You should each have received and email with your grade sheet. You are a great class, and it was a real pleasure reading through your reflections and the final, revised versions of your web essays.
I will be working on posting your web essays next week. Some of the links/pictures didn't work on the sites turned in - and I am hoping you will check your gmail accounts so I can be in touch if I run into problems. They look great - and I think they will be a great addition to the cyberworld.
This as been an exciting class to teach. Thanks for all your good work. Be in touch and have a great summer!
Friday, May 9, 2008
Monday, April 28, 2008
Reflecting on (digital) writing process
In class today you will get started on your last assignment for the course: a reflective analysis of how work for this course has influenced your writing practices. This will be a traditional print essay - to be turned in as a word processed document in your portfolio (on the CD) with your Web essay, the text for your wikipedia entry, and your reflection on your experience with wikipedia.
Description of assignment:
Write an essay in which you analyze and reflect on your growth as a digital writer.
1. A detailed description of your process for working on each of the major projects (the blog, the wikipedia project, and the web essay);
2. Evaluation of the effectiveness of your process (what worked, what didn't, how you plan to change and why)
3. Evaluation of the writing products you created for the course
5. Discussion of what you learned about differences between writing in digital versus print spaces
6. Discussion of how (whether) your work for this course has contributed to your overall growth as a writer.
Although information to include in the essay is listed here as a series of points, you will need to organize your work into a smooth, interconnected discussion.
-- focus, organization, effective use of analysis, movement between general statements & specific examples, creativity, style and correctness.
-- demonstration of original thinking
Thursday, April 17, 2008
Baisic web pages and feedback on text
You did a great job setting up the basic frame for your web sites in class today. As far as I could tell - by the end of class - most of you had the overall structure of your site set up (a template + links). That is pretty impressive considering that for most of you this was your first experience using Front Page. As I pointed out in class, there are many ways to produce a web page - and the approach we took using tables was kind of "quick and dirty" in that it does not involve the kind of precision that other approaches have. At the same time it gave you a feel for how to use the program and that is worth something.
I will be reading the text for your essay over the weekend and will send you comments in your course account. Next week you will be giving presentations to your classmates on your sites. These presentations are going to be informal - and for the purpose of getting a feel for the visual impression of your site. Bring what you have so far on your jump drive, and you will put your work up on the LCD projector as you talk. You should come to class prepared to do the following.
1. Talk about why/how you chose your topic + state your research question.
2. Discuss your research process - where / how you got your information
3. Your writing process (how you put together your essay- for example - you might talk about whether/how you wrote your site in sections, how you used the wikipedia project, any places you got stuck, how useful the feedback from classmates was at various points in the process)
4. Give us a walk through of your site + sum up what you do at each link/section and how it connects to your research question. Make sure to offer a clear answer to your research question.
5. Describe any problems you encounterd
6. Discuss how creating this project was different from composing a "written" essay.
Your Draft for your project is due Wednesday, April 23 at the end of class (on a CD). I will return your drafts with comments by April 28.
You are doing a great job so far and I am looking forward to your presentations.
I will be reading the text for your essay over the weekend and will send you comments in your course account. Next week you will be giving presentations to your classmates on your sites. These presentations are going to be informal - and for the purpose of getting a feel for the visual impression of your site. Bring what you have so far on your jump drive, and you will put your work up on the LCD projector as you talk. You should come to class prepared to do the following.
1. Talk about why/how you chose your topic + state your research question.
2. Discuss your research process - where / how you got your information
3. Your writing process (how you put together your essay- for example - you might talk about whether/how you wrote your site in sections, how you used the wikipedia project, any places you got stuck, how useful the feedback from classmates was at various points in the process)
4. Give us a walk through of your site + sum up what you do at each link/section and how it connects to your research question. Make sure to offer a clear answer to your research question.
5. Describe any problems you encounterd
6. Discuss how creating this project was different from composing a "written" essay.
Your Draft for your project is due Wednesday, April 23 at the end of class (on a CD). I will return your drafts with comments by April 28.
You are doing a great job so far and I am looking forward to your presentations.
Thursday, April 10, 2008
Monday April 14 - attention part 2
In class wednesday we did some reflecting on patterns for attention and opened up some of the generalizations Hayles put forward about differences between deep attention and hyperattention. From reading through your analyses of your patterns for working and "being" - it looks like most of us move from one pattern to another - depending on what we are doing.
On Monday we will go through a brief overview of what some of the more person/task specific patterns for attending are that were revealed in your surveys. You will also be reading the three research entries you have been working on for your blogs. At this point you should have most of your web essay mapped out and drafted. As you get your entries (Blogs 9, 10 & 11) ready for class on monday, make sure you give your readers an idea of where/how the section posted to your blog fits into your essay. Then - in class - you will be able to get some feedback for how to put your essay together.
On Monday we will go through a brief overview of what some of the more person/task specific patterns for attending are that were revealed in your surveys. You will also be reading the three research entries you have been working on for your blogs. At this point you should have most of your web essay mapped out and drafted. As you get your entries (Blogs 9, 10 & 11) ready for class on monday, make sure you give your readers an idea of where/how the section posted to your blog fits into your essay. Then - in class - you will be able to get some feedback for how to put your essay together.
- - - - - - - - - -
After reading through what you wrote in response to the questions about attending - I came up with the following generalizations. Because our class represents a small sample - these observations cannot really be extended to a broader population - still - they give us some things to think about.
Observations:
1. Everyone in the class moves between deep attention and hyperattention - though the reasons and activities that influence the choice of one style for attending rather than another vary from person to person.
2. More individuals preferred deep attention for school work - but not everyone.
3. More than one of uss use hyperattention as a reward for working at a task we do not want to undertake - as a way to get through work we really don't want to do. So "multitasking' or media can act as an incentive.
4. Generally, attending style seems to be "mood" and activity dependent.
5. Sometimes we may need an escape even from "relaxing" media.
6. Patterns of media use changed with age (not surprising - especially because the availability of media has changed so drastically).
Any observations that you think would be worth pursuing in more depth?
After reading through what you wrote in response to the questions about attending - I came up with the following generalizations. Because our class represents a small sample - these observations cannot really be extended to a broader population - still - they give us some things to think about.
Observations:
1. Everyone in the class moves between deep attention and hyperattention - though the reasons and activities that influence the choice of one style for attending rather than another vary from person to person.
2. More individuals preferred deep attention for school work - but not everyone.
3. More than one of uss use hyperattention as a reward for working at a task we do not want to undertake - as a way to get through work we really don't want to do. So "multitasking' or media can act as an incentive.
