tag:blogger.com,1999:blog-357306652024-03-07T08:20:54.334+01:00Blogging EnglishSarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.comBlogger383125tag:blogger.com,1999:blog-35730665.post-73794888280250023232009-05-20T09:17:00.003+02:002009-05-20T11:33:52.615+02:00E-tivity 10<p class="MsoNormal"><b><span lang="EN-GB">YouTube<?xml:namespace prefix = o /><o:p></o:p></span></b></p><p class="MsoNormal"><span lang="EN-GB">OK. After all this serious stuff this semester, for our last lesson let’s have some fun! This week we’re going to explore (no panic!) <a href="http://www.youtube.com/">YouTube</a>. <a href="http://www.youtube.com/">YouTube</a> is the largest online video sharing tool. It is probably the fastest-growing tool on Web 2.0. </span><span lang="EN-GB">You might be asking yourselves, as you often have in this course, ‘cosa c’entra con l’inglese?’ Well, let’s see if you can figure out how it may be useful for your language learning, and have some fun along the way!<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB">Sarah<br /><br /><b><span style="COLOR: rgb(102,0,204)">Purpose:</span></b> To start reflecting on the potential of YouTube for language learning. <o:p></o:p></span></p><p class="MsoNormal"><b><span lang="EN-GB" style="COLOR: rgb(0,153,0)">Task:</span></b><span lang="EN-GB"><br />1 – Understanding Music</span></p><p class="MsoNormal"><span lang="EN-GB">2 - Music and Pronunciation</span></p><p class="MsoNormal"><span lang="EN-GB">3 - Comedy and Culture on Youtube<br /></span></p><p class="MsoNormal"><span lang="EN-GB">4 – <b>Reflect</b>. What do you think are the consequences of this tool? Do you think it has been / can be useful for your English language learning? </span><span lang="EN-GB"><o:p></o:p></span></p><p class="MsoNormal"><b><span lang="EN-GB" style="COLOR: rgb(255,102,0)">Respond: </span></b><span lang="EN-GB" style="COLOR: rgb(0,0,0)">Of</span><b><span lang="EN-GB"> </span></b><span lang="EN-GB">course you're welcome to do some reflective blogging on the use of YouTube for your language learning ;-)<br /><o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB"><o:p></o:p></span></p><b><span lang="EN-GB" style="color:red;">Timeline:</span></b><b><span lang="EN-GB"> </span></b><span lang="EN-GB">None - you're free now!</span>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com5tag:blogger.com,1999:blog-35730665.post-29634843902790968772009-05-19T18:10:00.004+02:002009-05-20T11:33:30.300+02:00Comedy on YouTubeComedy is another fun, but useful way to use YouTube. Understanding what is funny in other cultures is a way to help you better understand that culture.<br /><br />Go watch <a href="http://www.youtube.com/watch?v=INOL2zVv7mw">this video</a> on YouTube. As you watch, does it make you laugh? What does it tell you about Britains and British culture?<br /><br />Feel free to comment with other videos you find entertaining.<br /><br />I particularly enjoy these:<br />the <a href="http://www.youtube.com/watch?v=pQHX-SjgQvQ">Medieval Helpdesk</a><br />the <a href="http://www.youtube.com/watch?v=rw2nkoGLhrE">I-rack</a>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-34101831743313925472009-05-19T15:10:00.003+02:002009-05-20T11:33:10.225+02:00Music & Pronunciation<span style="font-size:85%;">Ok, and what about pronunciation? Sometimes <span style="FONT-STYLE: italic">singing </span>a song can be much, much more difficult than <span style="FONT-STYLE: italic">understanding </span>the lyrics. Below is the famous first hit by<a href="http://www.amymacdonald.co.uk/"> Amy McDonald</a> entitled <span style="FONT-STYLE: italic">This is the Life</span>. Besides the fact that I love the music ;-) it's really hard to sing the refrain! So, try reading through and pronouncing the words. then watch the video and sing along (a bassa voce if you're too embarassed!). Then let us know if you're up to the challenge :-)<br /><br />Sarah<br /><br />Oh the wind whistles down<br />The cold dark street tonight<br />And the people they were dancing to the music vibe<br />And the boys chase the girls with the curls in their hair<br />While the shy tormented youth sit way over there<br />And the songs they get louder<br />Each one better than before<br /><br />And you’re singing the songs<br />Thinking this is the life<br />And you wake up in the morning and your head feels twice the size<br />Where you gonna go? Where you gonna go?<br />Where you gonna sleep tonight?<br /><br />And you’re singing the songs<br />Thinking this is the life<br />And you wake up in the morning and your head feels twice the size<br />Where you gonna go? Where you gonna go?<br />Where you gonna sleep tonight?<br />Where you gonna sleep tonight?<br /><br />So you’re heading down the road in your taxi for four<br />And you’re waiting outside Jimmy’s front door<br />But nobody’s in and nobody’s home ’til four<br />So you’re sitting there with nothing to do<br />Talking about Robert Riger and his motley crew<br />And where you’re gonna go and where you’re gonna sleep tonight<br /><br />And you’re singing the songs<br />Thinking this is the life<br />And you wake up in the morning and your head feels twice the size<br />Where you gonna go? Where you gonna go?<br />Where you gonna sleep tonight?<br />Where you gonna sleep tonight?</span><br /><object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/c6MRYLWJb1o&hl=it&fs=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/c6MRYLWJb1o&hl=it&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-36818453458528692572009-05-19T15:08:00.009+02:002009-05-20T11:32:45.996+02:00Understanding and Interpreting MusicI'm sure all of you are familiar with <a href="http://www.coldplay.com/">Coldplay</a>'s famous song <a href="http://www.youtube.com/watch?v=44xirQ55IgA"><span style="FONT-STYLE: italic">Viva la Vida</span></a>. But do you know what it's about? There has been a lot of discussion about the meaning behind this song. <a href="http://www.coldplay.com/">Coldplay</a> has yet to give their own explanation, but the <a href="http://www.youtube.com/watch?v=44xirQ55IgA">YouTube comment function on the video</a> as well as various other forums have had a great debate about it. So...tasks always at hand...<br /><br /><ol><li>Have you ever thought that music could also teach you about grammar? This song tells a story and as such makes use of the past simple, 'used to' and 'would'. Before listening to the song, see if you can guess what form of the verbs is used in the first two stanzas. Click <a href="http://interculturewiki.pbworks.com/f/coldplay.htm">here</a> to see the lyrics and do the task.</li><li>Rhyme is also very helpful in figuring out what singers are saying. Do the second part of the same task by listening to <a href="http://www.youtube.com/watch?v=44xirQ55IgA"><span style="FONT-STYLE: italic">Viva la Vida</span></a> and trying to complete the lyrics. If you can't figure it out, search for the lyrics on the Net ;-)</li><li>Finally, go read what some Internet users have had to say about what the song means. Complete this (very easy) reading task by clicking <a href="http://interculturewiki.pbworks.com/f/coldplay_forum.htm">here </a>and then make a comment to this blog post with your own interpretation of the song.</li></ol><br />Have fun!<br /><br />SarahSarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com9tag:blogger.com,1999:blog-35730665.post-16035334070295211832009-05-18T09:07:00.002+02:002009-05-18T09:10:32.259+02:00And the winner is...<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO8UDVAWVE0DPavPtVHJ3ORH6GplF2x2DnF9lwWvO7_bSmUAT59V6RvA8TrYGiBSSJOTD7-N8OTVZXbt45J-Lo6898bVGhsDd3P6dbkIQ6WYQPaPLfDpt4MQ4VRilv7XWoqN5I/s1600-h/best_def_1.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 189px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO8UDVAWVE0DPavPtVHJ3ORH6GplF2x2DnF9lwWvO7_bSmUAT59V6RvA8TrYGiBSSJOTD7-N8OTVZXbt45J-Lo6898bVGhsDd3P6dbkIQ6WYQPaPLfDpt4MQ4VRilv7XWoqN5I/s320/best_def_1.jpg" alt="" id="BLOGGER_PHOTO_ID_5337057839487432034" border="0" /></a><br />PHISING!<br /><br />Only 14 students have voted so far, but here are the results and the reasons given for this choice. Well done Group 2!<br /><br />Sarah<br /><br /><br /><ul><li>I think that the definition of 'phishing' is the best one because, though it has some grammar mistakes, it is not copied and is clear. Moreover, it is concise and easy to read.</li><li>This definition is concise and clear. It gives all the main information to understand what we're talking about and at the end it gives the possibility of knowing something more about it through some links.</li><li>I chose this definition because when I read it I immediately understood what phishing consits on. I didn't have to go back and read again some sentences as I sometimes had with the other definitions. This is probably because who wrote the it tried to use their own words. The structure of sencences is simple; this is important because these concepts are not always easy to undertand so a grammatically clear text can help the reader a lot. </li><li>I appreciated the links they put at the end because they included a concise explanation of what they are about.</li><li>I chose the definiton of 'phishing' (Group 2) because it is very clear, precise and concise at the same time. The girls from Group 2 managed to give enough information without being too long-winded. They put some useful links where to find further information and details about phishing. Also, they put a few links concerning the ways in which recognize and prevent the phishing trap.</li><li>It is the clearest definition among all those published in this blog, as it describes clearly and in detail what phishing is about. Students, who dealt with it, managed to refrase both information and definitions found on the Internet, without citing Wikipedia or other online sources. As a result, a good explanation of the term phishing. The Examples and the links provided advise other students about phishing and how it is possible to prevent damages, caused by hackers.</li><li>I chose the definition of 'phishing' because it's clear, exhaustive, but not too long. I also like that the students who wrote this definition used their own words without simply copying and pasting from the original.</li><li>I think the best definition is 'phishing' even if it contains some grammatical mistakes that could be avoided. However, this definition is clear, concise and easy to read. It goes straight to the point immediately, and gives essential information without being too technical.</li><li>I think that "Phishing" is the best definition of the list because the concept is explained clearly, concisely, and the paragraph is well-structure. It starts from a more general view, and then goes into details explaining the technique and the victims of this online fraud. Finally, it gives some simple cricks to avoid falling victims to phishing. Particularly I appreciated that the definition mentions the origins of the word too. Even if with some lexical imperfections, the whole concept is well paraphrased and analysed.</li></ul>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-25182046156316241412009-05-13T09:29:00.005+02:002009-05-13T12:03:31.964+02:00E-tivity 9<p class="MsoNormal"><b><span lang="EN-GB" style="font-family:Georgia;">Personal Learning Environments </span></b></p><p class="MsoNormal"><span lang="EN-GB" style="font-family:Georgia;">Two buzz words in education, and indeed in the media today, are “lifelong learning” and “informal learning”. Both relate back to the fundamental idea that we do not stop learning when our formal education is over. On the contrary, studies (<a href="http://informl.com/2006/05/20/what-is-informal-learning/">Cross, 200</a>) have shown that only 20% of our learning actually takes place in institutional contexts whereas the remaining 80% takes place outside of the classroom in different periods of one’s life. I would argue that this is even more relevant in the case of language learning because if you do stop, you will forget, and if you don’t learn outside the classroom, you will make little improvement. <?xml:namespace prefix = o /><o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB" style="font-family:Georgia;">One possible solution to help support students in their lifelong informal learning process is what is called a Personal Learning Environment (PLE). A PLE is not a new tool (don’t worry!) but rather “a new approach to using technologies for learning” (<a href="http://www.elearningeuropa.info/files/media/media11561.pdf">Attwell, 200</a>). There is still no universally agreed upon definition of exactly what a PLE is. Some do not limit the concept of PLE to technology, but offer a generic definition that could include anything we do or use to learn: “a combination of the formal and informal tools and processes we use to gather information, reflect on it and do something with it, which is essentially what we mean when we talk about learning” (<a href="http://michelemartin.typepad.com/thebambooprojectblog/2007/04/my_personal_lea.html">Martin, 2007</a>). Others, limit the definition to the toolset used to aggregate and connect what we learn: "A Personal Learning Environment (PLE) is a collection of free, distributed, web-based tools, usually centred around a blog, linked together and aggregating content using RSS feeds and simple HTML scripts" (<a href="ttp://seanfitz.wikispaces.com/creatingyourple">Fitzgerald, 2006</a>). The fact that there are very different definitions of the concept is “reflective of infancy of the concept, and the practical applications of the read/write web itself” (<a href="http://ltc.umanitoba.ca/wiki/index.php?title=Ple">LTC wiki, 2007</a>).