Classroom is a site put together by NSW Department of Education and Training to assist new students and employees of their organization to understand what is appropriate and acceptable behavior for any online interactions be a part of. This site has a list of guidelines to assist with learning how to behave within online communities. Online communication, sending emails and general email communication. The information listed here covers basic common-sense principles in communication. Email communication should be undertaken in a similar manner to letter writing and, generally speaking, online communication should cover the same principles as face-to-face communication.
Bibliography
Allen, D. M. (n.d.). NET 11 The Internet: Communications (SP1 and SP3). Retrieved May 02, 2008, from Curtin University: http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home
Asaravala, A. (2007, November 20). 9 Email Do's and Don'ts for the Sender. Retrieved May 9, 2008, from Network for Good Learning Center: http://www.fundraising123.org/article/9-email-dos-and-donts-sender
Attention Trust. (n.d.). Retrieved April 24, 2008, from Attention Trust: http://www.attentiontrust.org/
Bishop, J. (Available online 19 January 2006, Volume 23, Issue 4, July 2007;). Computers in Human Behaviour: Increasing participation in online communities: A framework for human-computer interaction. Retrieved via the Curtin University library database access, May 7, 2008, from Science Direct: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VDC-4J2W0F9-2&_user=10&_coverDate=07%2F31%2F2007&_alid=736967321&_rdoc=1&_fmt=high&_orig=search&_cdi=5979&_sort=d&_docanchor=&view=c&_ct=5&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=a4be779fbd1b381f8803d02ad7fe3ef8
Electronic Classroom: Netiquette. (n.d.). Retrieved May 9, 2008, from NSW Department of Education and Training: https://www.det.nsw.edu.au/strat_direction/strat_init/isp/usersafety/netiquette.htm
Goldhaber, M. H. (1997, December). Attention Shoppers! Wired Issue 5.12. Retrieved April 26, 2008, from Wired: http://www.wired.com/wired/archived/5.12/es_attention.html
Horning, R. (2006, April 13). Marginal Utility: The Attention Economy. Retrieved April 26, 2008, from Pop Matters: http://www.popmatters.com/columns/horning/060413.shtml
Iskold, A. (2007, June 12). The Implicit Web: Last.fm, Amazon, Google, Attention Trust. Retrieved May 06, 2008, from Read Write Web: http://www.readwriteweb.com/archives/the_implicit_web_lastfm_amazon_google.php
Kallos, J. (2007, August 3). Email Etiquette requires your reply. Retrieved May 9, 2008, from Business Email Etiquette: http://www.businessemailetiquette.com/?p=194
Mind Tools. (n.d.). Effective Email - How to communicate powerfully by email. Retrieved May 07, 2008, from Mind Tools: http://www.mindtools.com/CommSkll/EmailCommunication.htm
Nielsen, J. (2006, October 9). Alertbox: Participation Inequality in Social Design. Retrieved May 07, 2008, from Useit.com: http://www.useit.com/alertbox/participation_inequality.html
Preece, J; Nonnecke, B & Andrews, D. (Available online February 19, 2004, Volume 20, Issue 2, March 2004;). Computers in Human Behavior: The top five reasons for lurking: improving community experiences for everyone. Retrieved via Curtin University library database access, May 6, 2008, from Science Direct: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VDC-4BRKMR8-7&_user=10&_coverDate=03%2F31%2F2004&_alid=735909560&_rdoc=1&_fmt=high&_orig=search&_cdi=5979&_sort=d&_docanchor=&view=c&_ct=1&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=8ab0645e1ec6e04676bac49768273a87
Shea, V. (n.d.). The Core Rules of Netiquette. Retrieved May 9, 2008, from Albion.com: http://www.albion.com/netiquette/corerules.html
Study Guides and Strategies. (n.d.). Retrieved May 9, 2008, from Study Guides and Strategies: http://www.studygs.net/netiquette.htm
Wilson, F. (2006, December 28). 2007: The Implicit Web. Retrieved May 06, 2008, from A VC - Musings of a VC in NYC: http://avc.blogs.com/a_vc/2006/12/2007_the_implic.html
“In the era of the ‘attention economy’, readers and users of Internet information must be carefully craft, in their own minds, the kind of metadata which will – almost instinctively – ‘fit’ with the metadata of the information sources they want, so that – in the few brief moments of initial exchange, when a seeker of information encounters information being sought, rapid, effective judgments are made that ‘pay off’ in terms of further reading, accessing and saving… In other words, there is a critical moment when an exchange takes place of metadata from the web (whether ‘explicit’ - as in the title, or even within the website’s own HTML, rendered via a search engine’s relevance ranking, or ‘implicit’ – the intuitive look and feel of a source) and the metadata of the reader’s purpose and goals. If there is a ‘match’ then the information is likely to be accessed more fully.” (Allen, n.d.)
