If blog can be both a noun and a verb, it can be an adjective -- hence the "bloggy" lecture notes below. Read it bloggily.
9.17 Lecture
This is a link from my BHS site, so you can also find the lecture through that. Remember that you are responsible for all of this information... which portends a quiz, methinks.
I will post quiz fodder related to your Internet scavenging later today, after I've culled enough useful info from your work and my notes.
As for today, listen in class -- but here's the condensed version:
1. Study the lecture notes
2. Read through last year's blogs and complete the questions provided in class about one
3. Search through my links, Google, etc to find another blog, and then complete the same questions for that
You're looking for what you want to emulate and what you want to avoid. We're in here for two days, and then we're back in the classroom to recap and review what you found. Don't rush! You'll be keeping the blog you eventually create (on Friday) for an entire semester, so take the time to prepare for it.
9.18.2007
9.16.2007
Finding blogs.
On Tuesday, you're going to be looking for examples of what you want your blog to emulate. You'll have to use the kids from last year's class, but you'll also have to wade into the wide, wide pool of online blogs to find another one.
The search engines on the left side of this blog are your first stop. I want to point out that the last one on the list (Weblogs, Inc.) has a list by genre on its main site. It's easy to find something there. For example, I found these two by clicking randomly with my eyes shut:
Nintendo Wii Fanboy
DIY Life
Happy hunting.
The search engines on the left side of this blog are your first stop. I want to point out that the last one on the list (Weblogs, Inc.) has a list by genre on its main site. It's easy to find something there. For example, I found these two by clicking randomly with my eyes shut:
Nintendo Wii Fanboy
DIY Life
Happy hunting.
Weekly schedule.
Or, as the British say, "Schedule."
Monday, September 17
In the classroom (w/projector cart): Blog lecture w/examples of. Collecting Internet homework.
Tuesday, September 18
Room 170 Lab: Internet information posted online. Blog research.
Wednesday, September 19
Room 170 Lab: Blog research. Setting up blogs (if ready).
Thursday, September 20
In classroom (w/projector cart): Random presentations of blog research. Brainstorming ideas for blogs.
Friday, September 21
Room 170 Lab: Setting up blogs & making first entries.
You should head straight to Room 170 on Tuesday, Wednesday and Friday.
Monday, September 17
In the classroom (w/projector cart): Blog lecture w/examples of. Collecting Internet homework.
Tuesday, September 18
Room 170 Lab: Internet information posted online. Blog research.
Wednesday, September 19
Room 170 Lab: Blog research. Setting up blogs (if ready).
Thursday, September 20
In classroom (w/projector cart): Random presentations of blog research. Brainstorming ideas for blogs.
Friday, September 21
Room 170 Lab: Setting up blogs & making first entries.
You should head straight to Room 170 on Tuesday, Wednesday and Friday.
9.09.2007
About Them Blogs.
Here's another Wikipedia link, this one to the information we need to memorize on the history and state of blogging:
Blogs
Through this site, my lectures, and your Googling, you're responsible for knowing:
- the origin of the word "blog"
- the highlights of the history of blogging
- the evolution of blogs from online diaries
- the rough # of blogs currently online
- types of blogs and their names
- how blog popularity is tracked and rated
- some of the cases where blogging has led to lawsuits, firings, and so on
Blogs
Through this site, my lectures, and your Googling, you're responsible for knowing:
- the origin of the word "blog"
- the highlights of the history of blogging
- the evolution of blogs from online diaries
- the rough # of blogs currently online
- types of blogs and their names
- how blog popularity is tracked and rated
- some of the cases where blogging has led to lawsuits, firings, and so on
Googling blogs.
I will walk you through the set-up process for your blog so that I can keep an eye on you, but the following is an overview of what we'll be doing:
1. Finding an example of the kind of blog you want to create
2. Answering a series of questions about that particular blog
3. Looking through last year's group of blogs for ideas
4. Answering a series of questions about that
5. Deciding on a focus
6. Setting up an account and a name for the blog
7. Setting up your profile
8. Posting your first entry
And here is an overview of what is required for the blog you eventually create (notice that it is slightly different from what last year was given):
- It must be focused on something other than your daily life (e.g., fashion, music, sports, photography)
- Each post must relate explicitly to that focus
- No post may contain language, links, pictures, etc that violate school rules
- You must update your blog at least once a week for the rest of the semester.