4. Generally, attending style seems to be "mood" and activity dependent.
5. Sometimes we may need an escape even from "relaxing" media.
6. Patterns of media use changed with age (not surprising - especially because the availability of media has changed so drastically).
Any observations that you think would be worth pursuing in more depth?
Wednesday, April 9, 2008
Analyzing your patterns for attention
Characterizing your style for attending
1. List the kinds of media you use/read/engage with on a daily basis. Is your pattern for interacting with media the same or different than it was when you were 5? 10? 15? Give short descriptions to explain.
2. Rank the relative amount of time you presently spend with each medium -- be as specific as you can
3. Describe any media associated with how you perform the following school related tasks:
do math or other calculation-based homework
read assignments
write a paper
study for an exam
4. Describe any media associated with how you do the following everyday tasks:
drive
eat a meal by yourself
eat with your family/friends
household chores (cooking, cleaning, household repairs, work on your car)
5. Describe what you do to relax or in your free time - and how you relax
(e.g. watching TV while looking at a magazine and texting a friend)
Analyzing your patterns for attention:
b. Patterns of attending within activity clusters: After you have ranked all the activities you listed, give yourself a score for school activities, living/household activities + relaxation activities by averaging the numbers in each category (for example if you have 3 for math assignments, 4 for reading assignments, 2 for writing papers, and 5 for studying for exams, then your school number would be: 3+4+2+5= 14/4 categories = 3.5 (a little more on the hyperattention side than the deep attention side)
6 Questions to think about.
a. In which category were you most likely to use hyperattention? in which category were you most likely to use deep attention? Or do you seem to have a consistent style (all hyper or deep attention)? How would you explain this?
b. In which category was there the largest range of numbers ( for example, some activities rated 1, some rated 5). Can you explain why the range might be large for this category?
7. How would you characterize yourself in terms of patterns for attending? Do these numbers reflect how you would characterize yourself (in terms of attention)? What correlations or inconsistencies do you see between your feeling about how you think and these numbers? Can you explain them?
Monday, April 7, 2008
Attention
So now that you have figured out what we need to do to regulate bullying on the internet, it's time to turn our attention to how the internet is changing the way we read and pay attention (the N. Katherine Hayles piece posted here). As you read, think about how immediacy, remediation, the and how we use digital spaces connect to the patterns for attention described by Hayles.
Since Ryan was sick on Wednesday and the web site workshop did not turn out the way we planned, as suggested by Ricky, we will be having a second workshop on April 16, a week from this coming Wednesday. Keep working on the writing and images for your site so that after you build the structure for your site - you can paste in your work. If you would like to schedule a session with Ryan before the 16th I have included directions for signing up for a conference. He is available M-W, from 10:00 to 3:30.
Conferences will be held in the Center for Academic Success, on the first floor in the tutoring center. Go in through the door just to the right of the desk outside the tutoring center. Ryan will be working in the space at the very back, right corner.
Since Ryan was sick on Wednesday and the web site workshop did not turn out the way we planned, as suggested by Ricky, we will be having a second workshop on April 16, a week from this coming Wednesday. Keep working on the writing and images for your site so that after you build the structure for your site - you can paste in your work. If you would like to schedule a session with Ryan before the 16th I have included directions for signing up for a conference. He is available M-W, from 10:00 to 3:30.
Conferences will be held in the Center for Academic Success, on the first floor in the tutoring center. Go in through the door just to the right of the desk outside the tutoring center. Ryan will be working in the space at the very back, right corner.
To sign up for conferences on Tutortrac, go to:
http://www.kean.edu/~cas/tutortrac.html
Click the Tutortrac image to enter
Then enter your school id as the user name and your birthday as the password (they show the format right there for the pass)
Select Ryan as your tutor. If that doesn't work - let me know.
See you on Wednesday.
Cyberbullying - what do laws have to do with it?
No one argues that it was a tragedy that Megan Meier committed suicide. The argument is about who is responsible and what can be done to prevent or discourage similar instances in the future; specifically: what kind of laws, if any, should we make to protect individuals from cyberbullying and its consequences.
In a CNN report by Veronica De La Cruz, De La Cruz points out that currently there are not laws (at the federal level or in most states) that protect individuals from "cyber-stalking." The Missouri statute relevant to this case requires that online communications were intended to "frighten, disturb or harass" the individual. The Drews maintain that the purpose of "Josh's" myspace account was to see if Megan was saying negative things about their daughter, not to harass Megan. So the question is: will a stronger, more specific law improve protection for individuals who experience cyberbullying? Who would these new laws be designed to protect - and why? For example, if we believe the Drews statement abou the purpose of the site, it seems that the Drews, but not Megan, have been the subject of cyberbullying.
And then there are the problems of identity. Who is responsible and how can you tell whether the "name" of the responsible person corresponds to the "real" person? With respect to the Megan Meier case, how can we prove who posted comments that could be interpreted as harassment? Or - with respect to the Megan Had It Coming blog (filled with statements that could damage Drews' case) - it seems that it should be a simple matter to identify the blog's owner - but as it turns out - it is far from simple.
So our questions are: how should issues surrounding cyberbullying be resolved? And can an understanding of the nature of cyberspace help us in framing of laws designed to resolve these issues?
In a CNN report by Veronica De La Cruz, De La Cruz points out that currently there are not laws (at the federal level or in most states) that protect individuals from "cyber-stalking." The Missouri statute relevant to this case requires that online communications were intended to "frighten, disturb or harass" the individual. The Drews maintain that the purpose of "Josh's" myspace account was to see if Megan was saying negative things about their daughter, not to harass Megan. So the question is: will a stronger, more specific law improve protection for individuals who experience cyberbullying? Who would these new laws be designed to protect - and why? For example, if we believe the Drews statement abou the purpose of the site, it seems that the Drews, but not Megan, have been the subject of cyberbullying.
And then there are the problems of identity. Who is responsible and how can you tell whether the "name" of the responsible person corresponds to the "real" person? With respect to the Megan Meier case, how can we prove who posted comments that could be interpreted as harassment? Or - with respect to the Megan Had It Coming blog (filled with statements that could damage Drews' case) - it seems that it should be a simple matter to identify the blog's owner - but as it turns out - it is far from simple.
So our questions are: how should issues surrounding cyberbullying be resolved? And can an understanding of the nature of cyberspace help us in framing of laws designed to resolve these issues?