“… the economy of attention - not information - is the natural economy of cyberspace.” (Goldhaber, 1997)
There is an old cliché, ‘time is money’ and this is reinforced by the latest craze in cyberspace currency – attention. Online services and information are in constant competition to access more of this valuable resource. It’s no different to a shop keeper creating an eye-catching window display to attract potential customers. Whether it’s sharing information or gaining a potential sale, there is a small window of opportunity to snare someone’s attention. The online marketplace has responded to this need and created services and tools that assist companies in the battle to gain attention from time poor consumers. Services like newsfeeds, alerts and recommendations are a part of the implicit web which “is all about the value that will accrue to an Internet user when their every action is tracked, recorded, and used to provide value back to that user.” (Wilson, 2006) This technology is already in use on sites such as Last.Fm and Amazon.com (Iskold, 2007) and is rapidly being replicated across the web. It doesn’t replace the explicit interactions of searching and bookmarking, that exist when the end user knows what they are digging for, but instead complements this action and takes it to a completely different level. You may go online to download a favorite song, yet when you log off you have discovered knowledge of three great bands and knowledge of a great club downtown that has been there for years but you never knew existed. Whether it is Last.Fm, Amazon.com or iTunes, our preferences are being monitored “every time we … click, it uses its sophisticated algorithms to suggest to us what we should buy next…” (Iskold, 2007) .
Is this type of recommendation selling a smarter way to use our time or an invasion of our privacy? Do we want our personal preferences for books, movies, music and even groceries stored in various places across the world wide web? “…people are starting to get used to profiling themselves and using it to add value to their Internet experience. They are starting to trust certain web services and let them profile them. That change in user behavior is a big deal” (Wilson, 2006). These profiles are offering us exposure to new information but who owns this personal data? Does the data belong to the consumer who has created it – whether deliberately or inadvertently? Does the information belong to the site or a different entity altogether? Seth Goldstein was one of the first see the value for control of the stored information from this new revolution. He is one of the talents behind an online company that offers software to give users control of the data that results from their online attention – “AttentionTrust is a not-for-profit organization that puts the user in control of their Attention data. … What we do online increasingly represents who we are. How we browse… What we say… What we read… = ME” (Attention Trust, n.d.)
Is control of our the attention created data the next step in the attention economy and implicit web revolution? For a consumer to be able to transfer their profile or specific information from one site to another has value in our ‘instant gratification’ society. “Given that consumers are pressed for time, the algorithms that discern their intent correctly are likely to win” (Iskold, 2007). If the process becomes too hard or time consuming then the attention is lost and the user clicks away, moving onto the next site that offers something similar with less input required. If a user is able to register their profile with one site and then retrieve it, or specific parts of if, when they visit related sites, this has value. An example would be registering at Last.fm and retrieving your musical preferences when visiting iTunes or Amazon.com. This adds to the user’s personal ‘attention footprint’ and gives the creators of the site valuable information, not necessarily just in the form of sales.
Site 1:
Title: The Attention Economy
Horning, R., (2006). Pop Matters: Marginal Utility. Retrieved 26 April 2008 from
http://www.popmatters.com/columns/horning/060413.shtml
“Forget money; recognition is the new motive force. We're happy to be paid in attention, social recognition.” (Horning, 2006)
The column, Marginal Utility is written by Rob Horning and published on the site Pop Matters. He dedicated his 13 April 2006 column to the matter of The Attention Economy. This column was researched and written when blogging and sites such as MySpace.com were relatively new to the cyber marketplace. The article is a combination of opinion and quoted references from leaders in the monitoring and capturing of information as a part of this revolution. This article provides useful comparisons to how popular culture is captured and established and how the Attention Economy is simply the next step in that process.
