18 April 2007

Weblog for April 16 to April 20 and Remaining Weeks

On your weblog this week, please post one brief entry relating to an issue of surveillance/sousveillance. Your second entry may be on any topic of your choice.

For the week ending April 27:

Write one medium length entry (approximately four or five paragraphs) addressing something related to any of the key concepts we have addressed in the course (networks, community, collaborative production and so on). This entry (which substitutes for the third mini project listed in the course outline) must draw on some required course material and on some other reading or examples.

Finally, for the last week of the term, write two brief entries, each discussing one or more of the student presentations delivered in your section.

18 April 2007

Sousveillance: Watching from Below

We have been talking recently about NITs and their potential use in surveillance, which we defined as:

“Purposeful, routine, systematic and focused attention paid to personal details, for the sake of control, entitlement, management, influence or protection.” (UK Information Commissioner’s Office, A Report on the Surveillance Society, p. 4)

Another useful way to think about surveillance is to consider the French roots of the term, which we can roughly translate as “watching over,” or perhaps, “watching from above.”

The examples we have discussed over the past week or so have focused on the idea of surveillance as “watching from above,” as a practice of monitoring carried out by organizations (whether governments or businesses) and directed primarily at individuals and their behavior. We have also considered how NITs can be used to facilitate surveillance, making it potentially more effective by simplifying the process of gathering, compiling, sorting, and analyzing information.

However, as we have also discussed, this effectiveness does not necessarily meant that a particular instance of surveillance is proper, or that the conclusions drawn from surveillance are necessarily correct. NITs can make the process of doing surveillance more efficient, but they cannot guarantee that societies manage that process to balance the rights of individuals with the needs of communities as a whole. That task still falls to people operating within their social and political environments.

But as we have also seen this term, the benefits of NITs are not felt only (or perhaps even primarily) from the top down. Access to networked computing technologies often gives individual users much more opportunity to gather, compile, and distribute information. In many ways NITs make it possible for individuals to watch the watchers.

To put it another way, one possible response to surveillance and the rise of the surveillance society is to engage in sousveillance, or “watching from below.” Individual users can (and do) use NITs to help them engage in monitoring the actions of organizations engaged in surveillance.

Some examples:

  • The Surveillance Camera Players are a New York-based activist/performance group. As an act of protest, they stage performances in front of city surveillance cameras, provide maps and descriptions of camera locations, and try to draw public attention to the use of excessive surveillance.
  • CASPIAN (Consumers Against Supermarket Privacy Invasion and Numbering) is an organization that focuses on the ways retail stores invade customers’ privacy through gathering customer data (club cards) and use of RFID technology.
  • Personal video cameras and cell phone cameras give individuals the opportunity to bear witness to events. Particularly when images are digitized for use on the web, the effects can be dramatic. Consider the recent video-phone footage of Sadaam Hussein’s execution. The graphic footage, recorded by witnesses to the execution and distributed on the internet, offered a competing message to the official (silent) footage provided by media outlets and may have had a significant impact on how people reacted to the event.
  • Projects like NewAssignment.net use NITs to encourage distributed reporting, allowing individuals to act as eyes and ears on news projects.
  • People are using websites, weblogs, and online forums to bear witness against authority figures

New Information Technologies can be (and are) used both for surveillance and for sousveillance. Neither watching from above nor watching from below is inherently good or bad. Both have potential benefits for communities and individuals, and both raise significant concerns about the possibility for invasion of privacy, misuse of information, and related issues. We cannot blame technologies for these problems nor can we expect technology to sort them out for us. We need to do that ourselves.

16 April 2007

Surveillance and International Context

During the course we have looked at online tools that make the practice of journalism more accessible to more people: in essence, democratizing the practice of journalism. For many people New Information Technologies are inherently democratic and enhance democracy. Our brief examination of online surveillance may call that into question, as might the following:

A report from Amnesty International, “Undermining Freedom of Expression in China,” criticizes the internet companies Yahoo!, Microsoft and Google for having “facilitated or colluded in the practice of censorship in China.”