<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB" style="font-family:Georgia;">As you probably know from <a href="http://bloggingenglish1.blogspot.com/2009/03/e-tivity-5.html">e-tivity 5</a>, you've been in the process of building this toolset for the past two months, your blog being the hub for your PLE. However, a PLE is <span style="FONT-STYLE: italic">personal</span>: "It [...] recognises the role of the individual in organising his or her own learning. Moreover, the pressures for a PLE are based on the idea that learning will take place in different contexts and situations" </span><span lang="EN-GB" style="font-family:Georgia;">[...] </span><span lang="EN-GB" style="font-family:Georgia;">(<a href="http://www.elearningeuropa.info/files/media/media11561.pdf">Attwell, 2007</a>). In other words, how do you learn and in what contexts? I don't know how much you've organized your own learning so far, but upon graduation (not too far away!) you will have to, of course only if you want to keep on learning.<br /><br />Sarah <o:p></o:p></span></p><p class="MsoNormal"><b><span lang="EN-GB" style="COLOR: rgb(153,51,153);font-family:Georgia;" >Purpose</span></b><b><span lang="EN-GB" style="font-family:Georgia;">:</span></b><span lang="EN-GB" style="font-family:Georgia;"> To develop a mindmap of your personal learning environment.<o:p></o:p></span></p><p class="MsoNormal"><b><span lang="EN-GB" style="COLOR: rgb(51,204,0);font-family:Georgia;" >Task</span></b><b><span lang="EN-GB" style="font-family:Georgia;">:</span></b><span lang="EN-GB" style="font-family:Georgia;"> <o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB" style="font-family:Georgia;">1 – Reflect on what you do to learn languages. This will include both your formal instruction (e.g. classes, textbooks, professors, colleagues, etc.) as well as anything outside of it (e.g. travelling, listening to music, surfing the Net, etc.). Make a list of all of the different activities, sources of information and tools you use. Try to categorize them in some coherent manner that makes ense to you.<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB" style="font-family:Georgia;">2 - Develop a mindmap of your PLE based on your reflection and categorization in the first step. Remember, it's <i>your </i>personal learning environment. Just to give you some ideas, here are a few links to some PLEs:<br /><a href="http://a4.vox.com/6a00d41423ef916a4700d41436646c3c7f-pi">a first draft of mine</a><br /><a href="http://michelemartin.typepad.com/thebambooprojectblog/2007/04/my_personal_lea.html">Michele's (the one who gave me the idea)</a><br /><a href="http://simslearningconnections.com/ple/ray_ple.html">Ray Sim's</a><br /><a href="http://freemind.sourceforge.net/wiki/extensions/freemind/flashwindow.php?initLoadFile=/wiki/images/b/bb/Martina_PLE.mm&startCollapsedToLevel=5&mm_title=Martina_PLE.mm">The mindmap of a student last year (Martina Garbinato)</a><o:p></o:p></span></p><span lang="EN-GB" style="font-family:Georgia;">3 - Produce a mindmap of your PLE either on paper or using the <a href="http://freemind.sourceforge.net/wiki/index.php/Main_Page#Download_and_install">FreeMind</a> software that you can download for free onto your computer. If you produce it on paper, please scan it or take a digital photograph of it so that you can upload it onto your blog. If you use FreeMind, please put a link to it on your blog.<o:p></o:p></span> <p class="MsoNormal"><span lang="EN-GB" style="font-family:Georgia;">4 – Write a blog post about your PLE, building it, what you think about it, etc., including a picture of it or link to it.<o:p></o:p></span></p><p style="MARGIN: 0cm 0cm 0pt"><b><span lang="EN-GB" style="COLOR: rgb(255,102,0);font-family:Georgia;" >Respond</span></b><span lang="EN-GB" style="COLOR: rgb(255,102,0);font-family:Georgia;" >: </span><span lang="EN-GB" style="font-family:Georgia;"><o:p></o:p></span></p><p style="MARGIN: 0cm 0cm 0pt"><span lang="EN-GB" style="font-family:Georgia;">I would like you to focus on developing your PLE so there’s no respond part this week. Just come prepared to talk about your PLE on Wednesday for our last lesson.<br /></span></p><p style="MARGIN: 0cm 0cm 0pt"><br /><span lang="EN-GB" style="font-family:Georgia;"><o:p></o:p></span></p><p style="MARGIN: 0cm 0cm 0pt"><b><span lang="EN-GB" style="font-family:Georgia;color:red;">Timeline</span></b><b><span lang="EN-GB" style="font-family:Georgia;">: Wednesday, May 20.</span></b><span lang="EN-GB" style="font-family:Georgia;"><o:p></o:p></span></p><p class="MsoNormal"><b><span lang="EN-GB" style="font-family:Georgia;">N.B. </span></b><span lang="EN-GB" style="font-family:Georgia;">A personal learning environment is yours, there's no right or wrong, there's just the way you see it.<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB" style="font-family:Georgia;font-size:11;"><o:p></o:p></span></p><span style="font-family:georgia;font-size:100%;"><span lang="EN-GB"></span></span>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com16tag:blogger.com,1999:blog-35730665.post-46717613065578824002009-05-13T09:28:00.000+02:002009-05-13T09:29:07.780+02:00Vote for the best definition!<iframe src="http://spreadsheets.google.com/embeddedform?key=rttgKWxdo5PWvp94o-7IuOw" marginheight="0" marginwidth="0" width="500" frameborder="0" height="658">Loading...</iframe>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-1883365879615013462009-05-13T09:27:00.009+02:002009-05-19T18:08:37.106+02:00hacker<p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="color: rgb(85, 85, 68); font-family: Tahoma;"><span style="font-size:100%;">According to <a id="dnpr" title="Wikipedia" href="http://en.wikipedia.org/wiki/Hacker_%28hobbyist%29">Wikipedia</a>, a hacker is someone who makes substantial changes to both the hardware and software of computers. More precisely, hackers usually create or change software and hardware in order to improve them, make them work faster, add new features, or even make them do something completely new.<br /><br /></span></span></p> <p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="color: rgb(85, 85, 68); font-family: Tahoma;"><span style="font-size:100%;">The word <a id="wqm6" title="‘hacker’" href="http://www.pcmag.com/encyclopedia_term/0,2542,t=hacker&i=44047,00.asp">‘hacker’</a> originally had a positive meaning but during the 90’s it acquired a negative connotation. In particular, 'hacker' started to be associated with the word <a id="pwz5" title="‘cracker’" href="http://www.pcmag.com/encyclopedia_term/0,2542,t=cracker&i=40453,00.asp">‘cracker’</a>, which refers to a person who severely damages computers in different ways. It’s easy to understand why the two words have been wrongly mixed up: any good cracker needs to be an expert hacker first. This is the reason why people have been confusing the two words thus making a success of the word ‘hacker’ - with a negative meaning - in popular press. </span></span></p> <div> </div> <div><span style="font-family:Tahoma;font-size:100%;color:#444444;"><u>References</u>:</span></div> <ul><li> <div><span style="font-family:Tahoma;font-size:100%;color:#444444;"><a id="odgr" title="Wikipedia" href="http://en.wikipedia.org/wiki/Hacker_%28hobbyist%29">Wikipedia</a> </span></div> </li><li> <div><span style="font-family:Tahoma;font-size:100%;color:#444444;"><a id="czf5" title="PC Magazine online" href="http://www.pcmag.com/encyclopedia_term/0,2542,t=hacker&i=44047,00.asp">PC Magazine online</a> </span> </div></li></ul> <div> </div> <div><span style="font-family:Tahoma;font-size:100%;color:#444444;"><u>Further readings</u>:</span></div> <ul><li><span style="font-family:Tahoma;font-size:100%;color:#444444;">about the verb - <a id="f-38" title="To Hack" href="http://www.pcmag.com/encyclopedia_term/0,2542,t=hack&i=44046,00.asp">To Hack</a> - </span> </li><li> <div style="text-align: left;"><span style="font-family:Tahoma;font-size:100%;color:#444444;">hackers' taxonomy:</span></div></li></ul> <div style="text-align: left;"> </div> <div style="text-align: left;"><span style="font-family:Tahoma;font-size:100%;color:#444444;"> - <a id="rsjd" title="White hat hacker" href="http://www.pcmag.com/encyclopedia_term/0,2542,t=white+hat+hacker&i=54434,00.asp">White hat hacker</a> </span></div> <div style="text-align: left;"><span style="font-family:Tahoma;font-size:100%;color:#444444;"> - <a id="okxg" title="Black hat hacker" href="http://www.pcmag.com/encyclopedia_term/0,2542,t=black+hat+hacker&i=38735,00.asp">Black hat hacker</a> </span></div> <div style="text-align: left;"><span style="font-family:Tahoma;font-size:100%;color:#444444;"> - <a id="by.-" title="Blue hat hacker" href="http://www.pcmag.com/encyclopedia_term/0,2542,t=blue+hat+hacker&i=56321,00.asp">Blue hat hacker</a> </span></div>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-3579475417900193422009-05-13T09:27:00.007+02:002009-05-13T11:43:13.019+02:00subliminal advertising<div class="MsoNormal" style="MARGIN: 0cm 0cm 0pt"><span style="font-size:100%;"><span style="font-family:Verdana;">"A subliminal message is a signal or message embedded in another medium, designed to pass below the normal limits of the human mind's perception. These messages are unrecognizable by the conscious mind, but in certain situations can affect the subconscious mind and can negatively or positively influence subsequent later thoughts, behaviors, actions, attitudes, belief systems and value systems. The term subliminal means 'beneath a limen'" (retrieved from <a href="http://en.wikipedia.org/wiki/Subliminal_message">http://en.wikipedia.org/wiki/Subliminal_message</a>).</span> </span></div><p class="MsoNormal" style="MARGIN: 0cm 0cm 0pt"><span style="font-size:100%;"><span style="font-family:Verdana;">Subliminal messages influence our brain in a fraction of second and work on a subconscious level. As a matter of fact, they attract the brain's attention using invisible images and sounds hidden in anything you're reading or watching. The result of a study conducted by University College London (UCL) on subliminal messages shows that subliminal messages or images reach the retina and have "an impact on brain activity in the primary visual cortex, part of the occipital lobe". The wider implication for the study is that the "techniques such as subliminal advertising, now banned in the UK but still legal in the USA, certainly do leave their mark on the brain" (retrieved from</span><span style="font-family:Verdana;"> </span></span><span style="font-size:100%;"><a href="http://www.ucl.ac.uk/media/library/notaware">http://www.ucl.ac.uk/media/library/notaware</a></span><span style="font-size:100%;">).</span></p>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-54257241047905893042009-05-13T09:26:00.001+02:002009-05-13T09:37:06.337+02:00trojan horse<div style="text-align: left;">The <b>Trojan horse</b>, also known as <i><b>trojan</b></i>, in the context of computing and software, describes a class of computer threats (<a id="z9iz" title="Malware" href="http://en.wikipedia.org/wiki/Malware">Malware</a>) that appears to perform a desirable function but in fact performs undisclosed malicious functions that allow unauthorized access to the host machine, giving them the ability to save their files on the user's computer or even watch the user's screen and control the computer.</div> <div style="text-align: left;">When a malicious program is disguised as something innocuous or desirable, users may be tempted to install it without knowing what it does. This is the technique of the <a id="ulc5" title="Trojan horse" href="http://en.wikipedia.org/wiki/Trojan_horse_%28computing%29">Trojan horse</a>.<br /></div> <div style="text-align: left;">For a malicious program to accomplish its goals, it must be able to do so without being shut down, or deleted by the user or administrator of the computer </div> <div style="text-align: left;">Trojan Horses (not technically a virus) can be easily and unwittingly downloaded.<br /><span style="font-size:78%;">(source: WIkipedia)</span> </div> <div style="text-align: left;"> </div> <div style="text-align: left;">Trojan in American English is also the name used for condoms or rubbers!!</div> <div style="text-align: left;"><span style="font-size:78%;">(source: Professor Sara Guth)</span></div> <div style="text-align: left;"><br />Trojan Horses are not viruses but softwares which can enter in your computer disguised as a normal program or an application. It is very difficult to understand why people create viruses, malwares and Trojan. We guess they create them in order to make a challenge with operating systems! </div> <div style="text-align: left;">There are also creators of Antivirus programs who hire hackers to create Trojans and viruses and send them throught the net, with the final aim to sell the antivirus!</div>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-40924093077532177142009-05-13T09:24:00.001+02:002009-05-13T09:36:05.270+02:00email spoofing<span><span style="font-size:180%;"><span style="font-size:100%;"><u><a id="h_g0" title="Email spoofing" href="http://en.wikipedia.org/wiki/E-mail_spoofing">Email spoofing</a> </u> is a fraudulent email activity in which an email header is forged in order to make the message appear as originated from a source different from the actual one. It often affects the security of your site, and aims at getting sensitive information from the addresser, such as passwords. If you receive an email from a person you don't know, don't open it: it's probably a virus! In this case we suggest you to use a regularly updated antivirus software and don't trust any attachment containing vague and strange messages. </span><br /></span></span>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-58560970953942014612009-05-11T11:34:00.002+02:002009-05-11T11:35:47.440+02:00Feedback e-tivity 7Sorry, I forgot to upload <a href="http://interculturewiki.pbworks.com/f/feedback_etivity_7.pdf">this file</a>. For those of you who weren't in class (and for those of you who were), you will find both my feedback on your peer feedback and my corrections. I've noticed that those who attend the Thursday lessons regularly are making fewere and fewer mistakes - nice to see you're actually learning something ;-)<br /><br />SarahSarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-19620140167145593922009-05-11T11:20:00.001+02:002009-05-11T11:21:40.021+02:00Facebook BeaconFACEBOOK BEACON<br /><br />Beacon is a part of Facebook's advertisement system that sends data from external websites to facebook. Beacon is a software that:<br /><br />- notifies activities or purchases made on facebook's partner websites;<br /><br />- notifies activities or purchases made in facebook to partener websites;<br /><br />- shares your account information with targeted advertisers;<br /><br />- allows targeted websites to publish advertisemets in your facebook page.