Monday, March 31, 2008
March 31 and April 2
We are going to be talking about copyright issues as the have played out in terms of the internet. For background on the history and development of copyright you might want to look at:
http://www.youtube.com/watch?v=CJn_jC4FND
The clip's use of Disney characters is particularly satisfying to individuals who favor copyleft since Disney has been especially rigid and aggressive in terms of enforcing copyright to its characters, ideas, storylines - a move that is deeply ironic considering Disney's use of folk materials as well as storylines and characters from uncopyrighted materials. (See http://blog.wired.com/business/2007/05/hijacked_disney.html ).
Other sites you might want to check out as you follow through on ideas raised in the readings include:
Blog 10 (due Monday April 7) : second entry on research topic.
Reflection 1 (on copyright) + Reflection 2 (on Lauren Collins "Friend Game" are also due Monday April 7.
In class Wednesday, April 2, you have an open workshop. During this class you may work on creating the structure for your web essay, or other work for the course. Good luck - and I will see you on Monday April 7 when we take up our discussion of the Myspace Suicide.
I have sent you feedback on Blogs 7 and 8 and your Wikipedia Projects. You did a great job.
http://www.youtube.com/watch?v=CJn_jC4FND
The clip's use of Disney characters is particularly satisfying to individuals who favor copyleft since Disney has been especially rigid and aggressive in terms of enforcing copyright to its characters, ideas, storylines - a move that is deeply ironic considering Disney's use of folk materials as well as storylines and characters from uncopyrighted materials. (See http://blog.wired.com/business/2007/05/hijacked_disney.html ).
Other sites you might want to check out as you follow through on ideas raised in the readings include:
Overview of DMCA of 1998
http://www.gseis.ucla.edu/iclp/dmca1.htm
DCMA of 1998 + amendments + testimony
http://fairuse.stanford.edu/primary_materials/legislation/dmca.html
US Constitution
legal basis for copyright = Article 1 Section 8
http://caselaw.lp.findlaw.com/data/constitution/articles.htm
Creative Commons
In class on Monday you will do some writing about how the issues raised by Boynton connect to changes in "writing" and conceptions of authorship that result from the nature of cyberspace. At the end of class you can post these reflections to your blog - or you may choose to create a different post for Reflection 1.
Blog 10 (due Monday April 7) : second entry on research topic.
Reflection 1 (on copyright) + Reflection 2 (on Lauren Collins "Friend Game" are also due Monday April 7.
In class Wednesday, April 2, you have an open workshop. During this class you may work on creating the structure for your web essay, or other work for the course. Good luck - and I will see you on Monday April 7 when we take up our discussion of the Myspace Suicide.
I have sent you feedback on Blogs 7 and 8 and your Wikipedia Projects. You did a great job.
Wednesday, March 26, 2008
Class Wednesday, March 26
You did a great job presenting your web designs/headings for the content of your web essays in class today. You all look like you have a good start on this. Keep your research question in mind as you begin to write. Make sure each section of your essay relates to and develops an answer for that question. Good work!
On Monday we will be discussing "The Tyranny of Copyright" by Robert Boynton, 207 - 218 in Vitanza, so take a look at it. For those of you with topics related to ethics - this is relevant. It is also a consideration for publishing issues, and it makes some important points about how digital spaces are changing the way we think about authorship and ownership.
On Wednesday I will be at a conference. You will have an in-class workshop to workshop, using FrontPage on the lab computers, to work on the layout for your essay. Your work will be developing (or choosing) the template for your essay, and setting up the link structure. Bring Johnson-Eilola to class for reference, and Ryan will be available for point of need help to figure out the details. You also have the link for the Microsoft site and help page.
I will be reading through your blogs over the weekend (through Blog 8). For Blog 9 and Blog 10, due Monday March 31, and Monday April 7, you will create posts on your research topic. These posts should be writing you will use for your web essay. We will spend some time in class reading through this writing - to get you some support and feedback before you put your essay all together.
Have a good week end an see you on Monday!
On Monday we will be discussing "The Tyranny of Copyright" by Robert Boynton, 207 - 218 in Vitanza, so take a look at it. For those of you with topics related to ethics - this is relevant. It is also a consideration for publishing issues, and it makes some important points about how digital spaces are changing the way we think about authorship and ownership.
On Wednesday I will be at a conference. You will have an in-class workshop to workshop, using FrontPage on the lab computers, to work on the layout for your essay. Your work will be developing (or choosing) the template for your essay, and setting up the link structure. Bring Johnson-Eilola to class for reference, and Ryan will be available for point of need help to figure out the details. You also have the link for the Microsoft site and help page.
I will be reading through your blogs over the weekend (through Blog 8). For Blog 9 and Blog 10, due Monday March 31, and Monday April 7, you will create posts on your research topic. These posts should be writing you will use for your web essay. We will spend some time in class reading through this writing - to get you some support and feedback before you put your essay all together.
Have a good week end an see you on Monday!
Monday, March 24, 2008
Class Monday March 24
Today you presented presented your contributions to Wikipedia, and discussed your experiences posting. You had a range of experinces - and had a number of different observations about how Wikipedia works and the "validity" of the information it provides. A short list would include the observations that;
- posts are regularly monitored and removed (sometimes in under two minutes)
- many edits are simply reversions to the original post - there does not seem to be much thought put into understanding and assimilating new users' contributions
- what is valued as important to the entry (what stays posted) does not always make sense or represent an in-depth (encyclopedic) explortion of subject material (eg the contradiction in the pro-ana post, the form of the self-publishing post, the one-sideness of the history of travel blogging) => wikipedia is as much a social experience as a scholarly one
- editors are sometimes rude, pedantic and otherwise off-putting (the comment about using periods at the end of sentences
- there is a definite a hierarchy - where some individuals have the power to remove posts and "ban" individuals who re-post their posts without negotiating a consensus
- getting your post to stay up on wikipedia is not easy => even though this is supposed to be a democratic, open process there are gatekeepers who are bent on keeping some kinds of information out
- there is an ideology that decides what will be posted and what will not I'm thinking of Angela's experience); this ideology goes beyond the npov and not a dictionary and etc. rules listed in "what wikipedia is not" list
- the moderators/editors remove edits based on their understanding of/perspective on the material - not necessarily on its worth ( I'm thinking of James', Ricky's and Jennifer's experiences)
- pages with high traffic are harder to stay posted on than pages with low traffic (the eBay entry was the most vulnerable in this respect)
-some editors spend 8-hour days on wikipedia
- the validity of wikipedia entries needs to be taken with a grain of salt
We also had a discussion of how publishing on wikipedia compares to print publishing - both in terms of validity and possibilities for new authors to make it into print. I would like to read some more of your reflections on this on your blogs. I was surprised at how difficult it was for contributors with good intentions to make edits. I was also surprised how un-welcoming the editors you dealt with were.
