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Values, user-generated content and you!

Today in class, you wrote about the value a specific object has in your life.

How is this object connected (or not) to what you wrote in your "A Day in the life of my Internet Usage" assignment?

How are these two ideas related to your (short!) reading for homework, United Nations Declares Internet Access a Basic Human Right  and the Youtube video Humanity Lobotomy - Second Draft?

Consider the following discussion taking place on TED, "Has the Internet and User-Generated Media killed the critic..." (What sorts of opinions and ideas do you see developing in the discussion between users? Does anyone have an opinion or perspective that you agree with or disagree with?)

How are we beginning to connect what we use, to how we're being used, to how we can use Web 2.0?

9/6 Assigning value to objects in our lives

How do you assign the inanimate (or animate!) objects in your life value? Pick an object in your life that that you've assigned a specific value to. Answer the following questions about that object.

--What is your relationship with this object? Be as specific as possible. (Consider what exactly is a relationship before answering this question.)

--What are your attitudes or feelings towards this object? The objects in our life can have a positive or negative impact on our lives. How exactly?

--Is there a financial cost to owning or using this object?

--Is there a social or personal cost of having (or not having!) or interacting, with this object? Think about how this object affects you and those around you. Does the social or personal cost outweigh the financial cost?

--Can you remember your life before this object entered into your life? (This question asks you to think about how exactly your life was before this object entered into your life.)

--Can you envision your life after this object no longer serves any purpose in your life?

Ten years from now...

This classroom is designed to introduce you to Web 2.0 and specifically, a classroom as an extension (or part of?) Web 2.0.

The New York Times is running a piece on what school will look like in ten years. What do you think the classroom will look like? Is what we're doing a preview of what's to come? Or do you think we'll go back to using pieces of slate and chalk soon?

Distractions!

This is an example of how technology can help us deal with web-based distractions. A lot of the ads on the webpages we visit are written in Flash. So, if you download and install a flash blocker, such as FLASHBLOCK, into your Firefox browser you'll be able to block a lot of those pesky ads! 

Do you have any tips for dealing with distractions on the internet?

Happy Labor Day!

Happy Labor Day ENG 101!

Have a nice day!

I agree with point number 9 because we often get too used to skimming through information which limits our focus towards that one topic. When our focus is limited, we often miss out on some of the information. Skimming through information means that less time is spent on that one topic which limits the amount of knowledge that can be gained. We are not giving 100% attention whenever we are skimming through readings.

practice

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testing

wifi fun!!!

wifi fun with windows 7... reset your email password!

Emailing and Sharing Documents!

In the future, please, please, please, please make sure to clearly label your work as you share it with me. For example, the homework that is due today.

Name the file (if you shared it with me) something along the lines of the following,

"MFN_ENG101_11_Assignment1"

And if you did not share it with me (which is fine for this assignment) please make sure to write your name and class in your subject heading.

Please remember to do so until the end of the semester. Thanks!!!

Privacy and sharing...

Since online/digital privacy is important to us, it is important to understand how to best protect our identities--within the Blogger context.

Please view the following video for instructions on changing your name as it appears on Blogger.

In order to share documents using Google Documents, please see the following video for instructions.

9/1: Your brain on the internet.

..."The depth of our intelligence hinges on our ability to transfer information from working memory, the scratch pad of consciousness, to long-term memory, the mind’s filing system."
The following are some points I think are important to think about after reading Author Nicholas Carr: The Web Shatters Focus, Rewires Brains .

For homework, please respond to the text preceeding one of these numbers in brackets. Be as detailed as possible.

[1] "Brain activity of the experienced surfers was far more extensive than that of the newbies, particularly in areas of the prefrontal cortex associated with problem-solving and decisionmaking."

[2] "The new scans revealed that their brain activity had changed dramatically; it now resembled that of the veteran surfers. 'Five hours on the Internet and the naive subjects had already rewired their
brains,'"


[3] "'The current explosion of digital technology not only is changing the way we live and communicate,' Small concluded, “but is rapidly and profoundly altering our brains.'"

[4] "Many educators were convinced that introducing hyperlinks into text displayed on monitors would be a boon to learning. Hypertext would strengthen critical thinking, the argument went, by enabling students to switch easily between different viewpoints. Freed from the lockstep reading demanded by printed pages, readers would make all sorts of new intellectual connections between diverse works. The hyperlink would be a technology of liberation."

What is hypertext??


[5] "By the end of the decade, the enthusiasm was turning to skepticism. Research was painting a fuller, very different picture of the cognitive effects of hypertext. Navigating linked documents, it turned out, entails a lot of mental calisthenics—evaluating hyperlinks, deciding whether to click, adjusting to different formats—that are extraneous to the process of reading. Because it disrupts concentration, such activity weakens comprehension. A 1989 study showed that readers tended just to click around aimlessly when reading something that included hypertext links to other selected pieces of information. A 1990 experiment revealed that some 'could not remember what they had and had not read.'"

[6] "A 2007 scholarly review of hypertext experiments concluded that jumping between digital documents impedes understanding. And if links are bad for concentration and comprehension, it shouldn’t be surprising that more recent research suggests that links surrounded by images, videos, and advertisements could be even worse."

[7] "The Net’s ability to monitor events and send out messages and notifications automatically is, of course, one of its great strengths as a communication technology. We rely on that capability to personalize the workings of the system, to program the vast database to respond to our particular needs, interests, and desires. We want to be interrupted, because each interruption—email, tweet, instant message, RSS headline—brings us a valuable piece of information. To turn off these alerts is to risk feeling out of touch or even socially isolated. The stream of new information also plays to our natural tendency to overemphasize the immediate. We crave the new even when we know it’s trivial."

[8] "It’s likely that Web browsing also strengthens brain functions related to fast-paced problem-solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks. (Other academics, like Clay Shirky, maintain that the Web provides us with a valuable outlet for a growing “cognitive surplus”; see Cognitive Surplus: The Great Spare-Time Revolution."

[9] "We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply."

[10] "There’s nothing wrong with absorbing information quickly and in bits and pieces. We’ve always skimmed newspapers more than we’ve read them, and we routinely run our eyes over books and magazines to get the gist of a piece of writing and decide whether it warrants more thorough reading. The ability to scan and browse is as important as the ability to read deeply and think attentively. The problem is that skimming is becoming our dominant mode of thought. Once a means to an end, a way to identify information for further study, it’s becoming an end in itself—our preferred method of both learning and analysis. Dazzled by the Net’s treasures, we are blind to the damage we may be doing to our intellectual lives and even our culture."

How might the proposed merger of AT&T and T-Mobile affect you?

What does the merger of AT&T and T-Mobile (or rather, AT&T's desired acquisition of T-Mobile) have to do with you? We all rely on corporations, such as AT&T and T-Mobile for internet access on our phones or smartphones, how might this merger effect your access to the internet?