Site 2:
Title: The Implicit Web: Last.fm, Amazon, Google, Attention Trust
Iskold, A., (2007). Read, Write, Web. Retrieved 6 May 2008 from
http://www.readwriteweb.com/archives/the_implicit_web_lastfm_amazon_google.php
“As we rush through life and a myriad of web pages, we leave traces. We don't have time to think deeply about any of this. The blogs that we visit, the music we listen to, the movies we watch; we take all of them for granted. Yet, all of the different kinds of information that we interact with defines us. In turn, we change the world by issuing a verdict of what we like and what we do not like. Sometimes explicitly via bookmarking, rating and digging. But most often, implicitly.” (Iskold, 2007)
This article is written by Alex Iskold and published on the site Read, Write, Web. The author has written a number of published articles about The Attention Economy and Implicit Web. This article is a combination of opinion, research and quoted references . Iskold captures the essence of the Implicit Web and how it works, often without the end-user even being aware of it. He creates an awareness of the processes involved and forecasts the next possible steps as the tracking and control of our attention data become integrated into the way in which we browse the web.
Active communication generates identity awareness (concept #20)
"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. The common term for people who belong to lists (or other internet communities of discussion) and who do not actively participate is 'lurkers'. Lurkers, obviously, are real people who exist in many ways. Yet, within the context of a particular list, if they are not posting, then they appear invisible and, indeed, can lack identity completely. " (Allen, n.d.)
The last decade has seen incredible growth of online communities in forums, discussion boards and email groups. These communities have enabled us to tap into a wealth of knowledge that is stored amongst ourselves, that previously would have only been available through face-to-face interaction. "Online communities are becoming an accepted part of the lives of Internet users, although participation in these communities is dependent on the types of people that form them" (Bishop, 2006). While you would certainly be able to gauge the inactive participants if you were in a group in person, and therefore prompt participation, this is almost impossible in the online environment. Users are able to hide themselves either through available technology (eg the option to appear invisible or offline available in many chat applications and online forums) or by actively not participating. These inactive participants are known as lurkers, and often the cause of an outcry from moderators who are concerned that the view of their group is not meeting its potential because not every voice is being heard. "In most online communities, 90% of users are lurkers who never contribute, 9% of users contribute a little, and 1% of users account for almost all the action." (Nielsen, 2006).
Is it possible that lurkers are able to add value without active participation in an online community or are they inadvertently causing skewed content to be created? Understanding the reasons why certain participants choose to active within these communities will assist somewhat in the awareness of why other users decide to 'lurk' inactively in the background of certain forums. An online survey was conducted by three North American University students who related the findings in a paper released in 2004, which outlined the most common reasons why people opt to 'lurk' rather than to actively participate. The data revealed that the top five reasons "why previous lurkers lurk were concerned with: not needing to post; needing to find out more about the group before participating; thinking that they were being helpful by not posting; not being able to make the software work (i.e., poor usability); and not liking the group dynamics or the community was a poor fit for them" (Preece, J; Nonnecke, B & Andrews, D, 2004).
Can understanding the reasons why community members opt to be inactive allow moderators and developers to overcome the participation inequality that is occurring? Issues such as poor usability of software can be addressed through development of a better user interface and making forums easier to navigate. Better marketing upfront and more information on the structure and purpose of the forum will assist some potential lurkers when they are in the decision-making process and in assessing whether or not this is an appropriate or useful community for them. In time, some lurkers will graduate to becoming posters as they adjust to the community or a situation occurs where they need to access or can provide information not already available. Offering participation methods that require little to no effort, such as voting to rate a product, service or even other posts, helps to bridge the gap between active posters who may intimidate members who feel that they don't have a lot to say or that it won't add any value to the discussion. Each post, however small, helps to decrease participation inequality and increase the depth and diversity of the information available to other members of the community.
Due to the diversity of reasons for participants to choose to be inactive, there are no absolute solutions available to that will assist in changing the perception on the other dynamics that cause potential posters to become lurkers. Nor has it been proven or accepted that equal participation offers any greater value to the community. "The first step to dealing with participation inequality is to recognize that it will always be with us. It's existed in every online community and multi-user service that has ever been studied" (Nielsen, 2006).