<br /><br />It is possible to prevent these third-party sites from using your personal information by clearing al Facebook cookies from the browser after having explicitly logged-off.<br /><br />We found out in the Merriam-Webster online dictionary that 'beacon' means lighthouse or also a light in the dark so it is a kind of ironic use of the word.<br /><br />Useful links:<br /><br />http://www.wikihow.com/Block-Facebook-Beacon<br />How to block Facebook Beacon! unfortunately IT IS IMPOSSIBLE to do it from an Italian Facebook profile.<br />http://www.nytimes.com/2007/11/30/technology/30face.html?_r=1&ref=technology<br />http://en.wikipedia.org/wiki/Beacon_(Facebook)Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-87509591106404522442009-05-11T09:33:00.000+02:002009-05-11T09:34:04.589+02:00Online Identity Theft<p style="font-family: Trebuchet MS; text-align: center;"><span style="font-size:100%;"><b>Online Identity Theft. A definition.<br /></b></span></p> <div style="font-family: Trebuchet MS;"> </div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;">We talk about online identity theft when somebody steal somebody else's personal bits of information, such as name, address, phone numbers and banking and credit card information, taking them from the Internet tools. Thieves can use the information they access (i.e. email addresses, bank accounts and log-in details) to commit fraud in the name of the victim. </span></div> <div style="font-family: Trebuchet MS;"><span style="color:#000000;"> </span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;">Internet criminals can obtain personal data in many ways, for example they can:</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;"> * Infect the victim's computer with softwares that secretly monitor the user's activity;</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;"> * Mess up the victim's computer with popups and viruses;</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;"> * Take over a victim's computer and use it to attack other people;</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;"> * Hit a victim with spam and scam emails;</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;"> * Hack into the victim's wireless network.</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;"><span style="color:#000000;">[</span><a href="http://www.getsafeonline.org/nqcontent.cfm?a_id=1489"><span style="color:#000000;">http://www.getsafeonline.org/nqcontent.cfm?a_id=1489</span></a><span style="color:#000000;">]</span></span></div> <div style="font-family: Trebuchet MS;"><span style="color:#000000;"> </span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;">Victims understand their personal data are being stolen because: </span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;"> * Their computer becomes slow, it is infected by a virus and some files are corrupted or lost;</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;"> * They start to have problems with their bank accounts or credits cards;</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;color:#000000;"> * They or their friends receive strange emails.</span></div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;"><span style="color:#000000;">[</span><a href="http://www.getsafeonline.org/nqcontent.cfm?a_id=1141"><span style="color:#000000;">http://www.getsafeonline.org/nqcontent.cfm?a_id=1141</span></a><span style="color:#000000;">]</span></span></div> <div style="font-family: Trebuchet MS;"><span style="color:#38761d;"> </span></div> <div style="font-family: Trebuchet MS;"> </div> <div style="font-family: Trebuchet MS; text-align: center;"> </div> <div style="font-family: Trebuchet MS; text-align: center;"><span style="font-size:100%;"><span style="color:#000000;"> <b><span style="font-size:100%;">Online Identity Theft. Details.</span></b></span></span></div> <div> </div> <div><span style="font-family: Trebuchet MS;"><span style="font-size:100%;">Identity theft is a crime whereby criminals impersonate individuals, usually for financial gain. In today's society, you often need to reveal personal bits of information about yourself, such as social security numbers, a signature, name, address, phone numbers, and even banking and </span><a class="kLink" id="KonaLink0" style="color: rgb(0, 0, 255);" href="http://www.webopedia.com/DidYouKnow/Internet/2006/identity_theft.asp#" target="undefined"><span style="font-weight: 400; color: blue ! important; font-family: Arial;"><span style="font-size:100%;"><span class="kLink" style="font-weight: 400;">credit </span><span class="kLink" style="font-weight: 400;">card </span><span class="kLink" style="font-weight: 400;">information</span></span></span></a><span style="font-size:100%;">. If a thief is able to access this personal information, he or she can use it to commit fraud in your name. With this information the thief could do things such as apply for loans or new </span><a class="kLink" id="KonaLink1" style="color: rgb(0, 0, 255);" href="http://www.webopedia.com/DidYouKnow/Internet/2006/identity_theft.asp#" target="undefined"><span style="font-weight: 400; color: blue ! important; font-family: Arial;"><span style="font-size:100%;"><span class="kLink" style="font-weight: 400;">credit </span><span class="kLink" style="font-weight: 400;">card </span><span class="kLink" style="font-weight: 400;">accounts</span></span></span></a><span style="font-size:100%;">. They can then request a billing address change and run up your existing </span><a class="kLink" id="KonaLink2" style="color: rgb(0, 0, 255);" href="http://www.webopedia.com/DidYouKnow/Internet/2006/identity_theft.asp#" target="undefined"><span style="font-weight: 400; color: blue ! important; font-family: Arial;"><span style="font-size:100%;"><span class="kLink" style="font-weight: 400;">credit </span><span class="kLink" style="font-weight: 400;">card</span></span></span></a><span style="font-size:100%;"> without you knowledge. They can also use counterfeit checks and debit cards, or authorize electronic transfers in your name, to wipe out your your bank account (Beal, 2006). </span></span><br /></div> <p style="font-family: Trebuchet MS;"><span style="font-size:100%;">Identity theft can also go beyond this type of a monetary impact. Thieves can use your information to obtain a driver's license or other documentation that would display their photo but your name and information. With these documents thieves could to obtain a job and file fraudulent income tax returns, apply for travel documents, file insurance claims, or even provide your name and mailing address to police and other authorities if involved in other criminal activities (Beal, 2006)</span><span style="font-size:100%;"><span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);">. </span></span>Let's analyze online identity theft considering its <i>categories, techniques,</i> <i>consequences </i>and<i> the way we can protect from it</i>.</span></p> <p style="font-family: Trebuchet MS;"><br /></p> <p style="font-family: Trebuchet MS;"><span style="font-size:100%;">According to the </span><span style="font-size:100%;"><a class="mw-redirect" title="Non-profit" href="http://en.wikipedia.org/wiki/Non-profit">non-profit</a></span><span style="font-size:100%;"> Identity Theft Resource Center and other sources, identity theft can be sub-divided into five categories (Wikipedia): </span></p> <div style="color: rgb(0, 0, 0); font-family: Trebuchet MS;"> <ul><li><span style="font-size:100%;">business/commercial identity theft (using another's business name to obtain credit); </span> </li><li><span style="font-size:100%;">criminal identity theft (posing as another when apprehended for a crime);</span> </li><li><span style="font-size:100%;">financial identity theft (using another's identity to obtain goods and services)</span>; </li><li><span style="font-size:100%;">identity cloning (using another's information to assume his or her identity in daily life)</span>; </li><li><span style="font-size:100%;">medical identity theft (using another's information to obtain medical care or drugs).</span></li></ul></div> <p style="color: rgb(0, 0, 0); font-family: Trebuchet MS;"><span style="font-size:100%;">Identity theft may be used to facilitate crimes including </span><span style="font-size:100%;"><a title="Illegal immigration" href="http://en.wikipedia.org/wiki/Illegal_immigration">illegal immigration</a></span><span style="font-size:100%;">, </span><span style="font-size:100%;"><a title="Terrorism" href="http://en.wikipedia.org/wiki/Terrorism">terrorism</a></span><span style="font-size:100%;">, and </span><span style="font-size:100%;"><a title="Espionage" href="http://en.wikipedia.org/wiki/Espionage">espionage</a></span><span style="font-size:100%;">. Identity theft may also be a means of </span><span style="font-size:100%;"><a title="Blackmail" href="http://en.wikipedia.org/wiki/Blackmail">blackmail</a></span><span style="font-size:100%;">. There are also cases of identity cloning to attack payment systems, including online credit card processing and medical insurance. </span></p> <p style="color: rgb(0, 0, 0); font-family: Trebuchet MS;"><span style="font-size:100%;">Some individuals may impersonate others for non-financial reasons - for instance, to receive praise or attention for the victim's achievements. This is sometimes referred to as identity theft in the media. (Wikipedia)<br /></span></p> <p style="color: rgb(0, 0, 0); font-family: Trebuchet MS;"><br /></p> <div style="color: rgb(0, 0, 0); font-family: Trebuchet MS;"><span style="font-size:100%;"><span class="mw-headline">Online identity thieves usually use some techniques for obtaining the personal information they need. Indeed, </span></span><span style="font-size:100%;">a criminal needs to obtain </span><span style="font-size:100%;"><a title="Personally identifiable information" href="http://en.wikipedia.org/wiki/Personally_identifiable_information">personally identifiable information</a></span><span style="font-size:100%;"> or documents about an individual in order to impersonate them (Wikipedia). They may do this by: </span></div> <div style="margin-left: 40px; color: rgb(0, 0, 0); font-family: Trebuchet MS;"> <ul><li><span style="font-size:100%;">stealing mail or rummaging through rubbish containing personal information (</span><span style="font-size:100%;"><a title="Dumpster diving" href="http://en.wikipedia.org/wiki/Dumpster_diving#Information_diving">dumpster diving</a></span><span style="font-size:100%;">);</span> </li><li><span style="font-size:100%;">retrieving information from redundant equipment, like computer servers that have been disposed of carelessly, e.g. at public dump sites, given away without proper sanitizing etc.;</span> </li><li><span style="font-size:100%;">researching about the victim in government </span><span style="font-size:100%;"><a title="Register" href="http://en.wikipedia.org/wiki/Register">registers</a></span><span style="font-size:100%;">, </span><span style="font-size:100%;"><a class="mw-redirect" title="Internet search engine" href="http://en.wikipedia.org/wiki/Internet_search_engine">internet search engines</a></span><span style="font-size:100%;">, or </span><span style="font-size:100%;"><a title="Public records" href="http://en.wikipedia.org/wiki/Public_records">public records</a></span><span style="font-size:100%;"> search services; </span> </li><li><span style="font-size:100%;">stealing payment or identification cards, either by </span><span style="font-size:100%;"><a title="Pickpocketing" href="http://en.wikipedia.org/wiki/Pickpocketing">pickpocketing</a></span><span style="font-size:100%;"> or surreptitiously by </span><span style="font-size:100%;"><a class="mw-redirect" title="Skimming" href="http://en.wikipedia.org/wiki/Skimming">skimming</a></span><span style="font-size:100%;"> through a compromised card reader;</span> </li><li><span style="font-size:100%;">remotely reading information from an RFID chip on a </span><span style="font-size:100%;"><a title="Smart card" href="http://en.wikipedia.org/wiki/Smart_card">smart card</a></span><span style="font-size:100%;">, RFID-enabled credit card, or passport;</span> </li><li><span style="font-size:100%;">eavesdropping on public transactions to obtain personal data (</span><span style="font-size:100%;"><a title="Shoulder surfing (computer security)" href="http://en.wikipedia.org/wiki/Shoulder_surfing_%28computer_security%29">shoulder surfing</a></span><span style="font-size:100%;">);</span> </li><li><span style="font-size:100%;">stealing personal information from computers and computer databases (</span><span style="font-size:100%;"><a title="Trojan horse (computing)" href="http://en.wikipedia.org/wiki/Trojan_horse_%28computing%29">Trojan horses</a></span><span style="font-size:100%;">, </span><span style="font-size:100%;"><a title="Hacker (computer security)" href="http://en.wikipedia.org/wiki/Hacker_%28computer_security%29">hacking</a></span><span