  • Yahoo! provided the Chinese government with private, confidential information about its users. “This included personal data that has been used to convict at least two journalists, considered by Amnesty International to be prisoners of conscience.” One of these, journalist Shi Tao, was sentenced to 10 years in prison for sending an email in which he summarized the content of oral communication from the Chinese Central Propaganda Department to the newspaper where he worked.
  • Microsoft shut down a user’s weblog based on a request from the Chinese government. It deleted a blog by Chinese journalist Jhao Jing which was housed on MSN Spaces in the United States. It restricts access to its services by users from China, including blocking “attempts to create blogs with words including ‘democracy’, ‘human rights’, and ‘freedom of expression’ in the title” and filtering searches for politically sensitive terms.
  • Google launched a self-censored version of its search engine for use by people in China.

Amnesty International accuses the companies of a “mismatch” between their statements about their own support for freedom of information and their actions.

The OpenNet Initiative is a multi-national project whose “mission is to investigate and challenge state filtration and surveillance practices.” Among other things, it maintains an internet filtering map to show the prevalence of filtering and surveillance in various countries.

Reporters Without Borders has published a Handbook for Bloggers and Cyber-Dissidents.

13 April 2007

Surveillance and Face Recognition

One of the difficulties in using NITs in surveillance is that computers (so far) are not very good at exercising the kind of judgment necessary for interpreting data. They can gather, sort, and process information very effectively, but they can only make “decisions” according to specifically programmed variables.

Face recognition is one example.

Recognizing faces is a difficult task even for humans. But although there are many instances when it would be useful for us to have computers that help us identify someone by examining his or her face, so far this has not been successful.

13 April 2007

Final Steps; Weblog Entry for Week Ending 27 April

As we move toward the end of the term, here is what remains to be done:

  • Weblog entries (continuing until the end of the term)
  • Presentations (be sure you know your presentation date)
  • Final Projects (due no later than class time Monday 23 April)
  • Weblog/Third Mini-Project Assignment (due 27 April to substitute for third mini-project; see below for more information)

A reminder about your weblog assignment for this week (i.e. April 13); one brief entry due related in some way to surveillance or surveillance society.

For two weeks from now (due April 27) the Weblog/Third Mini-Project assignment is as follows:

Write medium length entry (approximately four or five paragraphs) addressing something related to any of the key concepts we have addressed in the course (networks, community, collaborative production and so on). This entry (which substitutes for the third mini project listed in the course outline) must draw on some required course material and on some other reading or examples. We will discuss this further in class.

Please speak with me if you have any questions about assignments.

11 April 2007

Surveillance and NITs

On Monday we discussed surveillance and the surveillance society. Today we will take that discussion a bit further to consider surveillance and some of its connections to New Information Technologies.

In this course we have examined how the features of NITs are things individual users can take advantage of. Digitized, networked, interactive technologies can empower individuals and develop community. We can communicate quickly, widely, and inexpensively using email and digital voice technologies. Weblogs give us inexpensive publishing platforms. Wikis allow for collaboration across distance and time.

But the features of NITs can also easily be used to:

  • Record and monitor what we do with our computers or in any communications we engage in that travel through computers
  • Gather, collate, process and share data about us
  • Efficiently manage physical surveillance systems
    • Data Brokering: Computerized databases are used to store large amounts of information about people. Markets have emerged in which companies buy information in order to collate it and provide complex profiles of individuals.
    • RFID: Radio Frequency Identification Devices are used to store and deliver information that can be retrieved over distance (through radio signals).
    • Keystroke Monitoring Software: Special software can be used to record every keystroke on a computer keyboard.
    • Online Video Surveillance Networks: Online networks allow for easy monitoring and management of video, audio, and other surveillance systems.
  • Some examples:

    In Canada, Michael Geist, a legal scholar who focuses on internet issues, has written about the controversy over the nation’s largest ISP, Bell Sympatico, altering its user agreement to allow for surveillance of subscriber activities online. (Bell Controversy Puts Spotlight on Net Surveillance)

    A Canadian NGO recently published a report showing how “data brokering” makes it possible for private companies to gather and merge information on individuals to create complex personal profiles. (On the Data Trail) The Royal Canadian Mounted Police reportedly used such data in conducting anti-terror investigations. (Where’s Waldo? Spotting the Terrorist Using Data Broker Information)

    Surveillance now is not just for governments and big corporations, however. As the technologies used in surveillance become less expensive, individuals are able to purchase their own surveillance systems. This may give individuals some additional social power, but it presents moral dilemmas if we consider the ways such technologies might be misused. (Surveillance Goes Mainstream)

    Griffid Systems maintains this list of live public webcams.

    The Eyes of Laura is a “web cam and street culture blog,” purportedly run by a (now former) Vancouver, Canada security guard named Laura. But apparently the site is actually an artwork by Canadian artist Janet Cardiff.

10 April 2007

For Those Interested in Extra Credit…

Anyone interested in extra credit for publishing a final project with KIMEP Times should know that remaining story slots are filling up fast. If you want to get something published, it would be a good idea to get it done quickly…

9 April 2007

Surveillance Society

Looking for someone? Here is a handy GPS service to help you find them. Just punch in their phone number at this satellite tracking site.

The idea that we are living in a surveillance society is not new. George Orwell’s 1984, Mikhail Bulgakov’s The Master and Margarita, and Ray Bradbury’s Farenheit 451 are just a few examples of novels that have addressed the theme. And since the discipline began, sociologists have been interested in how societies use surveillance as a means of social control.

Today we will discuss the idea of surveillance and the surveillance society. On Wednesday we will continue this discussion by focusing on New Information Technologies and Surveillance.

Surveillance is:

“Purposeful, routine, systematic and focused attention paid to personal details, for the sake of control, entitlement, management, influence or protection.” (UK Information Commissioner’s Office, A Report on the Surveillance Society, p. 4)

  • Purposeful: there is a reason that can be used to justify the surveillance
  • Routine: it isn’t unusual, it happens as part of our normal lives
  • Systematic: it is planned and scheduled, not random
  • Focused: it examines details that can be linked to individuals rather than just aggregating community information

We often associate surveillance primarily with (authoritarian) governments and with technology. But although governments of all types frequently engage in surveillance, businesses and individuals do as well. And although technology is often used to carry out surveillance, it is not a requirement. In a surveillance society, however, the (often widely accepted) use of technologies to help generate and process surveillance information has the potential to fundamentally change social relationships.

“The surveillance society is a society which is organised and structured using surveillance-based techniques. To be under surveillance means having information about one’s movements and activities recorded by technologies, on behalf of the organisations and governments that structure our society. This information is then sorted, sifted and categorised, and used as a basis for decisions which affect our life chances.” (A Report on the Surveillance Society: Summary Report, p. 3)

Surveillance is not always a negative thing, and the purposes for surveillance are often widely shared in societies:

  • Law enforcement and protection of order
  • Maintaining public health
  • Ensuring efficiency management of public and private concerns

Surveillance can refer to physical observation of people or places, but it also (and increasingly) refers to gathering, sorting, and interpreting data about them. Surveillance is a pervasive part of modern life. In the United Kingdom, it is estimated that residents of major cities are photographed by surveillance cameras every five minutes on average. Many of our interactions with governments and businesses require us to provide personal data, whether with ID cards, bank teller cards, or in other forms, and this data is stored and available for a variety of uses, whether legitimate or not.

Discussion: What are some examples of surveillance you can think of? What purposes might they be meant to achieve?