Site 1:
Title: Participation Inequality: Encouraging More Users to Contribute
Neilsen, J., (9 October 2006). Useit.com: Alertbox Retrieved 7 May 2008 from http://www.useit.com/alertbox/participation_inequality.html
"All large-scale, multi-user communities and online social networks that rely on users to contribute content or build services share one property: most users don't participate very much. Often, they simply lurk in the background." (Nielsen, 2006)
Jakob Nielsen writes a column, Alertbox, that covers the issues surrounding Web usability and is published on his website, Useit.com. The article on Participation Inequality and suggestions to encourage less lurking was published in 2006. This article provides useful references and statistics on the issue of participation inequality as encountered by online communities. Practical suggestions are offered to increase participation along with the awareness that even a significant increase will never offer full participation by members. Nielsen also touches on the issue that participation inequality is not necessarily unfair and is a personal preference based on a diverse range of changing variables.
Site 2:
Title: The top five reasons for lurking: improving community experiences for everyone.
Preece, J; Nonnecke, B & Andrews, D., (2004). Science Direct | Computers in Human Behavior, Volume 20, Issue 2, March 2004. Retrieved 6 May 2008 from
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VDC-4BRKMR8-7&_user=10&_coverDate=03%2F31%2F2004&_alid=736792063&_rdoc=1&_fmt=high&_orig=search&_cdi=5979&_sort=d&_docanchor=&view=c&_ct=1&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=91b84dd67d9f84057295e81f843c1e21
"Even in busy online communities usually only a small fraction of members post messages. Why do so many people prefer not to contribute publicly?" (Preece, J; Nonnecke, B & Andrews, D, Available online February 19, 2004)
A paper written by three North American University students, Jenny Preece, Blair Nonnecke and Dorine Andrews, related their findings from an online survey conducted to assess reasons why some participants are active within the online community and others choose inactivity, known as lurking. This paper provides statistical information and insight into why people feel comfortable not actively participation within the online communities that they have sought membership from. The paper details the most common reasons, outlining the discussions for developers and others to utilize the findings to create strategies that will assist them to increase participation within their community.
Communication is not complete upon receipt (concept #13)
"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. A major disadvantage of email and similar asynchronous communications systems is that, often or sometimes, human users assume that when a message has been received, then it is automatically going to be acted upon or read or similar processed by the human(s) to which it was sent. While computers are very good at automatically processing information, humans are not. Equally, a website is not complete when it is created and presented: it has to be used. Websites are, basically, a very indirect form of communication and so, if we wish to use the web effectively, we can apply the same lesson: simply visiting a website is not sufficient…doing something with it is what closes the circuit of communication." (Allen, n.d.)
In our current technologically aware society email is a common form of communication for people, in their business and personal lives. It offers the security of the written word, the speed of immediate delivery and the ability to include additional information in the form of attachments and links. Websites offer the same instant gratification for messages that we want to deliver. However, once the email has been sent or the website has been posted, we no longer have control over the communication process and aren't able to guarantee that the intended recipient has read the message or is acting upon it. The creator of the communication process needs to do what they can to ensure that the email will be read and dealt with in the required time frame. With the growing issues with spam and the sheer volume of email correspondence that some users receive on a daily basis, you need to ensure that your communication is going to stand out amongst the masses.
Should this disadvantage be acceptable or are there tricks of the email trade that can be utilised to maximize the usability of your emails? Email etiquette is an important part of the process. Messages that are succinct, well written and labeled appropriately have a greater chance of receiving a response in the appropriate time frame and therefore completing the communication process. "Use the subject line to inform the receiver of EXACTLY what the email is about in a few well-chosen words." (Mind Tools, n.d.) Subject lines should be treated as a headline - summarize the purpose of the email in a handful of words that will catch the reader's attention. If a response is required urgently then the timeframe for this can be communicated via the subject line making the recipient immediately aware of what action is required from them.