style="font-size:100%;"> and </span><span style="font-size:100%;"><a title="Zero day attack" href="http://en.wikipedia.org/wiki/Zero_day_attack">Zero day attacks</a></span><span style="font-size:100%;">);</span> </li><li><span style="font-size:100%;"><a class="mw-redirect" title="Data breach" href="http://en.wikipedia.org/wiki/Data_breach">data breach</a></span><span style="font-size:100%;"> that results in the public (i.e. posted on the internet) or easily-obtainable (i.e. printed on a mailing label) display of sensitive information such as a </span><span style="font-size:100%;"><a title="Social Security number" href="http://en.wikipedia.org/wiki/Social_Security_number">Social Security number</a></span><span style="font-size:100%;"> or credit card number; </span> </li><li><span style="font-size:100%;">advertising bogus job offers (either full-time or work from home based) to which the victims will reply with their full name, address, </span><span style="font-size:100%;"><a class="mw-redirect" title="Curriculum vitae" href="http://en.wikipedia.org/wiki/Curriculum_vitae">curriculum vitae</a></span><span style="font-size:100%;">, telephone numbers, and banking details;</span> </li><li><span style="font-size:100%;"><a title="Infiltration" href="http://en.wikipedia.org/wiki/Infiltration">infiltration</a></span><span style="font-size:100%;"> of organizations that store large amounts of personal information</span>; </li><li><span style="font-size:100%;">impersonating a trusted company/institution/organization in an electronic communication to promote revealing of personal information (</span><span style="font-size:100%;"><a title="Phishing" href="http://en.wikipedia.org/wiki/Phishing">phishing</a></span><span style="font-size:100%;">)</span>; </li><li><span style="font-size:100%;">obtaining castings of fingers for falsifying </span><span style="font-size:100%;"><a class="mw-redirect" title="Fingerprint identification" href="http://en.wikipedia.org/wiki/Fingerprint_identification">fingerprint identification</a></span><span style="font-size:100%;">; </span> </li><li><span style="font-size:100%;">browsing </span><span style="font-size:100%;"><a title="Social network service" href="http://en.wikipedia.org/wiki/Social_network_service">social network</a></span><span style="font-size:100%;"> (</span><span style="font-size:100%;"><a title="MySpace" href="http://en.wikipedia.org/wiki/MySpace">MySpace</a></span><span style="font-size:100%;">, </span><span style="font-size:100%;"><a title="Facebook" href="http://en.wikipedia.org/wiki/Facebook">Facebook</a></span><span style="font-size:100%;">, </span><span style="font-size:100%;"><a title="Bebo" href="http://en.wikipedia.org/wiki/Bebo">Bebo</a></span><span style="font-size:100%;"> etc) sites, online for personal details that have been posted by users;</span> </li><li><span style="font-size:100%;">changing your </span><span style="font-size:100%;"><a title="Address" href="http://en.wikipedia.org/wiki/Address">address</a></span><span style="font-size:100%;"> thereby diverting billing statements to another location to either get current legitimate account info or to delay discovery of fraudulent accounts; </span> </li><li><span style="font-size:100%;">using false pretenses to trick a business (usually through a customer service representative) into disclosing customer information (</span><span style="font-size:100%;"><a class="mw-redirect" title="Pretexting" href="http://en.wikipedia.org/wiki/Pretexting">pretexting</a></span><span style="font-size:100%;">). (Wikipedia)<br /></span></li></ul></div> <div style="margin-left: 40px; color: rgb(0, 0, 0); font-family: Trebuchet MS;"><br /></div> <div style="color: rgb(0, 0, 0); font-family: Trebuchet MS;"><span style="font-size:100%;">Online identity theft may cause several consequences for the victim. Some of these consequences include: </span></div> <div style="margin-left: 40px; color: rgb(0, 0, 0); font-family: Trebuchet MS;"> <div style="margin-left: 40px;"><span style="font-size:100%;">• cost, time and hassle involved in resolving the issue;</span><br /><span style="font-size:100%;">• a bad credit rating and/or loans refused;</span><br /><span style="font-size:100%;">• final demands for products and services not purchased;</span><br /><span style="font-size:100%;">• wrongful accusation of criminal activities;</span><br /><span style="font-size:100%;">• difficulty getting a mortgage;</span><br /><span style="font-size:100%;">• unwarranted receipt of summons, court actions and county court</span><br /><span style="font-size:100%;">judgements;</span><br /><span style="font-size:100%;">• difficulty opening a utility account.</span> <span style="font-size:100%;">(Nik, 2006a)</span><br /></div></div> <div><br /><span style="color: rgb(0, 0, 0); font-family: Trebuchet MS;font-size:100%;color:#3d85c6;" >To protect our identity online we should follow this ten-point guide.</span><br /></div> <div style="margin-left: 80px; color: rgb(0, 0, 0); font-family: Trebuchet MS;"><span style="font-size:100%;">1. keep your wits about you at all times (operate with caution and appropriate scepticism);<br />2. question why a Web site is asking for information about you;<br />3. never give any online security details to anyone unless it is completely necessary;<br />4. Look after your password (change your passwords regularly, avoid standard passwords and do not use the same password for every secure site you are registered with);<br />5. never click on links in emails;<br />6. keep up-to-date (keep your security software, such as anti-virus, up-to-date at all times);<br /></span></div> <div style="margin-left: 80px; color: rgb(0, 0, 0); font-family: Trebuchet MS;"><span style="font-size:100%;">7. remove the spies (check all files on your computer at least once a week using anti-spyware and adware applications);<br />8. keep your connection secure;<br />9. if it seems too good to be true, it probably is (don’t open emails or go to sites that claim you have won a prize. If an email looks suspicious and is unsolicited delete it and don’t open it);<br />10. know where to go for help should you be a victim of online identity theft (there are wide range of organisations and groups that people can turn to for advice). (Nik, 2006b)<br /></span></div> <div> </div> <div style="font-family: Trebuchet MS;"><span style="font-size:100%;">In conclusion, we should be very careful about the data we share on the Internet because there are many individuals ready to take advantage of our good faith. In spite of this, we shouldn't simply avoid using the Internet and in general the new technologies since "the Internet is quite a safe place to do business too, and, as long as precautions are taken, keying in credit card details on an encrypted webpage is probably safer than, say, calling personal numbers out over the phone to some unknown sales clerk [...]. However, ID theft has been the subject of different legal characterisations in OECD (Organisation for Economic Co-Operation and Development) countries, leading to different enforcement schemes. While the US and Canada consider it as a serious crime, EU member states classify it as fraud". (Acoca, 2008)</span></div><br /><br /><br /><div style="text-align: center;"><span style="font-size:100%;"><b><span style="font-family: Trebuchet MS;">References</span></b></span><br /></div><br /><span style="font-family: Trebuchet MS;font-size:100%;" >Acoca, B. (2008). Online identity theft. <i>OECD Observer, 268. </i>Retrieved May 6, 2009 from<br /> <a id="fbg_" title="http://www.oecdobserver.org/news/fullstory.php/aid/2662/Online_identity_theft.html" style="color: rgb(0, 0, 255);" href="http://www.oecdobserver.org/news/fullstory.php/aid/2662/Online_identity_theft.html">http://www.oecdobserver.org/news/fullstory.php/aid/2662 /Online_identity_theft.html</a> </span><br /> <div style="margin-left: 40px; font-family: Trebuchet MS;"><br /></div><span style="font-family: Trebuchet MS;font-size:100%;" >Beal, V. A.(2006).<i> Defend yourself against identity theft. </i></span><span style="font-family: Trebuchet MS;font-size:100%;" ><span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);">Retrieved May 6, 2009, from </span></span></span><span style="font-size:100%;"><br /><span style="font-family: Trebuchet MS;"> </span><a style="color: rgb(0, 0, 255); font-family: Trebuchet MS;" href="http://www.webopedia.com/DidYouKnow/Internet/2006/identity_theft.asp">http://www.webopedia.com/DidYouKnow/Internet/2006/identity_theft.asp</a><br /></span><span style="color: rgb(0, 0, 0); font-family: Trebuchet MS;font-size:100%;" ><span style="font-weight: 400; color: blue ! important; font-family: Arial;"><span style="background-color: rgb(255, 255, 255);"><br /><span style="color: rgb(0, 0, 0); font-family: Trebuchet MS;">Nik. (2006a, February 14). What is ONLINE identity theft? Message posted to</span> </span></span></span><span style="font-size:100%;"><a id="hm23" title="http://www.easypeasy.com/guides/article.php?article=168" style="color: rgb(0, 0, 255); font-family: Trebuchet MS;" href="http://www.easypeasy.com/guides/article.php?article=168">http://www.easypeasy.com/guides/article.php?article=168</a> <span style="font-family: Trebuchet MS;">retrieved May 6, 2009</span></span><br /><br /><span style="color: rgb(0, 0, 0); font-family: Trebuchet MS;font-size:100%;" ><span style="font-weight: 400; color: blue ! important; font-family: Arial;"><span style="background-color: rgb(255, 255, 255);"><span style="color: rgb(0, 0, 0);">Nik. <span style="font-family: Trebuchet MS;">(2006b, February 14)</span>.</span> </span></span></span><span style="font-size:100%;"><span style="font-family: Trebuchet MS;">What can users do to protect their online identity? Message posted to </span><span style="font-family: Trebuchet MS;"><a id="bf1o" title="http://www.easypeasy.com/guides/article.php?article=170" style="color: rgb(0, 0, 255);" href="http://www.easypeasy.com/guides/article.php?article=170">http://www.easypeasy.com/guides/article.php?article=170</a> retrieved May 6, 2009</span></span><br /><br /><span style="font-size:100%;"><span style="color: rgb(0, 0, 0); font-family: Trebuchet MS;">Wikipedia. (n.d.). Retrieved </span></span><span style="color: rgb(0, 0, 0); font-family: Trebuchet MS;font-size:100%;" >May 6, 2009, from the Wikipedia Wiki: </span><span style="color: rgb(0, 0, 255); font-family: Trebuchet MS;font-size:100%;" ><span style="font-weight: 400; color: blue ! important; font-family: Arial;"><span style="background-color: rgb(255, 255, 255);"><a href="http://en.wikipedia.org/wiki/Identity_theft">http://en.wikipedia.org/wiki/Identity_theft</a></span></span></span>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-88538592404090914042009-05-11T09:29:00.002+02:002009-05-11T09:33:15.831+02:00Phishing<div style="text-align: left; font-family: arial;font-family:verdana;"><span style="font-size:85%;"><br /><a id="d.gm" title="PHISHING" href="http://library.thinkquest.org/04oct/00460/phishing.html#origin">PHISHING</a> is an online fraud that, unfortunately, is becoming more and more common. It consists in the attempting to obtain personal details and sensitive information, such as usernames, passwords, credit card numbers or pins numbers and secret codes, in general. The technique of phishing is based on the </span><span style="background-color: rgb(255, 255, 255);font-size:85%;" >mass sending of fake e-mails</span><span style="font-size:85%;"> or spam messages with the intent of stealing the above mentioned details. The victims of phishing usually receives a bogus e-mail that ask them to connect to a fake Website almost identical to the legitimate organization's one (i.e. Visa, E-Bay and many others) and they insert their personal data. Easier done than said, the criminal organisation immediately steals their information to carry out illegal transactions.<br />Using phishing filters, don't clicking on suspicious links or attached files are some simple tricks to not fall victim to phishing.<br />The origin of the name phishing comes from the lingo of hackers who usually replace 'f' with 'ph'; moreover, the analogy with the verb "to fish" is clear: the aim of hackers perpetrating identity theft is to fish ingenuous people's passwords and user names in the big ocean of the Internet.<br /><br />Click <a id="i:s." title="here" href="http://www.webopedia.com/DidYouKnow/Internet/2005/phishing.asp">here</a> to have a more complete and exhaustive definition of phishing<br /></span><span style="color: rgb(61, 133, 198);font-size:85%;" ><a id="tk9x" title="How to secure your computer" href="http://www.youtube.com/watch?v=cdO670FOmFM">How to secure your computer</a> : firewalls and antivirus and anti spyware softwares</span></div><div style="text-align: left; font-family: arial;"> </div><div style="text-align: left; font-family: arial;"> </div><span style="color: rgb(61, 133, 198); font-family: arial;font-size:85%;" ><a id="finu" title="Why phishing works" href="http://people.deas.harvard.edu/%7Erachna/papers/why_phishing_works.pdf">Why phishing works</a> </span><div style="text-align: left; font-family: arial;"> </div><div style="font-family: arial; text-align: left;"> </div><div style="text-align: left; font-family: arial;"> </div><span style="font-family: arial;font-size:85%;" ><a id="ar.7" title="Phishing Scams in Plain English" href="http://www.youtube.com/watch?v=sqRZGhiHGxg">Phishing Scams in Plain English</a></span> <div style="text-align: left; font-family: arial;"> </div><span style="font-family: arial;font-size:85%;" ><span style=""><span style="color: rgb(61, 133, 198);"><a id="iisa" title="Do Scurity Toolbars Actually Prevent Phishing Attacks?" href="http://cs.union.edu/%7Efernandc/srs200/readings/SecurityToolbars.pdf">Do Security Toolbars Actually Prevent Phishing Attacks?