Even when the purposes of surveillance may be widely shared, the surveillance can raise issues such as:

  • Violation of privacy
  • Discrimination
  • Misuse of information/abuse of authority

Useful Links:

6 April 2007

Required Reading for Monday 9 April, Weblog Entry for Friday 13 April

The week of April 9 to 13 we will discuss NITs in relation to surveillance. Please read The Surveillance Society from Wired magazine. For this week (due 13 April) you should write a weblog entry discussing some aspect of the “surveillance society.”

4 April 2007

Weblogs, Weblogs, Weblogs!

I am in the process of going through the second round of weblog reviews and I have noticed that, though many people are doing a good job of keeping up with their weblogs, there are many who aren’t.

Please remember that, for this course, you must post to your weblog each week and that you must post entries on specific topics when I assign them!

Your assignment for this class period:

  • Check the link to your weblog in our course weblog links directory (section one or section two) and make sure the link is correct and that the material you think you have posted is actually visible on your site)
  • In your weblog, write a brief entry in which you tell me
    1. Is there something that I can do that will make your weblog a more effective tool for this course?
    2. Is there something I can do that will help you keep up with regular posting on your weblog?
  • Using the weblog links pages, visit two other sites from the course and make a comment related to an entry at each site

3 April 2007

Presentation on the Internet: You Are Invited

On Thursday 5 April in 237 Valikhanov (10:30 am) the Department of Journalism hosts a presentation by U.S.Ambassador David A. Gross, Coordinator for International Communications and Information Policy. Ambassador Gross will discuss control of the Internet, government access to communications, the Internet as a tool for development, and related issues. Students in New Information Technologies are encouraged to attend.

2 April 2007

In Class: Weblog Entry

Take five minutes on your weblog to write a brief entry responding to this question:

On Friday we reviewed some of the basic qualities of new information technologies. Write a brief entry (one or two paragraphs) that considers how your experience with the weblog suggests that weblogs might (or might not) help people take advantage of the overall qualities of NITs.

Remember to treat your weblog entry as an opportunity to think out loud. I am not looking for you to produce correct answers. Rather, I want to see what you are thinking.

2 April 2007

Crowdsourcing and Weblog Entry for This Week

There has increasing discussion in recent years, in academia, in business, and in popular discourse, about the importance of social and technological networks for producing, evaluating, and disseminating information. Crowdsourcing is one example of a term that draws on network theory to describe (and also to advocate) new ways of producing information using social and technological networks (or perhaps socio-technical networks).

At the Crowdsourcing weblog, Jeff Howe defines the term as follows:

“Crowdsourcing is the act of taking a job traditionally performed by a designated agent (usually an employee) and outsourcing it to an undefined, generally large group of people in the form of an open call.”

The term draws on the idea of outsourcing: an organization turning to sources outside the organization in order to carry out essential organizational tasks. For example, a car manufacturer might outsource some (or all) of the production tasks involved in constructing a particular car to factories owned by someone else, often located in a foreign country where production costs are lower.

Crowdsourcing is closely connected to the ideas of open source and collaborative production. It also relies on research into social networks (recently given the popular term The Wisdom of Crowds) that suggests that the collective judgment of diverse groups of people acting independently often produces better decisions than any single individuals in the group, including experts.

New information technologies are not required for taking advantage of “the wisdom of crowds” or for engaging in crowdsourcing, but the design of many NITs can help promote the independent collaboration these ideas rely on.

Today in class we will discuss the idea of crowdsourcing and look at a few examples of crowdsourcing in action:

This is an idea we will discuss further this week.

In your weblog for this week, write one entry (two-three paragraphs) in which you discuss something related to the idea of crowdsourcing. Note: Because our discussion on this issue has been delayed, you may have until Wednesday 11 April to produce this entry.