Keep the correspondence to the point. If the message becomes too long or covers too much, this creates a higher chance of the recipient not following through with an action. "…if you need to communicate with someone about several matters, write a separate email on each subject" (Mind Tools, n.d.). It is reasonable to assume that some emails will spawn new topics and the sender should avoid just hitting 'reply' and typing a response. If starting a new email message isn't appropriate due to a need to refer to information in a received message, change the subject the line to make the new topic apparent. "…some email conversations will naturally spawn tangential conversations. In those cases, it's helpful to change the subject line of your email message to better describe the new topic" (Asaravala, 2007). No one likes to be ignored and it may seem obvious, but to receive email responses in a reasonable time frame it helps to create a reputation as someone who will provide just that. It's one thing to create email messages that will entice a response but if you are known as someone who doesn't respond quickly, or at all, it can create a negative impact on your inbox.
Similar reasoning applies to a website. Create a clear message that is easy to find and provide a simple manner for the response to be communicated. If a user needs to hunt a way to communicate their response they often won't bother and the process will fail. Simply communicating the message isn't enough as the message has no impact if you can't determine if people are reading it and auctioning what is required.
Site 1:
Title: Effective Email - How to communicate powerfully by email
Mind Tools (n.d.) MindTools.com, Retrieved 7 May 2008 from
http://www.mindtools.com/CommSkll/EmailCommunication.htm
"There are a few simple rules to ensure that your emails are read in the first place and stay useful to the recipient." (Mind Tools, n.d.)
Mind Tools is a website that offers skill-building articles to assist with "management, leadership and career training" (Mind Tools, n.d.). As a part of the Communication Skills section of this website, they published an article on effectively communicating via email. The date of publication of this article is not known, but the information appears to be recent based on email communication issues currently experienced by users. This article provides useful common-sense tips to create effective email communication with your recipient, thus closing the communication process. Links are also provided to other articles on the Mind Tools website that offer information to assist users to improve their writing skills.
Site 2:
Title: Email Etiquette requires your reply
Judith Kallos (3 August 2007) Business Email Etiquette, Retrieved 9 May 2008 from
http://www.businessemailetiquette.com/?p=194
"The proper etiquette is to have the courtesy to reply as soon as possible." (Kallos, 2007)
Business Email Etiquette is a blog written by Judith Kallos that is dedicated to the correct email etiquette for business users. On 3 August 2007 she posted a blog entry in response to a site visitor question on the appropriate email etiquette for replying to emails. Email etiquette dictates that all correspondence should be responded to as quickly as possible. If a reply will be delayed, then the recipient should inform the sender of this to ensure that the communication process remains open and does not get lost in cyberspace. Other useful blog entries provide advice on etiquette for formatting emails.
Netiquette (concept #7)
"Good communication practice on the Internet is not something one 'learns', but something one 'practices' so as to teach others, less familiar than yourself, how it is done. Understanding why and now netiquette operates is more than just learning those rules (for, indeed, there are numerous differences and disagreements about the 'rules'). Rather, one must gain from a reading of 'netiquette' a sense that users must themselves contribute to the proper functioning of the Internet as a communication system: that no-one is in 'charge' of the net and we all must exercise an ethic of maintenance, taking responsibility for doing it 'right'. Moreover, what defines 'right' most of all is : 'how would I feel if this action I am about to take was done to me, instead of by me?' and, as a test of whether you are implementing 'right' properly, ask yourself "if I assume the recipient of my messages is less experienced than me, will they learn something 'good' or 'bad' from what I am doing?'" (Allen, n.d.)
Netiquette is accepted terminology in our society for the way in which people behave when communicating via the internet. This term covers the broad spectrum of all internet communication whether it be via email, chat rooms, forums or instant messenger. There are general rules, variable depending upon which site they are posted on and whether or not they relate specifically to a certain community, but netiquette is simply a matter of treating online users with the same courtesy, manners and consideration that you would give to members of an off line community. "Adhere to the same standards of behavior online that you follow in real life" (Shea, n.d.) If you attend a seminar, you would not shout out to one of the speakers with a derogatory remark because of something they said or a mispronounced word during their talk. If you were sitting in a room with all the other members of the community, you would be aware of them and that they were witnessing your behavior. You would save your comments for an appropriate forum rather than inappropriately drawing attention to yourself in a rude or acceptable manner. Online behavior should reflect the same rules you would apply in this situation. "Communicating clearly on the Internet without creating misunderstandings is a challenge. One problem is that you haven't any facial expressions, body language, or environment to help you express yourself; another that there is little "give and take" for developing what you mean to say or are discussing." (Study Guides and Strategies, n.d.)