We'll discuss all of this more in class. (Sometimes you have to do more than read a computer screen; sometimes you have to listen to me.)
1. Finding an example of the kind of blog you want to create
2. Answering a series of questions about that particular blog
3. Looking through last year's group of blogs for ideas
4. Answering a series of questions about that
5. Deciding on a focus
6. Setting up an account and a name for the blog
7. Setting up your profile
8. Posting your first entry
And here is an overview of what is required for the blog you eventually create (notice that it is slightly different from what last year was given):
- It must be focused on something other than your daily life (e.g., fashion, music, sports, photography)
- Each post must relate explicitly to that focus
- No post may contain language, links, pictures, etc that violate school rules
- You must update your blog at least once a week for the rest of the semester.
We'll discuss all of this more in class. (Sometimes you have to do more than read a computer screen; sometimes you have to listen to me.)
Using Google.
Ah, this is much better. Let's learn how to search, starting with what you almost certainly know how to do:
1. Open a separate window.
2. Type in www.google.com and hit Enter.
3. Type in your search and hit Enter again.
Easy. What you need to learn to do is to think creatively about what you type in step 3; you also need to learn to use Boolean operators to limit your search. Here's a list of a few of those:
AND
OR
+
-
""
We'll discuss what they do in class, as well as how to refine a search to find exactly what we want.
Next up: Googling blogs.
1. Open a separate window.
2. Type in www.google.com and hit Enter.
3. Type in your search and hit Enter again.
Easy. What you need to learn to do is to think creatively about what you type in step 3; you also need to learn to use Boolean operators to limit your search. Here's a list of a few of those:
AND
OR
+
-
""
We'll discuss what they do in class, as well as how to refine a search to find exactly what we want.
Next up: Googling blogs.
Whoa, whoa, whoa.
If you look at the post below, you'll see the beginnings of what I'd bookmarked, written down, etc, for you to learn about the Internet. I spent about 30 minutes compiling those sources into that post before I realized that I'd be here all day (still at the too-crowded Barnes & Noble, still fighting that virus). What's the problem?
The problem is that the subject of the Internet's history -- even a selective one -- is huge.
So I have a new idea. (I'm going to leave the previous post, because it may help to have those links later.) We have two things to do:
1. Learn how to search for information on the Internet
2. Decide as a class (with my veto in full force) what you should learn on your own
We'll get you interacting with the World Wide Web, and then we'll set up your blogs. I have a list of information I need you to know about the Internet, but the second item in that list above lets you decide if you want to learn a particular fact. For instance, if you're interested in how many hours people spend online per day, that's good; I have that on my list, too. If you're interested in how many people meet their future spouses through online dating sites, that's good, too; it's not on my list, but it sounds interesting.
The problem is that the subject of the Internet's history -- even a selective one -- is huge.
So I have a new idea. (I'm going to leave the previous post, because it may help to have those links later.) We have two things to do:
1. Learn how to search for information on the Internet
2. Decide as a class (with my veto in full force) what you should learn on your own
We'll get you interacting with the World Wide Web, and then we'll set up your blogs. I have a list of information I need you to know about the Internet, but the second item in that list above lets you decide if you want to learn a particular fact. For instance, if you're interested in how many hours people spend online per day, that's good; I have that on my list, too. If you're interested in how many people meet their future spouses through online dating sites, that's good, too; it's not on my list, but it sounds interesting.
The Internets (Part II)
Your first assignment is to gather information about the Internet. I will provide you with links below, and for each, I will explain what you must learn at that particular site. Learning this information is up to you; it will be tested at the end of our unit, and there is always the possibility of a (slightly announced) pop quiz.