Here are a few suggestions you might consider for your entries:

  • Look at the journalism sites above and find examples of “crowdsourced” journalism. Describe an example and write something about it. Do you think it is an example of good journalism? Why does the example work (or not)?
  • Look at the non-journalism sites. Do any of the projects there interest you? Write about one.
  • How do you think you might apply the idea of crowdsourcing to something you might try to accomplish, whether in journalism or another field?

2 April 2007

Final Presentation Schedule

On Friday we set our preliminary schedule for end of term presentations. (If you are not on this schedule and expect to do a presentation (or if there is an error here) please let me know right away.

Remember presentations should be no more than 20 minutes each. (If you are working alone or in a group of two, aim for 15 minutes.) We will discuss presentations further over the next few weeks. Please ask me if you have any questions!

All course participants are required to attend all presentations for their section. (There will be weblog assignments related to the presentations.)

The schedule for final presentations is as follows:

Section One (noon to 12:50)

Wednesday 25 April

  • Tatyana, Margarita, Olga, Anel (Distance Learning)

Friday 27 April

  • Oxana, Irina, Ainur, Natasha (New Technology Products)
  • Kamilla, Anastasiya, Alexandra (Weblogs, Websites and NITs)

Monday 30 April

  • Katya, Aidar, Katya (Digital Photog/Ethics of NITs)
  • Natalia, Nica (NITs and Citizen Journalism)

Wednesday 2 May

  • Ruslan and Temir (Computer Games)
  • Aibek (Wireless Technologies)

Section Two (1 to 1:50)

Wednesday 18 April

  • Anar, Raniya, Kamilla, Aizhan (Distance Education)
  • Diana, Murat, Dina (Online Dating)

Monday 23 April

  • Ji-Aee, Raushan, Zhanna (Magazines Online and Off)
  • Elina, Maxim (Information in One Click)

Wednesday 25 April

  • Margarita, Aktoty (TBA)
  • Gaukhar (Distance Education)

Friday 27 April

  • Rano, Ainur, Aigerim (Advertising)
  • Elmira, Elvina (Wireless Technology)

Monday 30 April

  • Diana, Irina (Usage of NITs at KIMEP)

Wednesday 2 May

  • Ruslan, Temir (Computer Games)

30 March 2007

Wikis, Weblogs, and Theory

[I observe that many people are resistant to the idea of theory. They seem to think that a theory is something separate from the real world; that it is something professors make up to sound important when they really know nothing. I won't comment on what professors know or do not know, but please try to think of a theory (or its close sibling, a concept) as an idea that helps us to understand, to predict, and to rationally influence the real world.]

So far in the term we have addressed several important concepts associated with new information technologies (NITs). To refresh your memory, here are links to some relevant entries on our weblog: Open source and collaborative production; Conversational media and participatory journalism, and Networks and conversational media.

All these ideas connect back to the key features of new information technologies we identified at the beginning of the term, that they are:

  • Digital
    • Computer-readable format
    • Compact
    • Instantly (electronically) transmittable
    • Can be reproduced exactly
    • All actions can be traced
  • Networked
    • Multiply connected (many-to-many communication is possible, rather than just the commercial broadcast, one-to-many model of communication)
    • Peer relationships are possible (rather than just hierarchical relationships)
  • Interactive
    • Communication is two-way
    • It is possible to allow multiple users to create and edit information stored somewhere else

The way NITs work makes it possible for people to create technologies (such as weblogs and wikis) that communities can use to engage with one another in new and different ways. Let me emphasize, it is possible for this to happen, but not necessarily the case.

In order for NITs to promote new kinds of community relationships, the specific technologies at hand must be designed to take advantage of the technological potential available to them, and communities of people must be both able and willing to use those potentials.

Consider these thoughts in relation to weblogs, wikis, or other NITs you may have used. What does your experience suggest?

28 March 2007

Reading for Monday 2 April

For next Monday, please read: The Rise of Crowdsourcing and Gannett to Crowdsource News, both from Wired Magazine.