A key strategy to demonstrating netiquette is to remember that you are dealing with people. Those usernames that you are communicating with are have human users at the other end. Treat each new online group that you join in the same manner as you would if it were a club that you would attend in person. "Get to know your online community... just as you would a face-to-face group. Ensure that your postings are clear and relevant to the purpose of the group." (Electronic Classroom: Netiquette, n.d.) Netiquette does not need to be interpreted as a complicated list of rules to be remembered or strictly followed. Each individual you encounter during your online communications will require a slightly different response, just as your associations off line do. A number of companies do have rules for their employees to follow as a part of their business transactions, however most of these guidelines can and should follow over into your personal online endeavors.
Think of each encounter online as though you were conducting a training session. Every time you post something, it could be the first online communication encounter for one of the readers. Not only does this form a first impression of you, but it also delivers a message of how to behave within that forum. Read everything twice before posting and think how you would interpret that if you were the intended recipient. Is this something that you would view as constructive, positive or informative? . Are you behaving in a manner that you would be happy with other people seeing - your partner, your mother or your boss? Moderators and administrators need to adhere to slightly different rules, just as a manager in an organization would. "Knowing more than others, or having more power than they do, does not give you the right to take advantage of them." (Shea, n.d.)
The basis of Netiquette can be summed up as that which is appropriate off line is appropriate on line. If you wouldn't behave in that manner face-to-face, then it isn't acceptable to behave that way during your online communications either. No one can be completely anonymous online - your username, email account, even your IP address - can give away who and where you are.
Site 1:
Title: The Core Rules of Netiquette
Virginia Shea (n.d.) NET Etiquette Retrieved 7 May 2008 from
http://www.albion.com/netiquette/introduction.html
"partly as a result of forgetting that people online are still real, and partly because they don't know the conventions, well-meaning cybernauts, especially new ones, make all kinds of mistakes." (Shea, n.d.)
The Core Rules of Netiquette is an excerpt from a book by Virginia Shea which has been published on the Albion.com site to offer guidance to new users of internet based communication. This includes a list of ten core rules as well as an in-depth look at each one to make it easy for new user to comprehend the complexity of cyberspace vs. real life. Some internet based terminology is explained here as well as differentiating business and social internet based interactions. An outline of legal and philosophical netiquette is included to help with the understanding of copyright and privacy issues online.
Site 2:
Title: Electronic Classroom: Netiquette
NSW Department of Education and Training (n.d.) Retrieved 7 May 2008 from
https://www.det.nsw.edu.au/strat_direction/strat_init/isp/usersafety/netiquette.htm
"Interacting and communicating online is very different to face-to-face interactions or telephone conversations where facial expression or voice intonation can enhance the effectiveness of communication. As a result, there are guidelines for online communication called 'netiquette'. " (Electronic Classroom: Netiquette, n.d.)
The Electronic Classroom is a site put together by NSW Department of Education and Training to assist new students and employees of their organization to understand what is appropriate and acceptable behavior for any online interactions be a part of. This site has a list of guidelines to assist with learning how to behave within online communities. Online communication, sending emails and general email communication. The information listed here covers basic common-sense principles in communication. Email communication should be undertaken in a similar manner to letter writing and, generally speaking, online communication should cover the same principles as face-to-face communication.
Bibliography
Allen, D. M. (n.d.). NET 11 The Internet: Communications (SP1 and SP3). Retrieved May 02, 2008, from Curtin University: http://webct.curtin.edu.au/SCRIPT/305033_a/scripts/serve_home
Asaravala, A. (2007, November 20). 9 Email Do's and Don'ts for the Sender. Retrieved May 9, 2008, from Network for Good Learning Center: http://www.fundraising123.org/article/9-email-dos-and-donts-sender
Attention Trust. (n.d.). Retrieved April 24, 2008, from Attention Trust: http://www.attentiontrust.org/
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