For class Wednesday:
We did not get to your presentations on your layouts for your web essays today - so you are going to present them on Wednesday - so we are revising the schedule: do the FrontPage tutorial on your home computer or in one of the computer labs here at Kean (let me and I will get you a place to work). The site for the tutorial is:
http://office.microsoft.com/training/training.aspx?AssetID=RC061276411033
-
- posts are regularly monitored and removed (sometimes in under two minutes)
- many edits are simply reversions to the original post - there does not seem to be much thought put into understanding and assimilating new users' contributions
- what is valued as important to the entry (what stays posted) does not always make sense or represent an in-depth (encyclopedic) explortion of subject material (eg the contradiction in the pro-ana post, the form of the self-publishing post, the one-sideness of the history of travel blogging) => wikipedia is as much a social experience as a scholarly one
- editors are sometimes rude, pedantic and otherwise off-putting (the comment about using periods at the end of sentences
- there is a definite a hierarchy - where some individuals have the power to remove posts and "ban" individuals who re-post their posts without negotiating a consensus
- getting your post to stay up on wikipedia is not easy => even though this is supposed to be a democratic, open process there are gatekeepers who are bent on keeping some kinds of information out
- there is an ideology that decides what will be posted and what will not I'm thinking of Angela's experience); this ideology goes beyond the npov and not a dictionary and etc. rules listed in "what wikipedia is not" list
- the moderators/editors remove edits based on their understanding of/perspective on the material - not necessarily on its worth ( I'm thinking of James', Ricky's and Jennifer's experiences)
- pages with high traffic are harder to stay posted on than pages with low traffic (the eBay entry was the most vulnerable in this respect)
-some editors spend 8-hour days on wikipedia
- the validity of wikipedia entries needs to be taken with a grain of salt
We also had a discussion of how publishing on wikipedia compares to print publishing - both in terms of validity and possibilities for new authors to make it into print. I would like to read some more of your reflections on this on your blogs. I was surprised at how difficult it was for contributors with good intentions to make edits. I was also surprised how un-welcoming the editors you dealt with were.
For class Wednesday:
We did not get to your presentations on your layouts for your web essays today - so you are going to present them on Wednesday - so we are revising the schedule: do the FrontPage tutorial on your home computer or in one of the computer labs here at Kean (let me and I will get you a place to work). The site for the tutorial is:
http://office.microsoft.com/training/training.aspx?AssetID=RC061276411033
Come to class with any questions - about how to use FrontPage - and Ryan and/or I will try to work through them with you.
We will spend most of the class talking about your layouts.
I will be reading your blog entries over the weekend. Your next entry, Blog 9, due on Monday, will be an entry where you are developing writing for your web essay. At this point you should be doing some in-depth analysis on a particular aspect of your topic.
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Wednesday, March 12, 2008
Class Wednesday, March 12 and over the break
By the end of class today you should have all the information - in terms of how and what to post- for your wikipedia entry. We will use class as a workshop - for you to network with each other and me to do what ever you need to get your entry posted. You should have a quick drawing/plan to set up what your post will look by the end of class.
Your assignment over break is to post your wikipedia entry (no later than Friday, March 14) - and to watch it. Keep an eye on any revisions - and if you are moved to do so - participate in those revisions. Blog 8, due on Monday March 24, should include the text of your original entry, a link to your completed entry, your wikipedia user name, and a reflection on what you learned about participating in wiki online writing/an online community.
Also in class today we will have a brief discussion of layouts and navigation for you hypertext essay. At this point, you should be getting a fairly definite idea of the headings for the information you are going to have in your essay (the sections), the links (both internal and external), and you should be ready to think about how to organize your text.
Your second assignment over the break is to design the layout for your essay and develop a brief presentation.
Your presentation should include:
1) a schematic of your essay that includes the navigational structures labeled with the names in Chapter 7 of Eilola;
2) major headings/section titles with a brief synopsis of content; and
3) a brief explanation of why you decided to organize your essay the way you did.
To find "models" for how you might organize your work, check out the web essays at Kairos. The following link offers one example that is fairly simple. Check through the back issues and TOC to find others. Blogging Places: Locating Pedagogy in the Whereness of Blogs
Have a great break - and have fun in Wikipedia-wonderland.
Your assignment over break is to post your wikipedia entry (no later than Friday, March 14) - and to watch it. Keep an eye on any revisions - and if you are moved to do so - participate in those revisions. Blog 8, due on Monday March 24, should include the text of your original entry, a link to your completed entry, your wikipedia user name, and a reflection on what you learned about participating in wiki online writing/an online community.
Also in class today we will have a brief discussion of layouts and navigation for you hypertext essay. At this point, you should be getting a fairly definite idea of the headings for the information you are going to have in your essay (the sections), the links (both internal and external), and you should be ready to think about how to organize your text.
Your second assignment over the break is to design the layout for your essay and develop a brief presentation.
Your presentation should include:
1) a schematic of your essay that includes the navigational structures labeled with the names in Chapter 7 of Eilola;
2) major headings/section titles with a brief synopsis of content; and
3) a brief explanation of why you decided to organize your essay the way you did.
To find "models" for how you might organize your work, check out the web essays at Kairos. The following link offers one example that is fairly simple. Check through the back issues and TOC to find others. Blogging Places: Locating Pedagogy in the Whereness of Blogs
Have a great break - and have fun in Wikipedia-wonderland.
Monday, March 10, 2008
In Class Monday March 10
We are now following the assignment sheet for the Wikipedia Assignment. For today - Blog 7- was to do some exploratory writing on your wikipedia entry to include: focus, sources for your entry, draft writing; any questions you ahve about the posting process.
At the beginning of class we will have an open discussion on any discoveries and questions - and the rest of the class will be devoted to developing your entry.
Also - youmight want to take a look at this article by a wikipedia participant; http://www.nybooks.com/articles/21131?email
At the beginning of class we will have an open discussion on any discoveries and questions - and the rest of the class will be devoted to developing your entry.