28 March 2007

Proposals, Projects, Presentations

On Monday I spoke with groups about their final projects. I know we ran out of time for some groups, so if you have not spoken to me about your project please make sure you do so. And all groups should plan to discuss their projects further with me as their work progresses.

Today I will return formal proposal evaluations to you. Be sure to read them closely as some will contain things we may not have discussed face-to-face. If you have any questions, please let me know.

As you proceed with your projects, remember:

  • Be sure to focus on issues related to New Information Technologies throughout the project;
  • This is a research project, which means you must use and cite documented sources for your project. Interviews and surveys can be part of this research, but you must also use published resources;
  • You should be working on your project now, not putting them off for later;
  • When you have questions, ask me.

Presentations will be scheduled in the last week or two of the term. All members of each group must participate in delivering the presentation. Everyone must be in class for all presentations.

21 March 2007

Links to Wikis

Here are links to wiki entries. Please visit other groups’ sites and, for next week, make additions or editing changes to at least three other groups sites.

21 March 2007

Weblogs for This Week and Next

We have been concentrating on the wiki assignment recently, and less on the weblogs. For this week and next, please write one weblog entry each week.

This week’s entry: Briefly write about the experience of putting together your group’s wiki. Consider things such as how your group decided what to do, how the group interacted (face-to-face or online) whether using a wiki (rather than some other tool) affected what you produced, and so forth. Other reflections on the process are also useful.

Next week’s entry: Write about the experience of editing some other group’s wiki and of having people from outside your group edit your wiki. When people edited your wiki, did you feel like their contributions helped? Or did you feel like they were violating your territory? Were contributions positive or negative? When you edited other groups’ wikis, how did you decide which to edit? Were you trying to help them out, or were you messing with what they had put together? And other thoughts about the process are useful here.

Remember, now that your group has put together a wiki and made it available for editing by anyone, each person should be visiting other group’s wikis and making editing changes on at least three sites.

19 March 2007

Wiki Project: Final Steps

Over the past few weeks, you have been working in groups to create wikis, group-authored websites. Remember that, in the time leading up to this assignment, we were talking in class about community and about open source and collaborative production. As we discussed in class, as you worked on this assignment I wanted you to think as much about the process of working on this group project as on the final product.

As you have worked on your wikis, you have generally collaborated with small groups of people and have had face-to-face discussions about what you want to do with your wikis. This makes your wikis different from Wikipedia and other wikis whose participants may not even know one another except online.

In order for us to experience a bit of the openness of wiki collaboration, I want each of the wiki groups to set their wikis to allow people outside your group to post to the wiki. In Wetpaint, go to settings; who can contribute and set your wiki either so that anyone who has a Wetpaint account can contribute. or (if you are feeling very adventurous) so that anyone can contribute, even anonymously.

Be sure that you have left a link to your wiki at this entry. Then I want each person in class to browse through other groups’ wikis and try editing their sites.

We will discuss this more in class. Again, the important thing for us with this project is the process…

7 March 2007

Wikipedia Controversy Over Editor’s Fake Credentials

There is something of a controversy about Wikipedia in the news now, and I thought it would be worth drawing your attention to it:

  • From BBC News: “Fake professor in Wikipedia storm”.  BBC reports “Internet site Wikipedia has been hit by controversy after the disclosure that a prominent editor had assumed a false identity complete with fake PhD.” Apparently the contributor, who had been described last summer by The New Yorker, a prominent news magazine, as a “tenured professor of religion,” was actually a 24-year-old college student “who used texts such as Catholicism for Dummies to help him work.” More details on the controversy are available in Wikipedia’s entry on “Essjay Controversy” The discussion at Wikipedia about the entry is also interesting.

Take a few minutes to browse through some of the information linked above, and follow some of the links to other information available at those entries. Does the controversy suggest anything to you about the value of Wikipedia as an information resource? Why or why not?