</a> </span></span></span><div style="text-align: left; font-family: arial;"> </div><span style="font-family: arial;font-size:85%;" ><span style="color: rgb(61, 133, 198);"><a id="kal_" title="Blogsecurify: Social Media Security" href="http://blog.blogsecurify.com/">Blogsecurify: Social Media Security</a> </span></span><span style=";font-family:Arial;font-size:180%;" ><span style=";font-family:Arial;font-size:180%;" ><br /><br /></span></span>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-35021027569927411182009-05-05T13:42:00.007+02:002009-05-06T11:07:20.513+02:00E-tivity 8<span style="FONT-WEIGHT: bold; COLOR: rgb(51,204,0)font-size:100%;" >Critical Awareness on the Web</span><span style="font-size:100%;"><br />So far in this course we have discussed issues such as evaluating the sources of information you find on the Web and being aware of advertising that appears on sites such as gmail. Although I am a strong advocate of the Web as a social networking tool, communication tool and research tool (especially for language learning!!!), I say this (as I said last Thursday) with a '<a href="http://www.phrases.org.uk/meanings/take-with-a-grain-of-salt.html">grain of salt</a>'. As you all become more and more avid '<a href="http://en.wikipedia.org/wiki/Prosumer">prosumers</a>' of the Internet, it is important to maintain a critical awareness of what you are accessing on the Web. It is important to understand the social, economic, political and other consequences of particular technology design, use and regulation both for individuals and communities. A critical approach to new technologies and online practices means that learners and teachers become aware of the power relations involved, e.g. the purposes of oppression or liberation that new information and communication technologies can bring about.<br /><br /></span><span style="font-size:100%;"><b><span lang="EN-GB" style="COLOR: rgb(204,51,204)">Purpose</span></b><b><span lang="EN-GB">:</span></b></span><span lang="EN-GB" style="font-size:100%;"> To develop our critical awareness when accessing the Web.</span><span style="font-size:100%;"><br /><br /></span><span lang="EN-GB" style="font-size:100%;"><b><span lang="EN-GB" style="COLOR: rgb(51,204,0)">Task</span></b></span><span style="font-size:100%;"><br />1: Using all of the 'skills' we have learned so far, search for definitions of the following terms and be prepared to explain them to your peers:<br /></span><ul><li><span style="font-size:100%;">Group 1: online identity theft</span></li><li><span style="font-size:100%;">Group 2: phishing</span></li><li><span style="font-size:100%;">Group 3: e-mail spoofing</span></li><li><span style="font-size:100%;">Group 4: trojan horse (in online contexts obviously!)</span></li><li><span style="font-size:100%;">Group 5: hacker</span></li><li><span style="font-size:100%;">Group 6: Facebook Beacon</span></li><li><span style="font-size:100%;">Group 7: subliminal advertising</span></li></ul><span style="font-size:100%;">2: Prepare a 'definition' of your term using relevant language and hyperlinks. Post this definition as a comment to this blog post. If you are all in class, you can do it in class. Otherwise, you will have to work on Google Docs or a peer's blog.<br /><br />3: Read this article about privacy and Facebook (a tool I see most of you use avidly!): <a href="http://www.nytimes.com/2008/02/18/opinion/18mon4.html?_r=1&scp=6&sq=facebook%20privacy&st=cse">One Friend Facebook Hasn't Made yet: Privacy Rights</a><br /><br />4: Write a reflective blogging post: Have you ever considered what happens to the information you put on the Internet? Do you think the solution is to avoid the Internet? If not, what can you do to protect yourself? We have spent a lot of time discussing how to attribute authorship to others who have posted their work on the Web, but what about you? Consider these issues and write a blogging post reflecting on a critical use of the Internet.<br /></span><span style="font-size:100%;"><b><span lang="EN-GB" style="COLOR: rgb(255,102,0)"><br />Respond</span></b><b><span lang="EN-GB">: </span></b></span><span lang="EN-GB" style="font-size:100%;">The usual :-) <?xml:namespace prefix = o /><o:p></o:p></span><p class="MsoNormal" style="font-family:georgia;"><span style="font-size:100%;"><b><span lang="EN-GB" style="color:red;">Timeline</span></b><b><span lang="EN-GB">: </span></b><span lang="EN-GB">Sunday</span></span><span lang="EN-GB" style="font-size:100%;">, May 10 (<span style="COLOR: rgb(51,204,0)">task</span>), Wednesday, May 13 (<span style="COLOR: rgb(255,102,0)">respond</span>).</span></p><p class="MsoNormal" style="font-family:georgia;">P.S. <a href="http://www.furtoidentita.com/">Here</a>'s a pretty good site in Italian ;-)<br /></p><p class="MsoNormal" style="font-family:georgia;"><span lang="EN-GB" style="font-size:85%;"><br /></span></p><p class="MsoNormal" face="georgia"><span lang="EN-GB" style="font-size:85%;"><br /></span></p>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com1tag:blogger.com,1999:blog-35730665.post-8134876048065210532009-04-30T14:51:00.002+02:002009-04-30T15:01:39.967+02:00Feedback and some clarificationsHello all,<br /><br />Several of you were absent yesterday and/or today and others have written me some emails with questions about what you are supposed to do so I'm going to give some info here.<br /><br /><span style="color: rgb(0, 153, 0); font-weight: bold;">Feedback on E-tivity 6<br /></span><span style="color: rgb(0, 0, 0);">What can I say but excellent :-) As you can see by the feedback from <a href="http://interculturewiki.pbworks.com/f/feedback_etivity_6_group_01.pdf">Group 01</a> and <a href="http://interculturewiki.pbworks.com/f/feedback_etivity_6_group_05.pdf">Group 05</a>, you are definitely making improvements in your written work. From the contents I found in your blogs, I can see that you are making progress in your ability to critically think about referencing, sources, what should be done, how and when, etc. And from the comments you're making in (almost) all cases it appears you are learning to help each other out and are becoming a community of learners so keep up the good work ;-) </span><span style="color: rgb(0, 153, 0); font-weight: bold;"><br /><br />Clarifications<br /></span><span style="color: rgb(0, 153, 0);"><span style="color: rgb(0, 0, 0);">Today in class, rather than focus on your work from task 2 in E-tivity 6, I decided to focus on language. So,<br /></span></span><ul><li><span style="color: rgb(0, 153, 0);"><span style="color: rgb(0, 0, 0);">if you <span style="font-weight: bold;">weren't in class</span>, please download the feedback above, reflect on it and sent a comment to this post if you've got questions about it;<br /></span></span></li><li><span style="color: rgb(0, 153, 0);"><span style="color: rgb(0, 0, 0);">if you <span style="font-weight: bold;">were in class</span>, the links above will show you the complete versions for Group 01 since in the photocopies I made for you in class, many of the corrections were missing;</span></span></li><li><span style="color: rgb(0, 153, 0);"><span style="color: rgb(0, 0, 0);">if you would like me to check your work from task 2, E-tivity 6, send it to me in an email.</span></span></li></ul><span style="font-weight: bold;">Working on E-tivity 7</span><br />I'm hoping that some of the problems we encountered in class, e.g. some of you not being able to edit the original .doc are resolved if you are working with Firefox, and not from one of our labs! If this is not the case and you're still having problems, let me know.<br /><br />You are welcome to work on the task individually, but by Sunday I'd like there to be a complete corrected version of the original .doc shared. You can either highlight the pieces of text you edit and change so that your peers know you've done something to the original or check the history function to see if your peers have corrected something before you. The main aim of the task is not necessarily to get a corrected version (I've already got that!), but to get you focussed on the kinds of issues that come up when you are trying to reference and follow a specific style. I would encourage you to blog about this (frustrating) experience.<br /><br /><br />As always, write a comment here if you've got questions and doubts.<br /><br />Sarah<br /><br />Have a happy May Day :-)Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com5tag:blogger.com,1999:blog-35730665.post-4483271902253272982009-04-29T11:28:00.001+02:002009-04-29T11:28:40.493+02:00E-tivity 7<h2 style="font-family:georgia;"><span lang="EN-GB" style="font-size:85%;">Uffa! Respecting referencing conventions (and learning about Google Docs)<br /></span></h2><span style="font-family:georgia;font-size:85%;">Probably the most frustrating, time-consuming activity in finalizing your academic work is respecting the IPR that we discussed in E-tivity 6. Although it may often seem absurd to have to respect 'conventions' for referencing, like the MLA and APA styles that we've looked at, it is a key aspect of respectable academic and professional work, be it digital or paper. Nobody said it was fun, or interesting, but it's something we have to learn. Unfortunately, as much as we may be effective in using social bookmarking and other tools, we often find ourselves ready to complete our text without having correctly dealt with the references. The focus of this week's activity is how to finalize a text with correct references.<br /></span><p class="MsoNormal" style="font-family:georgia;"><span style="font-size:85%;"><b><span lang="EN-GB" style="COLOR: rgb(204,51,204)">Purpose</span></b><b><span lang="EN-GB">:</span></b></span><span lang="EN-GB" style="font-size:85%;"> To work on learning how to reference correctly. <?xml:namespace prefix = o /><o:p></o:p></span></p><p class="MsoNormal" style="font-family:georgia;"><span lang="EN-GB" style="font-size:85%;"><b><span lang="EN-GB" style="COLOR: rgb(51,204,0)">Task</span></b><b><span lang="EN-GB">: </span></b>My colleague Francesca Helm and I are currently editing a book and writing chapters for a book on Telecollaboration 2.0. Writing a chapter for a book is much like writing a thesis or dissertation (BTW, it appears you, my students, were right that 'thesis' in America tends to refer to an MA while in Britain it refers to a PhD and for 'dissertation' vice versa). What often happens is that you write, write, write and then you have to 'fix up' the references. I am going to give you an early draft of the Introduction to the book and ask you in groups to check the references using the various online sources we have looked at in class. At the same time, we will learn to use Google Docs - a very useful site to have your documents always online and to share and edit them with peers. As always, if you are in class, you should be able to complete the task in class. Otherwise, complete it online.<br /></span></p><p class="MsoNormal" style="font-family:georgia;"><span lang="EN-GB" style="font-size:85%;">1 – Go to <a href="http://docs.google.com/">Google Docs </a>and make sure you can see the documents I have shared with you: "Hello all" and "E-tivity 7". </span></p><p class="MsoNormal" style="font-family:georgia;"><span style="font-size:85%;">2 - I have divided the references part of the text into 8 sources for each group. First correct the referencing based on the </span><span style="font-size:85%;"><a href="http://owl.english.purdue.edu/owl/resource/560/01/">APA </a></span><span style="font-size:85%;">style. It's useful to have multiple windows open to do this task. You may also have to do some searches on the Internet to find all of the correct information. To do this you can use google advanced search, google books and the other sources we've looked at together. It may not always be easy to find what you're looking for and that's part of the task!<br /></span></p><p class="MsoNormal" style="font-family:georgia;"><span style="font-size:85%;">3 - Once you've got the references sorted out, try and find them in the text and correct the in-text citations. Again, it may not be easy but...Use the APA style again.<br /></span></p><span style="font-family:georgia;font-size:85%;"></span><p class="MsoNormal" style="font-family:georgia;"><span lang="EN-GB" style="font-size:85%;">4 - Write a reflective blogging post on how you think Google Docs could be useful for you and your studies.<br /></span></p><p class="MsoNormal" style="font-family:georgia;"><span lang="EN-GB" style="font-size:85%;">N.B. For those of you who used the wiki last semester, I'd just like to point out some differences between a wiki and Google Docs. A wiki is a site with many different pages that anyone can edit. Google Docs is an invite-only service which you can use to privately share documents with peers and colleagues. On a wiki, only one user can edit a page at a time. On Google Docs, more than one user can edit the same page at a time. When you are editing a page at the same time, you should see who is editing it with you. When doing this, once you've entered text, just save and refresh and the new text will appear.<br /></span></p><p class="MsoNormal" style="font-family:georgia;"><span style="font-size:85%;"><b><span lang="EN-GB" style="COLOR: rgb(255,102,0)">Respond</span></b><b><span lang="EN-GB">: </span></b></span><span lang="EN-GB" style="font-size:85%;">The usual :-) Overall, you did a great job responding to E-tivity 6!<o:p></o:p></span></p><p class="MsoNormal" style="font-family:georgia;"><span style="font-size:85%;"><b><span lang="EN-GB" style="color:red;">Timeline</span></b><b><span lang="EN-GB">: </span></b><span lang="EN-GB">Sunday</span></span><span lang="EN-GB" style="font-size:85%;">, May 3 (<span style="COLOR: rgb(51,204,0)">task</span>), Wednesday, May 6 (<span style="COLOR: rgb(255,102,0)">respond</span>).