Please note that we are using Wikipedia entries for some of our information-gathering; however, I will always try to give you at least one other place to visit. We will come back to Wikipedia after we have set up our blogs and hurdled the background below.
First, click here. Your first task it to learn what is meant by "the Internet" and what is meant by "the World Wide Web." You can also find this information at isoc.org, which has a brief (this is brief?) history of the Internet. Use that last link, or perhaps this one, to learn the following pieces of information:
- During what decade did the idea behind a "global network" begin to circulate?
- What was the ARPANET?
- What does "IP" stand for, and why is it important?
- When did the version of the Internet and World Wide Web we know today first come into being?
You might also find some answer by using a glossary of Internet terminology (here's one). That kind of resource will help you learn the following:
- What does "HTTP" stand for, and where is it found?
- What does "HTML" stand for, and where is it found?
Skim the rest of the history of the Internet, but be careful to note what applies most to the common user; in other words, we don't need to know what "transfer packets" are, or what it means to switch to those from traditional circuits. We need to know what allows us to see websites.
We also need to know facts and figures. Google "internet facts and figures" and you're likely to find more advertisers looking for your money than anything else; however, you might check this site (or even this clandestine one) to start learning the following kinds of information:
- Approximately how many Internet users existed in the mid-1990s?
- In the early 2000s?
- How many exist now (last two years or so)?
- How many exist in the United States?
You'll get more topics to research in class.
Please note that we are using Wikipedia entries for some of our information-gathering; however, I will always try to give you at least one other place to visit. We will come back to Wikipedia after we have set up our blogs and hurdled the background below.
First, click here. Your first task it to learn what is meant by "the Internet" and what is meant by "the World Wide Web." You can also find this information at isoc.org, which has a brief (this is brief?) history of the Internet. Use that last link, or perhaps this one, to learn the following pieces of information:
- During what decade did the idea behind a "global network" begin to circulate?
- What was the ARPANET?
- What does "IP" stand for, and why is it important?
- When did the version of the Internet and World Wide Web we know today first come into being?
You might also find some answer by using a glossary of Internet terminology (here's one). That kind of resource will help you learn the following:
- What does "HTTP" stand for, and where is it found?
- What does "HTML" stand for, and where is it found?
Skim the rest of the history of the Internet, but be careful to note what applies most to the common user; in other words, we don't need to know what "transfer packets" are, or what it means to switch to those from traditional circuits. We need to know what allows us to see websites.
We also need to know facts and figures. Google "internet facts and figures" and you're likely to find more advertisers looking for your money than anything else; however, you might check this site (or even this clandestine one) to start learning the following kinds of information:
- Approximately how many Internet users existed in the mid-1990s?
- In the early 2000s?
- How many exist now (last two years or so)?
- How many exist in the United States?
You'll get more topics to research in class.
The Internets
For our first unit, I will be running the show myself. (Remember that each of you is ultimately responsible for signing up to lead a seminar on a particular topic.) We're beginning with the Internets this year because of its ubiquity, but also because it is remarkably useful in this class for sharing information (remarkably so for a series of tubes).
In five minutes, for example, and while writing the above paragraph, I was able to provide you with links that define a 50-cent word (not to be confused with this bit of satire), explain a ridiculous analogy, and document a famous malapropism about the Internet. See? I just did it again.
We are going to look at the history of the Internet, facts about its current status and usage, and possible trends as it moves forward. We'll examine Wikipedia, viral videos, and digital copyright infringement, all while discussing the danger of using Wikipedia to look up information on things like "viral videos." And I will stop providing links to everything you might now know, because it takes too long.
In the next post: info to study and tests to forget about.
In five minutes, for example, and while writing the above paragraph, I was able to provide you with links that define a 50-cent word (not to be confused with this bit of satire), explain a ridiculous analogy, and document a famous malapropism about the Internet. See? I just did it again.
We are going to look at the history of the Internet, facts about its current status and usage, and possible trends as it moves forward. We'll examine Wikipedia, viral videos, and digital copyright infringement, all while discussing the danger of using Wikipedia to look up information on things like "viral videos." And I will stop providing links to everything you might now know, because it takes too long.