Also - youmight want to take a look at this article by a wikipedia participant; http://www.nybooks.com/articles/21131?email
Tuesday, March 4, 2008
Wikipedia Project
The assignment sheet for the wikipedia project is posted and I have written to each of you regarding your focus for your research project and how you might use some of that work for your wikipedia posting. We are actually a little bit ahead of what is stated on the calendar - since we previewed the assignment sheet on Monday.
In class Wednesday you will spend hands-on time in the presence of your classmates to familiarize yourself with the wikipedia editing processes. That way - if something doesn't work - there will be someone next to you to ask. Hopefully SOMEONE in the classroom will have the answer to all of our questions (and it probably won't be me - my editing skills on wikipedia are probably about the same as yours).
As I said in class - your future blogging assignments are going to be your work related to your research topic. At the beginning you will be summarizing and reporting on what you are reading - and as you get deeper into the project you will begin posing theories/answers to your research question. You can use RSS feeds or bookmarking programs as you choose - as I mentioned in class - my feeling was that you had enough to work with at this point. So Blog entries 7 - 10 will be on your topic, with Blog 8 as a report on your posting to wikipedia (see assignment sheet).
Good work on your research plans and see you in class on Thursday.
In class Wednesday you will spend hands-on time in the presence of your classmates to familiarize yourself with the wikipedia editing processes. That way - if something doesn't work - there will be someone next to you to ask. Hopefully SOMEONE in the classroom will have the answer to all of our questions (and it probably won't be me - my editing skills on wikipedia are probably about the same as yours).
As I said in class - your future blogging assignments are going to be your work related to your research topic. At the beginning you will be summarizing and reporting on what you are reading - and as you get deeper into the project you will begin posing theories/answers to your research question. You can use RSS feeds or bookmarking programs as you choose - as I mentioned in class - my feeling was that you had enough to work with at this point. So Blog entries 7 - 10 will be on your topic, with Blog 8 as a report on your posting to wikipedia (see assignment sheet).
Good work on your research plans and see you in class on Thursday.
Wednesday, February 27, 2008
For Monday, March 3
Finish your research plans and post them on your Blog. This post, along with the exploratory posts where you developed your research plan will be Blog 6. On Monday in class, each of you will give a brief presentation to the class on your research project.
Also, over the weekend, go to bloglines and del.icio.us to set up a feed and bookmarks for your blogon your research topic. Then begin reading some of the articles/web sites you find using this software. In class Wednesday, we will talk over how del.icio.us is working for you.
Also, over the weekend, go to bloglines and del.icio.us to set up a feed and bookmarks for your blogon your research topic. Then begin reading some of the articles/web sites you find using this software. In class Wednesday, we will talk over how del.icio.us is working for you.
Tuesday, February 26, 2008
For Wednesday, February 27
Work on your research plan. Using the process posted in the previous entry will give you the kind of broad view that will allow you to make sure you have a valid question and that their is sufficient material "out there" for you to pose an in-depth exploration of that question. Doing the reading is probably the most important part of the planning process. Read what others have written. Examine their questions.
For Wednesday you will be expected to have a draft research plan on your blog. Go into detail for each of the following points:
In class on Wednesday - you will give and recieve feedback on your plan. On Monday March 3, you will give a presentation on your research plan.
For Wednesday you will be expected to have a draft research plan on your blog. Go into detail for each of the following points:
Detailed statement of your research question
Statement of purpose (what you hope to show/discover)
List of the information you need to gather
Preliminary list of sources
Plan for gathering your information
Read: http://en.wikipedia.org/wiki/Web 2.0In class on Wednesday - you will give and recieve feedback on your plan. On Monday March 3, you will give a presentation on your research plan.
Monday, February 25, 2008
Develop a research plan
1. Familiarize yourself with your topic:
Do some general reading about what others have written on your topic
Create some brief summaries of what others have written (keep track of your sources)
Make a list of the ideas/questions other researchers are bring to your topic
2. Identify a research question:
Develop a list of questions you might want to explore with respect to your topic
Strategies to deepen and focus your question:
List ideas connected to one or two of your questions + generate questions to open up those ideas
Deepen these questions even further by asking about: causes and effects; classification or definitions of the concepts your are studying; relative value or importance; history and evolution (etiology); consequences for users or some other group associated with your topic; relationships among actors, actions, context and consequences in your subject..
Organize the questions you by focus
3. Decide what you need to know to answer your research question:
do some focused reading with respect to your question + note the questions other
researchers have asked + how they answered them
using what you have found from your reading, map out the kind of information you will
need to answer your question
4. Formulate a research plan that includes:
Detailed statement of your research question
Statement of purpose (what you hope to show/discover)
List of the information you need to gather
Preliminary list of sources
Plan for gathering your informationLinks to sample web texts:
http://kairos.technorhetoric.net/12.1/binder.html?topoi/warner/index.html
http://kairos.technorhetoric.net/10.1/binder2.html?coverweb/lindgren/index.htm
Wednesday, February 20, 2008
Finding your topic + FAQs for your web essay
In class today you did some writing to identify/clarify/ develop your topic for your web essay. Specifically, after writing about 100 words on your topic, you got some feedback from classmates with respect to : additional issues/questions you might want to raide; how the topic connects to concepts in ENG 3080; ideas about who might use an essay on this topic; & references, examples, or connections to "experts."
We then had a brief discussion of the reading from Johnson-Eilola, and you started on exercise 1, on page 19 - only you did your search and analysis for sites related to your topic.
For Blog 5, due on Monday, read through what you have so far on your topic and present a detailed description of what you plan to write about and the users you expect to connect to. Post as much (or all) of the writing you did in class as you need to explain your concept your issues/ideas for your essay.
Also - read Johnson-Eilola, 61-85.
See you Monday.
FAQs for your Web essay
* Is the essay just supposed to be our research and ideas about our topic?
This is not supposed to be a report - where you simply state what others have written on your topic - but neither is it supposed to be experimental research - where you create a situation and collect data on that situation. It is essentially a research project where you gather information from a range of sources and put that information together in a new way so as to come up with an original interpretation or idea with respect to your topic. For example, if you are writing about "illegal" activities associated with web forums such as craig's list - you might explore what the most frequent kinds of "crimes" that are connected to a particular forum, whether people are convicted more or less frequently for doing similar things using print media, whether and how both spaces are policed, and so on. Then - after reading through what you find from a number of sources - you will pose an explanation or "theory" for what you have found. For example, if you found that there were about the same number of "illegal" activities advertised for on craig's list as in regular newspapers, but that people generally went to jail for print violations but not digital violations - would come to some conclusion about what that means.