</span></p><p class="MsoNormal" style="font-family:georgia;"><span lang="EN-GB" style="font-size:85%;">P.S. Once you all have completed the task I will share our final version with you so that you can compare it with yours :-)</span></p><p class="MsoNormal" style="font-family:georgia;"><span lang="EN-GB" style="font-size:85%;"><br /></span></p>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com6tag:blogger.com,1999:blog-35730665.post-40328643132135051482009-04-08T20:09:00.001+02:002009-04-10T12:09:37.104+02:00E-tivity 5: FeedbackHello all, especially those of you who were not in class on Thursday.<br />This week, I must admit, I was surprised that many of you wrote you found the e-tivity interesting. As I wrote in the feedback, judging by your expressions in the classroom you all looked utterly bored - so either you lie on your blogs or I can't trust your expressions ;-)<br /><br />Anyway, I was pleased to see you are developing a critical approach to all of the information you find anywhere. In today's so-called 'information society' or 'knowledge society', critical awareness is very important. I also think you are slowly making improvements in accuracy. Some continue to make 'the same old mistakes', but, indeed, it does take time to get over bad habits so don't get discouraged.<br /><br />As I said in class, although I only correct two groups' writing each week (due to time constraints), I am certain we all have a lot to learn from each other's mistakes. Indeed, it might be a worthwhile task to critically assess my feedback, make a list of the typical errors and go back and see if you can correct your own blog post!<br /><br />Finally, last week, Francesca was really the only one who provided detailed linguistic feedback. Her comments were not always 100% correct, but providing linguistic feedback (as I said in class) serves two purposes:<br /><ol><li>for the person providing the feedback, it requires you to reflect on somebody else's written work;</li><li>for the person receiving the feedback, it requires you to decide whether or not you accept your peers' feedback or not.</li></ol>In other words, we all learn from peer feedback. Therefore, I would encourage you all to make a greater effort in E-tivity 6 to provide one another with peer feedback.<br /><br />Click <a href="http://interculturewiki.pbwiki.com/f/feedback_etivity_5_rev.pdf">here </a>to see feedback for this e-tivity.<br /><br />I hope you all enjoy your Easter break. I think we are making progress - we just have to keeep on working!<br /><br />See you on the 29th!<br /><br />SarahSarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com3tag:blogger.com,1999:blog-35730665.post-31856083954786980112009-04-08T09:30:00.005+02:002009-04-10T12:01:36.024+02:00E-tivity 6<h2 style="font-family: georgia;"><span lang="EN-GB" style="font-size:85%;">Respecting IPR and Avoiding Plagiarism</span></h2><span style="font-family: georgia;font-size:85%;" >Even before the Web made it possible to easily distribute contents all over the world, laws were developed to respect the rights of people who invent new tools and machines and who create artistic works. These laws can be brought together under the term 'Intellectual Property Rights' (IPR). Not respecting IPR can lead to legal actions.<br /><br />In academic spheres, similarly, there are un-writtren codes of honor that oblige students and scholars to attribute words, ideas and opinions that are not their own to the original source. Not doing so is called plagiarism. Although not the case in Italy, in many other countries plagiarism can lead to failing a course or being expelled from a University.<br /><br /></span><p style="font-family: georgia;" class="MsoNormal"><span style="font-size:85%;"><b><span style="color: rgb(204, 51, 204);" lang="EN-GB">Purpose</span></b><b><span lang="EN-GB">:</span></b></span><span lang="EN-GB" style="font-size:85%;"> To understand what we can do to respect IPR and avoid plagiarism. <o:p></o:p></span></p><p style="font-family: georgia;" class="MsoNormal"><span style="font-size:85%;"><b><span style="color: rgb(51, 204, 0);" lang="EN-GB">Task</span></b><b><span lang="EN-GB">: </span></b></span><span lang="EN-GB" style="font-size:85%;">(N.B. It may look like a lot, but you've got more than two weeks to do it ;-)</span><span lang="EN-GB" style="font-size:85%;"> <o:p></o:p></span></p><p style="font-family: georgia;" class="MsoNormal"><span lang="EN-GB" style="font-size:85%;">1 – On your blogs: What can you do to respect IPR and avoid plagiarism on your blogs? In groups, come up with a list. Search for any websites that discuss the issue and save them in delicious. Make a blog post about what you have learned or feel you still need to better understand.<br /></span></p><p style="font-family: georgia;" class="MsoNormal"><span lang="EN-GB" style="font-size:85%;"><o:p></o:p>2 – For your research: If you have not already done so, find an academic article on the Web that you can use for your thesis (see Task in <a href="http://interculturewiki.pbwiki.com/f/Scholarly_reading_researching.pdf">Handout 1</a>).</span></p><p style="font-family: georgia;" class="MsoNormal"><span style="font-size:85%;">3 - Complete the Task on the last page of <a href="http://interculturewiki.pbwiki.com/f/readable_writing.pdf">Handout 2</a>.</span></p><p style="font-family: georgia;" class="MsoNormal"><span style="font-size:85%;">4 - Start learning about different referencing styles. Explore these two sites that explain the <a href="http://owl.english.purdue.edu/owl/resource/560/01/">APA </a>and <a href="http://www.lib.berkeley.edu/instruct/guides/mlastyle.pdf">MLA</a> styles that are most commonly used internationally. Based on the research article you found, do the following in both styles:</span></p><ul style="font-family: georgia;"><li><span style="font-size:85%;">paraphrase a part of the article + in-text citation;</span></li><li><span style="font-size:85%;">summarize a part of the article + in-text citation;</span></li><li><span style="font-size:85%;">choose a direct quotation from the article + in-text citation;</span></li><li><span style="font-size:85%;">write the bibliographic reference that comes at the end of a paper.</span></li></ul><span style="font-family: georgia;font-size:85%;" >Bring your article to class on Thursday, April 30 and we will look at them together. (This is what students have to do in America so now you know how we suffer!)<br /></span><p style="font-family: georgia;" class="MsoNormal"><span lang="EN-GB" style="font-size:85%;"><o:p></o:p></span></p><p style="font-family: georgia;" class="MsoNormal"><span lang="EN-GB" style="font-size:85%;">5 - Write a reflective blogging post on how these two styles differ and how they differ from what you used for your BA thesis. Also comment on any difficulties you encountered.<o:p></o:p></span></p><p style="font-family: georgia;" class="MsoNormal"><span style="font-size:85%;"><b><span style="color: rgb(255, 102, 0);" lang="EN-GB">Respond</span></b><b><span lang="EN-GB">: </span></b></span><span lang="EN-GB" style="font-size:85%;">Read the other the posts of the members of your group. Write a comment agreeing/disagreeing/reflecting on what your peers have said. Provide linguistic feedback if and when necessary (see Francesca's linguistic feedback to her peers in the <a href="http://interculturewiki.pbwiki.com/f/feedback_etivity_5_rev.pdf">.pdf file with corrections</a> from E-tivity 5 - it provides some good examples). <o:p></o:p></span></p><p style="font-family: georgia;" class="MsoNormal"><span style="font-size:85%;"><b><span lang="EN-GB" style="color:red;">Timeline</span></b><b><span lang="EN-GB">: </span></b></span><span lang="EN-GB" style="font-size:85%;">Wednesday</span><span lang="EN-GB" style="font-size:85%;">, April 22 (<span style="color: rgb(51, 204, 0);">task - should be 3 blog posts in all, points 1, 3 and 5 above</span>), Wednesday, April 29 (<span style="color: rgb(255, 102, 0);">respond to one of all of the 3 posts - your choice!</span>).</span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /><span lang="EN-GB"><o:p></o:p></span></p>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com4tag:blogger.com,1999:blog-35730665.post-5496797692334544262009-04-01T16:39:00.002+02:002009-04-01T16:55:06.545+02:00E-tivity 4: Feedback<meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 12"><meta name="Originator" content="Microsoft Word 12"><link rel="File-List" href="file:///C:%5CUsers%5CSarah%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml"><link rel="themeData" href="file:///C:%5CUsers%5CSarah%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx"><link rel="colorSchemeMapping" href="file:///C:%5CUsers%5CSarah%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_colorschememapping.xml"><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:hyphenationzone>14</w:HyphenationZone> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>IT</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:splitpgbreakandparamark/> <w:dontvertaligncellwithsp/> <w:dontbreakconstrainedforcedtables/> <w:dontvertalignintxbx/> <w:word11kerningpairs/> <w:cachedcolbalance/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathpr> <m:mathfont val="Cambria Math"> <m:brkbin val="before"> <m:brkbinsub val="--"> <m:smallfrac val="off"> <m:dispdef/> <m:lmargin val="0"> <m:rmargin val="0"> <m:defjc val="centerGroup"> <m:wrapindent val="1440"> <m:intlim val="subSup"> <m:narylim val="undOvr"> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" defunhidewhenused="true" defsemihidden="true" defqformat="false" defpriority="99" latentstylecount="267"> <w:lsdexception locked="false" priority="0" semihidden="false" unhidewhenused="false" qformat="true" name="Normal"> <w:lsdexception locked="false" priority="9" semihidden="false" unhidewhenused="false" qformat="true" name="heading 1"> <w:lsdexception locked="false" priority="9" qformat="true" name="heading 2"> <w:lsdexception locked="false" priority="9" qformat="true" name="heading 3"> <w:lsdexception locked="false" priority="9" qformat="true" name="heading 4"> <w:lsdexception locked="false" priority="9" qformat="true" name="heading 5"> <w:lsdexception locked="false" priority="9" qformat="true" name="heading 6"> <w:lsdexception locked="false" priority="9" qformat="true" name="heading 7"> <w:lsdexception locked="false" priority="9" qformat="true" name="heading 8"> <w:lsdexception locked="false" priority="9" qformat="true" name="heading 9"> <w:lsdexception locked="false" priority="39" name="toc 1"> <w:lsdexception locked="false" priority="39" name="toc 2"> <w:lsdexception locked="false" priority="39" name="toc 3"> <w:lsdexception locked="false" priority="39" name="toc 4"> <w:lsdexception locked="false" priority="39" name="toc 5"> <w:lsdexception locked="false" priority="39" name="toc 6"> <w:lsdexception locked="false" priority="39" name="toc 7"> <w:lsdexception locked="false" priority="39" name="toc 8"> <w:lsdexception locked="false" priority="39" name="toc 9"> <w:lsdexception locked="false" priority="35" qformat="true" name="caption"> <w:lsdexception locked="false" priority="10" semihidden="false" unhidewhenused="false" qformat="true" name="Title"> <w:lsdexception locked="false" priority="1" name="Default Paragraph Font"> <w:lsdexception locked="false" priority="11" semihidden="false" unhidewhenused="false" qformat="true" name="Subtitle"> <w:lsdexception locked="false" priority="22" semihidden="false" unhidewhenused="false" qformat="true" name="Strong"> <w:lsdexception locked="false" priority="20" semihidden="false" unhidewhenused="false" qformat="true" name="Emphasis"> <w:lsdexception locked="false" priority="59" semihidden="false" unhidewhenused="false" name="Table Grid"> <w:lsdexception locked="false" unhidewhenused="false" name="Placeholder Text"> <w:lsdexception locked="false" priority="1" semihidden="false" unhidewhenused="false" qformat="true" name="No Spacing"> <w:lsdexception locked="false" priority="60" semihidden="false" unhidewhenused="false" name="Light Shading"> <w:lsdexception locked="false" priority="61" semihidden="false" unhidewhenused="false" name="Light List"> <w:lsdexception locked="false" priority="62" semihidden="false" unhidewhenused="false" name="Light Grid"> <w:lsdexception locked="false" priority="63" semihidden="false" unhidewhenused="false" name="Medium Shading 1"> <w:lsdexception locked="false" priority="64" semihidden="false" unhidewhenused="false" name="Medium Shading 2"> <w:lsdexception locked="false" priority="65" semihidden="false" unhidewhenused="false" name="Medium List 1"> <w:lsdexception locked="false" priority="66" semihidden="false" unhidewhenused="false" name="Medium List 2"> <w:lsdexception locked="false" priority="67" semihidden="false" unhidewhenused="false" name="Medium Grid 1"> <w:lsdexception locked="false" priority="68" semihidden="false" unhidewhenused="false" name="Medium Grid 2"> <w:lsdexception locked="false" priority="69" semihidden="false" unhidewhenused="false" name="Medium Grid 3"> <w:lsdexception locked="false" priority="70" semihidden="false" unhidewhenused="false" name="Dark List"> <w:lsdexception locked="false" priority="71" semihidden="false" unhidewhenused="false" name="Colorful Shading"> <w:lsdexception locked="false" priority="72" semihidden="false" unhidewhenused="false" name="Colorful List"> <w:lsdexception locked="false" priority="73" semihidden="false" unhidewhenused="false" name="Colorful Grid"> <w:lsdexception locked="false" priority="60" semihidden="false" unhidewhenused="false" name="Light Shading Accent 1"> <w:lsdexception locked="false" priority="61" semihidden="false" unhidewhenused="false" name="Light List Accent 1"> <w:lsdexception locked="false" priority="62" semihidden="false" unhidewhenused="false" name="Light Grid Accent 1"> <w:lsdexception