In the next post: info to study and tests to forget about.
Ah! A New Begin- *uncontrollable coughing*
Media Studies,
We are running this show a little differently in 2007 and 2008, so pay attention. First, I have left last year's entries on the site. If you'd like to, you may read through them. Second, I have left links to all of last year's blogs. You'll be using these, so more on them later.
I will be posting several new entries this afternoon (which is being otherwise spent fighting a virus while sitting in a too-crowded Barnes & Noble). Much like your blogs will, mine has a particular focus: your instructions for various assignments. For the rest of the semester, I will augment our classwork with posts full of directions, rubrics, letters, words, and other things I like about my job.
Look above for the following:
1. Instructions on studying the Internet background information begun in class
2. Directions for finding a "model" blog and previous Media Studies blog, including a link to a worksheet on both
3. Directions for setting up your own blog
4. Guidelines and grading schedules for that blog
And, of course, whatever other nonsense I can muster up.
All the best,
Mr. Eure
We are running this show a little differently in 2007 and 2008, so pay attention. First, I have left last year's entries on the site. If you'd like to, you may read through them. Second, I have left links to all of last year's blogs. You'll be using these, so more on them later.
I will be posting several new entries this afternoon (which is being otherwise spent fighting a virus while sitting in a too-crowded Barnes & Noble). Much like your blogs will, mine has a particular focus: your instructions for various assignments. For the rest of the semester, I will augment our classwork with posts full of directions, rubrics, letters, words, and other things I like about my job.
Look above for the following:
1. Instructions on studying the Internet background information begun in class
2. Directions for finding a "model" blog and previous Media Studies blog, including a link to a worksheet on both
3. Directions for setting up your own blog
4. Guidelines and grading schedules for that blog
And, of course, whatever other nonsense I can muster up.
All the best,
Mr. Eure
1.16.2007
Strange days.
We are four class periods from the end, folks, and our lives have all been strange and dislocated lately. Consider this a briefest overview.
Blogging
I will amend the assignments I have given you -- and my own plans -- to accomodate your staggered ingress and egress to and from class:
We will continue to work together to focus these. You are responsible by Thursday for the following:
Wikipedia
The last thing we have time to consider this semester is Wikipedia. I am giving us a two-tiered assignment. We will discuss it more in class, obviously, but these are the basics:
We will compile a list of potential pages to edit together; in the meantime, here are my ideas and links to those pages:
Other ideas (without specific pages):
Blogging
I will amend the assignments I have given you -- and my own plans -- to accomodate your staggered ingress and egress to and from class:
- Complete seven entries on your blogs.
- Complete the profile section.
- Link correctly to the rest of our class.
- Comment on at least five other classroom blogs.
- Add at least two other blogs (outside of the classroom) to your link list.
We will continue to work together to focus these. You are responsible by Thursday for the following:
- A completed and approved rubric.
- Bringing materials with which to do project work in class on Thursday.
Wikipedia
The last thing we have time to consider this semester is Wikipedia. I am giving us a two-tiered assignment. We will discuss it more in class, obviously, but these are the basics:
- Create your own autobiographical Wikipedia entry in the format of a normal Wikipedia biography; log whether or not Wikipedia allows your autobiography to remain posted.
- Edit an existing Wikipedia entry to add false information; log the amount of time it takes for Wikipedia to notice and to correct your error.
We will compile a list of potential pages to edit together; in the meantime, here are my ideas and links to those pages:
Other ideas (without specific pages):
- NFL/MLB/NBA player biographies
- Celebrities biographies
- Religious symbols/texts
- Comic book characters/creators
- South Park and South Park episodes
- Musician/band biographies
- Song analyses
- World of Warcraft and its myriad subgenres
- Fashion icons/eras
TV case studies and The Truman Show response papers
I have fallen behind in my grading. I apologize. I will not have either of these two assignments graded this week, but I am focusing on them above my other classes; they will be graded by the time you turn in your midterms on Friday.
Next semester
Those of you interested in designing a truly independent study should speak to me individually.
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