* What are the hyperlinks supposed to be hyper-linking to? Sites? Articles?
This should become more clear as we work through the web design materials. You should have external links to web sites that you analyze, as well as other articles on your topics. The internal links will reflect the structure of your essay. You will use one of the structures (set up in this weekend's reading assignment) to set forward your material.
* Are there length requirements? I am not going to give a word length - because presentation/design of your site makes those numbers not significant. You are expected to cover a subject in sufficient depth to develop some original thinking around that subject.
*When is it due? At the end of the term.
* Are you going to give us an assignment sheet that states the specific requirements?
I will give you a sheet that lists the criteria for the purpose of the assignment, a description of the assignment, and the criteria for the grade after you do the Wikipedia assignment. I hold off on giving the assignment sheet during the brainstorming phase because students regularly come up with ideas/topics that stretch my ideas of what will make a good project. This results in a revised assignment sheet - and I like to leave that possibility open.
We then had a brief discussion of the reading from Johnson-Eilola, and you started on exercise 1, on page 19 - only you did your search and analysis for sites related to your topic.
For Blog 5, due on Monday, read through what you have so far on your topic and present a detailed description of what you plan to write about and the users you expect to connect to. Post as much (or all) of the writing you did in class as you need to explain your concept your issues/ideas for your essay.
Also - read Johnson-Eilola, 61-85.
See you Monday.
FAQs for your Web essay
* Is the essay just supposed to be our research and ideas about our topic?
This is not supposed to be a report - where you simply state what others have written on your topic - but neither is it supposed to be experimental research - where you create a situation and collect data on that situation. It is essentially a research project where you gather information from a range of sources and put that information together in a new way so as to come up with an original interpretation or idea with respect to your topic. For example, if you are writing about "illegal" activities associated with web forums such as craig's list - you might explore what the most frequent kinds of "crimes" that are connected to a particular forum, whether people are convicted more or less frequently for doing similar things using print media, whether and how both spaces are policed, and so on. Then - after reading through what you find from a number of sources - you will pose an explanation or "theory" for what you have found. For example, if you found that there were about the same number of "illegal" activities advertised for on craig's list as in regular newspapers, but that people generally went to jail for print violations but not digital violations - would come to some conclusion about what that means.
* What are the hyperlinks supposed to be hyper-linking to? Sites? Articles?
This should become more clear as we work through the web design materials. You should have external links to web sites that you analyze, as well as other articles on your topics. The internal links will reflect the structure of your essay. You will use one of the structures (set up in this weekend's reading assignment) to set forward your material.
* Are there length requirements? I am not going to give a word length - because presentation/design of your site makes those numbers not significant. You are expected to cover a subject in sufficient depth to develop some original thinking around that subject.
*When is it due? At the end of the term.
* Are you going to give us an assignment sheet that states the specific requirements?
I will give you a sheet that lists the criteria for the purpose of the assignment, a description of the assignment, and the criteria for the grade after you do the Wikipedia assignment. I hold off on giving the assignment sheet during the brainstorming phase because students regularly come up with ideas/topics that stretch my ideas of what will make a good project. This results in a revised assignment sheet - and I like to leave that possibility open.
Wednesday, February 13, 2008
Happy President's Day
Class discussion and writing on Wednesday, February 13th
As you may have noticed - we did not do the "exploratory writing" listed on the calendar, andyou were not required to turn it in as a separate assignment. You did some writing to help identify a focus for your project at the beginning of class today, and you can use that writing as your post - or you can write deeper into the ideas we developed. The idea is that you need to do some serious thinking about a subject for your web essay. The writing in class was to help you identify a topic that connected to your interests - and that you might want to use for a purpose (publish it on the web) other than completing the requirements for this course.
We then discussed McCloud, and the link at the slide show site - which the lab computers couldn't open (so we looked at the presentation on my computer). McCloud's ideas explore questions surrounding how and why we interpret icons and "cartoons" the way we do. Write into this. What he implies about how humans "are a very self-centered race" in that they see themselves in everything, connected with the fact that cartoons are as much a way of seeing as a way of drawing - applies to the internet because. . . .? As you develop your answer - think abou the nature of representation on the internet - its spatial organization, its complexity, and its use of image and icon. Hmmmm.
Due Monday, February 18 (yeah, I know you don't have class).
Blog 3: summaries and exploration of Glister + Rheingold => connections to possible topics
Blog 4: summaries and exploration Jenkins + McCloud => possible topics. The exploratory writing regarding your topic should be posted as part of Blog 4.
I will read over your blogs and have some comments for you by Wednesday (or shortly after - depending on whether everyone turns in their posts at midnight on Monday rather than sometime during the weekend).
Due Wednesday, February 20:
Read: Johnson-Eilola, 1-20
I will be meeting with Ricky on Wednesday, Feb 20 at 3:30 (right?). If have not yet had a conference - or if you want another one - let me know and we will schedule some time.
As you may have noticed - we did not do the "exploratory writing" listed on the calendar, andyou were not required to turn it in as a separate assignment. You did some writing to help identify a focus for your project at the beginning of class today, and you can use that writing as your post - or you can write deeper into the ideas we developed. The idea is that you need to do some serious thinking about a subject for your web essay. The writing in class was to help you identify a topic that connected to your interests - and that you might want to use for a purpose (publish it on the web) other than completing the requirements for this course.
We then discussed McCloud, and the link at the slide show site - which the lab computers couldn't open (so we looked at the presentation on my computer). McCloud's ideas explore questions surrounding how and why we interpret icons and "cartoons" the way we do. Write into this. What he implies about how humans "are a very self-centered race" in that they see themselves in everything, connected with the fact that cartoons are as much a way of seeing as a way of drawing - applies to the internet because. . . .? As you develop your answer - think abou the nature of representation on the internet - its spatial organization, its complexity, and its use of image and icon. Hmmmm.
Due Monday, February 18 (yeah, I know you don't have class).
Blog 3: summaries and exploration of Glister + Rheingold => connections to possible topics
Blog 4: summaries and exploration Jenkins + McCloud => possible topics. The exploratory writing regarding your topic should be posted as part of Blog 4.
I will read over your blogs and have some comments for you by Wednesday (or shortly after - depending on whether everyone turns in their posts at midnight on Monday rather than sometime during the weekend).
Due Wednesday, February 20:
Read: Johnson-Eilola, 1-20
I will be meeting with Ricky on Wednesday, Feb 20 at 3:30 (right?). If have not yet had a conference - or if you want another one - let me know and we will schedule some time.