locked="false" priority="63" semihidden="false" unhidewhenused="false" name="Medium Shading 1 Accent 1"> <w:lsdexception locked="false" priority="64" semihidden="false" unhidewhenused="false" name="Medium Shading 2 Accent 1"> <w:lsdexception locked="false" priority="65" semihidden="false" unhidewhenused="false" name="Medium List 1 Accent 1"> <w:lsdexception locked="false" unhidewhenused="false" name="Revision"> <w:lsdexception locked="false" priority="34" semihidden="false" unhidewhenused="false" qformat="true" name="List Paragraph"> <w:lsdexception locked="false" priority="29" semihidden="false" unhidewhenused="false" qformat="true" name="Quote"> <w:lsdexception locked="false" priority="30" semihidden="false" unhidewhenused="false" qformat="true" name="Intense Quote"> <w:lsdexception locked="false" priority="66" semihidden="false" unhidewhenused="false" name="Medium List 2 Accent 1"> <w:lsdexception locked="false" priority="67" semihidden="false" unhidewhenused="false" name="Medium Grid 1 Accent 1"> <w:lsdexception locked="false" priority="68" semihidden="false" unhidewhenused="false" name="Medium Grid 2 Accent 1"> <w:lsdexception locked="false" priority="69" semihidden="false" unhidewhenused="false" name="Medium Grid 3 Accent 1"> <w:lsdexception locked="false" priority="70" semihidden="false" unhidewhenused="false" name="Dark List Accent 1"> <w:lsdexception locked="false" priority="71" semihidden="false" unhidewhenused="false" name="Colorful Shading Accent 1"> <w:lsdexception locked="false" priority="72" semihidden="false" unhidewhenused="false" name="Colorful List Accent 1"> <w:lsdexception locked="false" priority="73" semihidden="false" unhidewhenused="false" name="Colorful Grid Accent 1"> <w:lsdexception locked="false" priority="60" semihidden="false" unhidewhenused="false" name="Light Shading Accent 2"> <w:lsdexception locked="false" priority="61" semihidden="false" unhidewhenused="false" name="Light List Accent 2"> <w:lsdexception locked="false" priority="62" semihidden="false" unhidewhenused="false" name="Light Grid Accent 2"> <w:lsdexception locked="false" priority="63" semihidden="false" unhidewhenused="false" name="Medium Shading 1 Accent 2"> <w:lsdexception locked="false" priority="64" semihidden="false" unhidewhenused="false" name="Medium Shading 2 Accent 2"> <w:lsdexception locked="false" priority="65" semihidden="false" unhidewhenused="false" name="Medium List 1 Accent 2"> <w:lsdexception locked="false" priority="66" semihidden="false" unhidewhenused="false" name="Medium List 2 Accent 2"> <w:lsdexception locked="false" priority="67" semihidden="false" unhidewhenused="false" name="Medium Grid 1 Accent 2"> <w:lsdexception locked="false" priority="68" semihidden="false" unhidewhenused="false" name="Medium Grid 2 Accent 2"> <w:lsdexception locked="false" priority="69" semihidden="false" unhidewhenused="false" name="Medium Grid 3 Accent 2"> <w:lsdexception locked="false" priority="70" semihidden="false" unhidewhenused="false" name="Dark List Accent 2"> <w:lsdexception locked="false" priority="71" semihidden="false" unhidewhenused="false" name="Colorful Shading Accent 2"> <w:lsdexception locked="false" priority="72" semihidden="false" unhidewhenused="false" name="Colorful List Accent 2"> <w:lsdexception locked="false" priority="73" semihidden="false" unhidewhenused="false" name="Colorful Grid Accent 2"> <w:lsdexception locked="false" priority="60" semihidden="false" unhidewhenused="false" name="Light Shading Accent 3"> <w:lsdexception locked="false" priority="61" semihidden="false" unhidewhenused="false" name="Light List Accent 3"> <w:lsdexception locked="false" priority="62" semihidden="false" unhidewhenused="false" name="Light Grid Accent 3"> <w:lsdexception locked="false" priority="63" semihidden="false" unhidewhenused="false" name="Medium Shading 1 Accent 3"> <w:lsdexception locked="false" priority="64" semihidden="false" unhidewhenused="false" name="Medium Shading 2 Accent 3"> <w:lsdexception locked="false" priority="65" semihidden="false" unhidewhenused="false" name="Medium List 1 Accent 3"> <w:lsdexception locked="false" priority="66" semihidden="false" unhidewhenused="false" name="Medium List 2 Accent 3"> <w:lsdexception locked="false" priority="67" semihidden="false" unhidewhenused="false" name="Medium Grid 1 Accent 3"> <w:lsdexception locked="false" priority="68" semihidden="false" unhidewhenused="false" name="Medium Grid 2 Accent 3"> <w:lsdexception locked="false" priority="69" semihidden="false" unhidewhenused="false" name="Medium Grid 3 Accent 3"> <w:lsdexception locked="false" priority="70" semihidden="false" unhidewhenused="false" name="Dark List Accent 3"> <w:lsdexception locked="false" priority="71" semihidden="false" unhidewhenused="false" name="Colorful Shading Accent 3"> <w:lsdexception locked="false" priority="72" semihidden="false" unhidewhenused="false" name="Colorful List Accent 3"> <w:lsdexception locked="false" priority="73" semihidden="false" unhidewhenused="false" name="Colorful Grid Accent 3"> <w:lsdexception locked="false" priority="60" semihidden="false" unhidewhenused="false" name="Light Shading Accent 4"> <w:lsdexception locked="false" priority="61" semihidden="false" unhidewhenused="false" name="Light List Accent 4"> <w:lsdexception locked="false" priority="62" semihidden="false" unhidewhenused="false" name="Light Grid Accent 4"> <w:lsdexception locked="false" priority="63" semihidden="false" unhidewhenused="false" name="Medium Shading 1 Accent 4"> <w:lsdexception locked="false" priority="64" semihidden="false" unhidewhenused="false" name="Medium Shading 2 Accent 4"> <w:lsdexception locked="false" priority="65" semihidden="false" unhidewhenused="false" name="Medium List 1 Accent 4"> <w:lsdexception locked="false" priority="66" semihidden="false" unhidewhenused="false" name="Medium List 2 Accent 4"> <w:lsdexception locked="false" priority="67" semihidden="false" unhidewhenused="false" name="Medium Grid 1 Accent 4"> <w:lsdexception locked="false" priority="68" semihidden="false" unhidewhenused="false" name="Medium Grid 2 Accent 4"> <w:lsdexception locked="false" priority="69" semihidden="false" unhidewhenused="false" name="Medium Grid 3 Accent 4"> <w:lsdexception locked="false" priority="70" semihidden="false" unhidewhenused="false" name="Dark List Accent 4"> <w:lsdexception locked="false" priority="71" semihidden="false" unhidewhenused="false" name="Colorful Shading Accent 4"> <w:lsdexception locked="false" priority="72" semihidden="false" unhidewhenused="false" name="Colorful List Accent 4"> <w:lsdexception locked="false" priority="73" semihidden="false" unhidewhenused="false" name="Colorful Grid Accent 4"> <w:lsdexception locked="false" priority="60" semihidden="false" unhidewhenused="false" name="Light Shading Accent 5"> <w:lsdexception locked="false" priority="61" semihidden="false" unhidewhenused="false" name="Light List Accent 5"> <w:lsdexception locked="false" priority="62" semihidden="false" unhidewhenused="false" name="Light Grid Accent 5"> <w:lsdexception locked="false" priority="63" semihidden="false" unhidewhenused="false" name="Medium Shading 1 Accent 5"> <w:lsdexception locked="false" priority="64" semihidden="false" unhidewhenused="false" name="Medium Shading 2 Accent 5"> <w:lsdexception locked="false" priority="65" semihidden="false" unhidewhenused="false" name="Medium List 1 Accent 5"> <w:lsdexception locked="false" priority="66" semihidden="false" unhidewhenused="false" name="Medium List 2 Accent 5"> <w:lsdexception locked="false" priority="67" semihidden="false" unhidewhenused="false" name="Medium Grid 1 Accent 5"> <w:lsdexception locked="false" priority="68" semihidden="false" unhidewhenused="false" name="Medium Grid 2 Accent 5"> <w:lsdexception locked="false" priority="69" semihidden="false" unhidewhenused="false" name="Medium Grid 3 Accent 5"> <w:lsdexception locked="false" priority="70" semihidden="false" unhidewhenused="false" name="Dark List Accent 5"> <w:lsdexception locked="false" priority="71" semihidden="false" unhidewhenused="false" name="Colorful Shading Accent 5"> <w:lsdexception locked="false" priority="72" semihidden="false" unhidewhenused="false" name="Colorful List Accent 5"> <w:lsdexception locked="false" priority="73" semihidden="false" unhidewhenused="false" name="Colorful Grid Accent 5"> <w:lsdexception locked="false" priority="60" semihidden="false" unhidewhenused="false" name="Light Shading Accent 6"> <w:lsdexception locked="false" priority="61" semihidden="false" unhidewhenused="false" name="Light List Accent 6"> <w:lsdexception locked="false" priority="62" semihidden="false" unhidewhenused="false" name="Light Grid Accent 6"> <w:lsdexception locked="false" priority="63" semihidden="false" unhidewhenused="false" name="Medium Shading 1 Accent 6"> <w:lsdexception locked="false" priority="64" semihidden="false" unhidewhenused="false" name="Medium Shading 2 Accent 6"> <w:lsdexception locked="false" priority="65" semihidden="false" unhidewhenused="false" name="Medium List 1 Accent 6"> <w:lsdexception locked="false" priority="66" semihidden="false" unhidewhenused="false" name="Medium List 2 Accent 6"> <w:lsdexception locked="false" priority="67" semihidden="false" unhidewhenused="false" name="Medium Grid 1 Accent 6"> <w:lsdexception locked="false" priority="68" semihidden="false" unhidewhenused="false" name="Medium Grid 2 Accent 6"> <w:lsdexception locked="false" priority="69" semihidden="false" unhidewhenused="false" name="Medium Grid 3 Accent 6"> <w:lsdexception locked="false" priority="70" semihidden="false" unhidewhenused="false" name="Dark List Accent 6"> <w:lsdexception locked="false" priority="71" semihidden="false" unhidewhenused="false" name="Colorful Shading Accent 6"> <w:lsdexception locked="false" priority="72" semihidden="false" unhidewhenused="false" name="Colorful List Accent 6"> <w:lsdexception locked="false" priority="73" semihidden="false" unhidewhenused="false" name="Colorful Grid Accent 6"> <w:lsdexception locked="false" priority="19" semihidden="false" unhidewhenused="false" qformat="true" name="Subtle Emphasis"> <w:lsdexception locked="false" priority="21" semihidden="false" unhidewhenused="false" qformat="true" name="Intense Emphasis"> <w:lsdexception locked="false" priority="31" semihidden="false" unhidewhenused="false" qformat="true" name="Subtle Reference"> <w:lsdexception locked="false" priority="32" semihidden="false" unhidewhenused="false" qformat="true" name="Intense Reference"> <w:lsdexception locked="false" priority="33" semihidden="false" unhidewhenused="false" qformat="true" name="Book Title"> <w:lsdexception locked="false" priority="37" name="Bibliography"> <w:lsdexception locked="false" priority="39" qformat="true" name="TOC Heading"> </w:LatentStyles> </xml><![endif]--><style> <!-- /* Font Definitions */ @font-face {font-family:Wingdings; panose-1:5 0 0 0 0 0 0 0 0 0; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 268435456 0 0 -2147483648 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-1610611985 1107304683 0 0 159 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-1610611985 1073750139 0 0 159 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:10.0pt; font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:EN-US; mso-fareast-language:EN-US;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:10.0pt; mso-ansi-font-size:10.0pt; mso-bidi-font-size:10.0pt;} @page Section1 {size:612.0pt 792.0pt; margin:70.85pt 2.0cm 2.0cm 2.0cm; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1641957018; mso-list-type:hybrid; mso-list-template-ids:-309064160 629994100 68157443 68157445 68157441 68157443 68157445 68157441 68157443 68157445;} @list l0:level1 {mso-level-start-at:0; mso-level-number-format:bullet; mso-level-text:-; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt; font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabella normale"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} </style> <![endif]--><h3><a class="bl_itemtitle" title="Site: Francy and her English" href="http://francyandherenglish.blogspot.com/2009/03/simply-delicious.html" target="_blank">SIMPLY… DELICIOUS!!!</a></h3><p class="MsoNormal"><span style="font-size: 130%;"><em><span style="color: rgb(204, 51, 204);"><strong>Surprise, surprise!...Bookmarking is so delicious...</strong></span></em></span></p><h3 class="post-title entry-title"><a href="http://myonionsauce.blogspot.com/2009/03/what-delicious-discovery.html">What a del.icio.us discovery!</a></h3><a class="bl_itemtitle" title="Site: Pucca in Wonderland- Elisa's blog" href="http://puccainwonderland.blogspot.com/2009/03/social-bookmarking-is-delicious.html" target="_blank">Social Bookmarking is DELICIOUS!</a>
<br /><h3><a class="bl_itemtitle" title="Site: SaRa RoCkS" href="http://rocking-queen.blogspot.com/2009/03/delicious-ly-bookmarking.html" target="_blank">"Delicious-ly" bookmarking!</a></h3><span style="font-size: 130%;"><em><span style="color: rgb(204, 51, 204);"><strong></strong></span></em></span>Your blog post titles say it all :-) Undoubtedly the name of the tool lends itself to creative title-making ;-)
<br />
<br />You all have clearly explored delicious and discovered many of the ways in which it can truly be a useful tool. From reading your posts, what’s most important is you’ve understood the ‘social’ aspect. It’s also good that you’re finding new ways the Web can help you improve your English. Speaking of which…as language students you are, obviously, still making minor errors in your written expression. You should feel comforted by the fact that you make similar mistakes ;-) It’s also always good to make a list that can become sort of a checklist of things to go through before posting a post. One that might come out of these posts is:
<br />
<br />- Relative clauses
<br />- Sentence order and structure
<br />- Paragraphing and paragraph length
<br />- Punctuation (especially with subordinators and conjuncts!)