Happy Women’s Day, and enjoy your breaks. We will meet again on Monday 19 March (when your final project proposals will be due).

5 March 2007

Some Wiki Examples

While you are working on your own wiki projects, I thought it might be interesting to look at some other examples of wikis available online:

The Sunlight Foundation is a US organization dedicated to using NITs to help citizens better work with their elected representatives, to increase government transparency, and to reduce corruption. They are experimenting with wiki technology to try to engage citizens in the legislative process. Their Open Government Agenda wiki is intended to be “an initial testing of the waters” to see how wikis might bring citizens into the process of writing laws.

WikiHow is a collaborative online how-to manual. As its developers say,

“Our mission is to provide free and useful instructions to help people solve the problems of everyday life. As of this minute, wikiHow contains 16,683 articles. New articles are created every day and the existing articles are gradually improved by volunteer contributors. In time we envision this huge how to manual providing free, unbiased, accurate instructions on almost every topic imaginable.”

Freedom of Speech Online is a project created by journalism students at Columbia University. They created an initial skeleton for a story on freedom of speech online and are asking people to collaborate on writing the story, whether by adding facts and experiences or by editing. They plan to publish the resulting story in late March.

Wikinomics is a project examining the economic implications of mass collaboration through NITs. The project website is center for the online version of a book by the same title written by Don Tapscott and Anthony Williams. They make the first chapter of the book available for free download, and have invited readers to participate in writing the 11th chapter of the book using wiki collaboration.

JournaWiki is a wiki project on “anything relevant to journalism.”

Politicopia is a wiki that “gives people a solid handle on the Utah Legislature. Users create summaries of bills, pro and con arguments, comments, links, and more.”

2 March 2007

Final Proposal Guidelines

Due to the newly-announced holiday, our Friday 8 March deadline is now moved to Monday 19 March. However, I suggest you submit the proposal as early as possible in order to get feedback sooner. You will need to have done a bit of research in order to produce the proposal.

The proposal should be about two or three pages double-spaced. The format is as follows:

  1. Proposed Title
  2. Names of Group Members
  3. Topic: A brief statement (approximately one or two paragraphs) that tells the specific topic of your project. This should answer the question, “What will your project be about?”
  4. Product: What will your final product be? A weblog, website, wiki, news article, standard academic paper…?
  5. Who will manage what part of the final product? For example, if you break up your project into topic areas, each student might take one area. (“Our project will be about computer operating systems. One student will look at Macintosh, one at Windows, one at Linux.”)
  6. Research you have done so far: What have you discovered so far about your topic?
  7. Questions/Things you need to discover: What more do you need to find out in order to do the project?

2 March 2007

Final Project Groups

You should be able to provide the names of your group members for your final project today.

The original due date for project proposals was Friday 9 March. Because of the newly-announced holiday, I will allow you to extend this until Monday 19 March if you wish. However, it would be better to hand it in earlier so that I can give you feedback earlier. I will post a format for the proposal by Monday 5 March.

Please post the names of your group members for the final project (not the wiki) in a comment here.

28 February 2007

Second Mini Project: Wiki

Our second mini project is to create a wiki (group-authored website) on any topic you choose. Details are as follows:

  • Form a group of no fewer than four people for your wiki. If you wish, your group may include participants from another section of the course;
  • Discuss with your group potential topics for the wiki (this can be anything you like);
  • Using Wetpaint, create a wiki and send invitations to each member of your group for that wiki;
  • Post the link to your wiki and the names of your group members as a comment on this entry;
  • Over the next two weeks, build your wiki. I will be introducing Wetpaint in class, but you should also explore and try to figure out things to add to the wiki I may not have covered in class;
  • As you build the wiki, think about the experience itself. I will be asking you to write a weblog entry about this experience after the project due date;
  • The project due date was going to be Friday 9 March, but because of confusion over holiday scheduling, it will be Wednesday 21 March

We will discuss this more in class.