Tuesday, February 12, 2008
What to do for class, Wednesday, February 13
To follow up on class discussion, look around sites associated with fan fiction and think about the questions we began considering. Fan fiction raises many significant questions about digital spaces and digital interactions (many of which take place through writing). There might be an idea for a project in there.
In class Wednesday we will talk about The Vocabulary of Comics. In class Monday I asked you to think about why I was asking you to read an graphic text on comics for a "Writing in Cyberspace" class. You indicated it was because the internet uses spacial and visual rhetorics (though you said it differently) and I agree. We talked briefly about the fact that in some ways, digital spaces were a "remediation" of comics. Think about some of the ways the internet remediates conventions for making meaning used in comics. There are some interesting ideas in there. To take a look at one scholar's discussion of connections between comics and rhetoric/making meanings in general - take a look at slideshare a site where speakers share powerpoints. Slide 10 of Kevin Brooks talk on Scott McCloud's 'Big Triangle' provides a graphic representation of how we make meanings. It is worth while to think about the way the author has laid out relationships among abstract meanings (at the top); scientific prose/reaslistic images; and icons/verbal cliches. Something to think about.
In class Wednesday we will talk about The Vocabulary of Comics. In class Monday I asked you to think about why I was asking you to read an graphic text on comics for a "Writing in Cyberspace" class. You indicated it was because the internet uses spacial and visual rhetorics (though you said it differently) and I agree. We talked briefly about the fact that in some ways, digital spaces were a "remediation" of comics. Think about some of the ways the internet remediates conventions for making meaning used in comics. There are some interesting ideas in there. To take a look at one scholar's discussion of connections between comics and rhetoric/making meanings in general - take a look at slideshare a site where speakers share powerpoints. Slide 10 of Kevin Brooks talk on Scott McCloud's 'Big Triangle' provides a graphic representation of how we make meanings. It is worth while to think about the way the author has laid out relationships among abstract meanings (at the top); scientific prose/reaslistic images; and icons/verbal cliches. Something to think about.
Monday, February 11, 2008
Reading assignment for Monday, February 11
In class Monday we will discuss the piece on Fan fiction by Henry Jenkins. If you want to read some of the real thing - go to fanfiction.net and set up an account and read some of what's out there. Or you might want to look at a site devoted entirely to Harry Potter fanfic.
You might also want to visit The Daily Prophet, the site Heather Lawver created.
Also, you might want to think about how the two following sites comment on digital "writers" assumptions and values about who owns the images and ideas they use to write with.
Badgers is a classic nonsense sound and image clip, and the Potter site, created by professional artists is a kind of "fan fic" on the original. So what are the copyright claims?
As you look around at examples of Fanfic available on the net, think about the following questions.
1. Why are writers creating fan fiction? What is their motive ? (Yeah, I know - there is more than one.)
2. What literacy skills do fan fiction writers seem to be cultivating? How do these compare to what you learn in school?
3. What do these sites suggest about how fan fiction communities function? (how do you join, can you get thrown out, who is in charge, how are disputes moderated, how do decisions get made, and so on)
4. And what do you think it means that fan fiction is not defended by the ACLU and EFF?
You might also want to visit The Daily Prophet, the site Heather Lawver created.
Also, you might want to think about how the two following sites comment on digital "writers" assumptions and values about who owns the images and ideas they use to write with.
Badgers is a classic nonsense sound and image clip, and the Potter site, created by professional artists is a kind of "fan fic" on the original. So what are the copyright claims?
As you look around at examples of Fanfic available on the net, think about the following questions.
1. Why are writers creating fan fiction? What is their motive ? (Yeah, I know - there is more than one.)
2. What literacy skills do fan fiction writers seem to be cultivating? How do these compare to what you learn in school?
3. What do these sites suggest about how fan fiction communities function? (how do you join, can you get thrown out, who is in charge, how are disputes moderated, how do decisions get made, and so on)
4. And what do you think it means that fan fiction is not defended by the ACLU and EFF?
Wednesday, February 6, 2008
Class Wednesday, February 6
So we are switched from Google.groups to Cyberspace homepage. From now on, the summary of class & what you need to do for next class will be on this page.
Thursday, February 6
Today we began by clearing up the contradictions on the calendar regarding the confusing blog entries.
Blog 1: Summary Woolley & reflection
Blog 2: Summary Heim & Bolter and Grusin, + reflections, what you might be interested in
Blog 3: Discussions/summaries of Glister + Rheingold - anything in class discussion that you found interesting - beginnings of exploration of what you might write about
As stated in class, these blogs are a combination journal and preparatory writing for your projects for the course. Summarizing the beginning readings will help you become conversant with the basic vocabulary and concepts for the course. As you do the readings, pay particular attention to the other scholars/authors/groups the writers refer to. The key terms and scholarly references from these readings can be your search terms as you get started on your research.
I also reviewed the schedule for your conferences. These conferences are to make sure you are OK with the blog/writing requirements for the class, and for me to get an idea about what you are interested in pursuing for your research/hyperlinked essay. As of now I am expecting to see you on the following schedule:
Friday, Febraury 8: Leyna: 11:40
Monday, February 11: James: 11:30; Marie: 12
Tuesday, February 12: Jennifer: 12:30; Jaclyn: 2:00
Wednesday, February 12: Angela: 11:00 ; Daphne: 3:30
We spent the rest of the class discussing Howard Rheingold's article on "smart mobs" and checking out what's happening in the real world in terms of flash or smart mobs as they have come to be called. I encouraged you to use a search engine you didn't usually use - and to see if you noticed any differences. We got a little involved in the search - so there wasn't much comment on differences in the search engines. If how different search engines is something that interests you, you might follow up on that in your blog. We read about specific events including political activism (thank you Daphne & James) watched clips on utube of crowds chasing random people (thank you Ricky), and looked at scheduled pillow fight events (thank you Angela & Leyna). After looking at sites, we started to think about what we could tell about the people who participate in smart mobs (what we could tell from the videos) - and that was kind of interesting because it turns out that it is not "everyone" => that different interest groups have different members. So what does it mean that interest groups - even when race, gender & age are invisible - turn out to represent particular demographic groups? Maybe it is not surprising - but what does it mean about "equal opportunity" and "democratic values"?
Also, Leyna showed us a site that listed LOTS of smart mob events. Sites such as these (for example: http://improveverywhere.ning.com/ ) use the web to coordinate "spontaneous events.