<br />
<br />All things considered, though, you all express yourselves clearly and use appropriate words. Well done.
<br />
<br />Regarding comments, those I read were supportive and friendly and clearly indicated you are reading one another. The next step is to make a second comment in which you provide each other with linguistic feedback. Good luck!
<br />
<br />Sarah
<br />
<br />P.S. Three people put the –s on adjectives!!!
<br />
<br />Click here to download my <a href="http://interculturewiki.pbwiki.com/f/feedback_etivity_4_rev.pdf">feedback </a>to groups 3 and 7.
<br />
<br />For some tips on how to give effective feedback, click <a href="http://racerelations.about.com/od/skillsbuildingresources/ht/howtofeedback.htm">here </a>and <a href="http://www.brookes.ac.uk/services/ocsd/firstwords/fw21.html">here</a>.
<br />Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-62844515783225773752009-04-01T10:45:00.003+02:002009-04-01T11:21:28.496+02:00Criteria we came up with in class<strong>Collective Intelligence</strong><br /><strong></strong><br /><strong>Why was the information provided?</strong><br />if you are an academic or researcher<br />online journals pay-access only<br />open access online journals<br /><strong></strong><br /><strong>Author</strong><br />who is the author?<br />is it an author who is known in the community?<br />if not, could he/she be considered authoritative? (e.g. a dissertation)<br />shouldn't be written by a no-one<br />part of a network?<br /><br /><strong>The website</strong><br />what's the domain? (if it's on the Web)<br />do cross-referencing - same info or opinions in other websites? cited in other places?<br />graphics - layout, e.g. a lot of emoticons? a lot advertisements?<br />is the "knowledge" protected by some kind of license, material copyrighted? or creative commons?<br />how many times has the site been visited?<br />who is responsible for the website and the content?<br /><br /><strong>The contents</strong><br />is the contente reliable? external references? useful links? use of paragraphs, etc?<br />when was the information published? is there something more recent or is this still the authority?<br /><br /><br />words we've excluded from our vocabulary: DON'T HAVE TO BE MUSTN'T<br />alternatives, SHOULDN'T, ARE NOT SUPPOSED TO, CAN'T, IMPERATIVESarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com0tag:blogger.com,1999:blog-35730665.post-41981140193919899992009-03-31T13:19:00.007+02:002009-04-01T10:35:00.361+02:00E-tivity 5<h2><span lang="EN-GB" style="font-size:12;"><span style="font-size:100%;">Evaluating Online Sources</span><?xml:namespace prefix = o /><o:p></o:p></span></h2><p class="MsoNormal">Read this comment by a <a href="http://www.tarletongillespie.org/scrutiny/">teacher </a>to a <a href="http://www.lessig.org/blog/2007/05/keens_the_cult_of_the_amateur.html">blog post by Lawrence Lessig</a> (mind you, blog, not website) responding to <a href="http://andrewkeen.typepad.com/">Andrew Keen</a>'s book <a href="http://ajkeen.com/e.htm">"The Cult of the Amateur"</a>, which criticizes user-produced content on Web 2.0, at the cost of what he calls 'expert knowledge'. <a href="http://www.lessig.org/info/bio/">Lawerence Lessig </a>is a law professor at Stanford University and the founder of <a href="http://creativecommons.org/">Creative Commons</a>.</p><p class="MsoNormal">"I find the most interesting aspect of these phenomena (be it Wikipedia or blogging or YouTube or Amazon recommendations) is the way that they force [u]s to recognize that the established mechanisms and institutions of information and culture (be it Encyclopedia Brittannica or <i>The Wall Street Journal</i> or NBC or <i>Consumer Reports</i>) are themselves socially produced, historically contingent, institutionally bound, and systematically imperfect systems. They too have an implicit, built-in philosophy of where knowledge and culture come from and how one knows to trust or appreciate it, they too are structurally better at getting at some things and worse at others, they too can be mishandled or exploited. This is not to say that we should adopt a relativist position, that any way of producing information is okey-dokey. We can have a discussion about specific kinds of resources are best served by particular arrangements, some of which may benefit from wider, amateur participation, others benefiting from more bound, trained communities. But it obligates us to give up this kind of comfortable certainty we enjoy about those traditional forms, the social authority they have built up over time that cloaks their imperfections. And just as much as the Internet and its applications may be highlighting this, the traditional institutions of knowledge are doing a fine job revealing their own weaknesses all by themselves, from the failure of the political press to challenge the run up to war in Iraq, to the diminishing cultural relevance of major label music, to the crushing consolidation of corporate radio , etc etc."</p><p class="MsoNormal">All this to say, that what we consider when evaluating online sources of information is just as valid when we are evaluating print or 'traditional' sources of information.<br /></p><p class="MsoNormal"></p><p class="MsoNormal"><b><span lang="EN-GB" style="COLOR: rgb(204,51,204)">Purpose</span></b><b><span lang="EN-GB">:</span></b><span lang="EN-GB"> To reflect on and discuss what criteria you do use and can be used to evaluate the reliability and authority of information you find on the Internet (or anywhere!). <o:p></o:p></span></p><p class="MsoNormal"><b><span lang="EN-GB" style="COLOR: rgb(51,204,0)">Task</span></b><b><span lang="EN-GB">:</span></b><span lang="EN-GB"> <o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB">1 – Many of you will be writing your theses soon and there’s no doubt that you will be using the Internet as part of your research. Whenever you do research, be it in the library or online, you have to judge the information you come across. I’d like you to think about what criteria you use to make these judegments. Make some notes about this either on paper or in your blog. If you do this in class, make a list in groups of 3-4.<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB"><o:p></o:p>2 – Go take a look at suggestions other universities make for students. Go to the websites listed below and see what they say. Do you agree? Disagree? Have they pointed things out you had not thought of? Feel free, of course, to do your own searches too ;-)<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB"><o:p></o:p><a href="http://www.essex.ac.uk/myskills/skills/research/criticalUseInternet.asp#09">Tips from the University of <?xml:namespace prefix = st1 /><st1:place st="on">Essex</st1:place></a> <o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB"><a href="http://owl.english.purdue.edu/workshops/hypertext/EvalSrcW/index.html">Tips from Purdue’s Online Writing Lab (OWL)</a><o:p></o:p></span></p><p class="MsoNormal"><a href="http://infodome.sdsu.edu/research/evaluate/evaluate.shtml#questions"><span lang="EN-GB">Tips from <st1:place st="on"><st1:placename st="on">San Diego</st1:placename> <st1:placetype st="on">State</st1:placetype> <st1:placetype st="on">University</st1:placetype></st1:place><o:p></o:p></span></a></p><p class="MsoNormal"><span lang="EN-GB">3 – Make a checklist that you can always keep handy when searching for information.</span></p><p class="MsoNormal">4 - Based on your checklist, let's go explore some MORE tools you can use to 'filter' information on the Internet. Search for the phrase "personal learning environment" in the following websites. Find sources that you think are valuable and save them on delicious (in class, again, do this in groups).<br /><br /></p><ul><li><a href="http://blogsearch.google.com/">Google Blogs </a>- Similar to Technorati, Google will search for your tags in blogs on the Internet</li><li><a href="http://books.google.com/books">Google Books </a>- Various publishers have published parts of books on the Web. Although you cannot download or copy the information, if a book is not in the library and you're thinking of buying it, or if you want to check it out before you go to the library, you can use this tool to read bits and pieces of a book.</li><li><a href="http://scholar.google.it/">Google Scholar </a>- Going one step further, with this tool, Google will search for your tags in online academic texts, be they .pdf files, .docs, abstracts or citations. You may find paid-access only sites, but you may also be surprised by how many free online texts are available on the Web.<br /><br /><a href="http://www.doaj.org/">DOAJ - Directory of Open Access Journals</a><br /><br />And the <a href="http://www.cab.unipd.it/">good old library catalogue</a><br /></li></ul><p class="MsoNormal">And if that wasn't enough ;-) What about wikis? In his book, <span style="TEXT-DECORATION: underline"></span><a href="http://ajkeen.com/e.htm">"The Cult of the Amateur"</a> <a href="http://andrewkeen.typepad.com/">Andrew Keen</a>' states "Since Wikipedia's birth, more than fifteen thousand contributors have created nearly three million entries in over a hundred different languages—none of them edited or vetted for accuracy (p4)." Well, not all wikis are Wikipedia. See what you think of these:</p><p class="MsoNormal"><a href="http://e-language.wikispaces.com/">The E-language wiki</a><br /></p><p class="MsoNormal"><a href="http://ltc.umanitoba.ca/wiki/Siemens">The LTC wiki at the University of Manitoba</a></p><p class="MsoNormal"><span lang="EN-GB">5 - Write a reflective blogging post on what, if anything ;-) , you have learned in this task.<o:p></o:p></span></p><p class="MsoNormal"><b><span lang="EN-GB" style="COLOR: rgb(255,102,0)">Respond</span></b><b><span lang="EN-GB">: </span></b><span lang="EN-GB">Read the other the posts of the members of your group. Write a comment agreeing/disagreeing/reflecting on what your peers have said. <o:p></o:p></span></p><p class="MsoNormal"><b><span lang="EN-GB" style="color:red;">Timeline</span></b><b><span lang="EN-GB">: </span></b><span lang="EN-GB">Sunday</span><span lang="EN-GB">, April 5 (<span style="COLOR: rgb(51,204,0)">task</span>), Wednesday, April 8 (<span style="COLOR: rgb(255,102,0)">respond</span>).<o:p></o:p></span></p>Sarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com1tag:blogger.com,1999:blog-35730665.post-31105116721337827262009-03-26T14:52:00.002+01:002009-03-26T15:03:10.526+01:00Dashes and soDuring class today, a bit of confusion came up regarding how to use dashes and the word 'so'.<br /><br />Dash<br />I never use them, but this doesn't mean they aren't used. <a href="http://www.ego4u.com/en/cram-up/writing/dash">This site </a>confirms what you said Scott told you about dashes giving importance to words. <a href="http://www.englishclub.com/writing/punctuation-dash.htm">This one </a>says something a bit different. <a href="http://www.wikihow.com/Properly-Use-a-Dash-in-an-English-Sentence">This one </a>looks a lot better and I like the <a href="http://www.wikihow.com/Main-Page">WikiHow </a>site :-)<br /><br />So<br />No definitive conclusions yet, but besides being an informal version of 'therefore', 'so' is a coordinating conjunction, meaning it connects two words, phrases or clauses, whereas 'therefore' is an adverb and links independent clauses.<br />Therefore ;-) 'therefore' is preceded by a semi-colon and followed by a comma and 'so' should not have any punctuation even though you will often find it preceded by a comma.<br /><br />SarahSarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com1tag:blogger.com,1999:blog-35730665.post-85639390578089301802009-03-26T14:45:00.003+01:002009-03-26T14:49:46.781+01:00Feedback e-tivity 3Hello all,<br /><br />This week I corrected the blog posts of those who posted e-tivity 3 by the deadline. We discussed them a bit in class, but you can <a href="http://interculturewiki.pbwiki.com/f/e_tivity_3_feedback.pdf">see a .pdf with the corrections on the wiki</a>. I would suggest you ALL read ALL of my corrections as I feel we all have something to learn from each other's mistakes.<br /><br />You did a good job of eliminating what we said we'd eliminate, e.g. present perfect, also, such, must, etc., and today in class we decided to eliminate 'don't have to' as well. I think these posts are an improvement on the first ones and I'm sure as you learn to blog and simplify, they'll get even better.<br /><br />Next week I will be correcting the the posts and comments of two of the groups :-)<br /><br />SarahSarahhttp://www.blogger.com/profile/15331531679145646654noreply@blogger.com1