Our discussion of Rheingold identified the features of smart mobs - and defined terms associated with how smart mobs work. We paid talked about cooperation thresholds, emergent properties and discussed how these features of smart mob events drive the nature of the experience.
I will look over your blogs - and send you some written feedback via email by Friday night. That way you will have an idea how I am evaluating the blog before you have written to many.
I think that is about all to report for today. If you have questions - or if I forgot something - or if I am being unclear -post a comment!!
See you on Monday.
Thursday, February 6
Today we began by clearing up the contradictions on the calendar regarding the confusing blog entries.
Blog 1: Summary Woolley & reflection
Blog 2: Summary Heim & Bolter and Grusin, + reflections, what you might be interested in
Blog 3: Discussions/summaries of Glister + Rheingold - anything in class discussion that you found interesting - beginnings of exploration of what you might write about
As stated in class, these blogs are a combination journal and preparatory writing for your projects for the course. Summarizing the beginning readings will help you become conversant with the basic vocabulary and concepts for the course. As you do the readings, pay particular attention to the other scholars/authors/groups the writers refer to. The key terms and scholarly references from these readings can be your search terms as you get started on your research.
I also reviewed the schedule for your conferences. These conferences are to make sure you are OK with the blog/writing requirements for the class, and for me to get an idea about what you are interested in pursuing for your research/hyperlinked essay. As of now I am expecting to see you on the following schedule:
Friday, Febraury 8: Leyna: 11:40
Monday, February 11: James: 11:30; Marie: 12
Tuesday, February 12: Jennifer: 12:30; Jaclyn: 2:00
Wednesday, February 12: Angela: 11:00 ; Daphne: 3:30
We spent the rest of the class discussing Howard Rheingold's article on "smart mobs" and checking out what's happening in the real world in terms of flash or smart mobs as they have come to be called. I encouraged you to use a search engine you didn't usually use - and to see if you noticed any differences. We got a little involved in the search - so there wasn't much comment on differences in the search engines. If how different search engines is something that interests you, you might follow up on that in your blog. We read about specific events including political activism (thank you Daphne & James) watched clips on utube of crowds chasing random people (thank you Ricky), and looked at scheduled pillow fight events (thank you Angela & Leyna). After looking at sites, we started to think about what we could tell about the people who participate in smart mobs (what we could tell from the videos) - and that was kind of interesting because it turns out that it is not "everyone" => that different interest groups have different members. So what does it mean that interest groups - even when race, gender & age are invisible - turn out to represent particular demographic groups? Maybe it is not surprising - but what does it mean about "equal opportunity" and "democratic values"?
Also, Leyna showed us a site that listed LOTS of smart mob events. Sites such as these (for example: http://improveverywhere.ning.com/ ) use the web to coordinate "spontaneous events.
Our discussion of Rheingold identified the features of smart mobs - and defined terms associated with how smart mobs work. We paid talked about cooperation thresholds, emergent properties and discussed how these features of smart mob events drive the nature of the experience.
I will look over your blogs - and send you some written feedback via email by Friday night. That way you will have an idea how I am evaluating the blog before you have written to many.
I think that is about all to report for today. If you have questions - or if I forgot something - or if I am being unclear -post a comment!!
See you on Monday.
Exodus: From Google Groups to Blogger
Apparently, Dr. Chandler and I found that Google Groups decided not to work. In light of this, we decided to make this place home base for the course. All the links to your classmates' blogs are on the right along with the PDF readings for the course. News will be updated by Dr. Chandler herself in this blog from now on. To add links like the ones on this page, use the tutorial posted on this blog.
Remember that the links to your classmates' blogs are for all of you to comment and create some immersion, interactivity, and information intensity on the net. Good day everyone and welcome back.
( It would be wise to link to this blog too: http://www.3080sp08.blogspot.net )
Remember that the links to your classmates' blogs are for all of you to comment and create some immersion, interactivity, and information intensity on the net. Good day everyone and welcome back.
( It would be wise to link to this blog too: http://www.3080sp08.blogspot.net )
Tuesday, February 5, 2008
Tutorial: How to link to your classmates' blogs
First Log onto Blogger.com
You should be taken to the Dashboard; if not, click "customize"
in the top right-hand corner of your blog.
Google updated their blog generator recently so there should be a link that says "Layout" instead of Template as shown in the picture.
Either way, it should take you to the Template/Layout page where you click
Either way, it should take you to the Template/Layout page where you click
on the "Page Elements" tab.
Click the "Add Page Elements" link.
Choose "Link List" to make a list of your classmates' blogs.
(Remember you can add other page elements to pretty up and customize your blog;
dont be afraid to try it out).
Now add the Title of the Link List.
Then leave the second field blank and sort it as you choose (or not).
Add the specific website address or your classmate like in the example.
Have the Site Name be the classmate's name.
Click "add link" for each link you enter; if you look below, it will start listing your links.
http://angelacastillo86.blogspot.com/ - Angela
http://cyberreaderdaphne.blogspot.com/ - Daphne
http://jaclynberry.blogspot.com/ - Jackie
http://jalanmetzger.blogspot.com/ - James
http://jenniferwritforcyberspace.blogspot.com/ - Jennifer
http://leynanerlino.blogspot.com/ - Leyna
http://marieacot.blogspot.com/ - Marie
http://richard1-richard.blogspot.com/ - Richard
http://rickydworzanski.blogspot.com/ - Ricky
Oh and let's not forget Dr. Chandler's blog at http://0380fall05.blogspot.com/
When you're completely done with the list, click on "Save changes."
You can add other links that would help you navigate around the websites you need besides your classmates' blogs.
Here are some examples: Gmail, Google Groups (our group), etc.
http://angelacastillo86.blogspot.com/ - Angela
http://cyberreaderdaphne.blogspot.com/ - Daphne
http://jaclynberry.blogspot.com/ - Jackie
http://jalanmetzger.blogspot.com/ - James
http://jenniferwritforcyberspace.blogspot.com/ - Jennifer
http://leynanerlino.blogspot.com/ - Leyna
http://marieacot.blogspot.com/ - Marie
http://richard1-richard.blogspot.com/ - Richard
http://rickydworzanski.blogspot.com/ - Ricky
Oh and let's not forget Dr. Chandler's blog at http://0380fall05.blogspot.com/
When you're completely done with the list, click on "Save changes."
You can add other links that would help you navigate around the websites you need besides your classmates' blogs.
Here are some examples: Gmail, Google Groups (our group), etc.
Hope this was helpful.
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