https://cyber.harvard.edu/is2011/api.php?action=feedcontributions&feedformat=atom&user=Sethwoodworth 2026-04-07T10:02:03Z User contributions MediaWiki 1.43.6 https://cyber.harvard.edu/is2011/?title=New_Opportunities_for_Education&diff=4879 2010-05-04T21:33:25Z

<p>Sethwoodworth: </p> <hr /> <div>Class Etherpad: http://openetherpad.org/new-opportunities-in-education<br /> <br /> ICTs hold great promise for improving the efficiency, reach and character of learning opportunities in developed and developing countries. Yet many (most?) of these potential gains are undocumented. Among the obstacles that we will explore are the familiar structural and cultural issues embedded in educational programs around the world and a newer variety of Internet-mediated challenges. <br /> <br /> E- learning is just one aspect of ICT, which allows one to learn in unconventional yet stimulating ways. E-Learning can result in a more productive work force as discussed in Hawkins article Ten Lessons for ICT, if not be the catalyst for new educational opportunities. Can E-Learning be used as a tool that fosters new skills for today's society? Reasoning, communication, judgment, engagement, and preparation for society, to name a few, will be credited to E-learning because it's that effective. Would you define this as result driven? Integration of computers and learning leads to enthusiasm, not only on behalf of the teachers but for the students as well. Now it's time to take this enthusiasm and merge it with the value that has evolved from the classroom environment.<br /> How should this be done? This merging of the classroom and innovative and interactive learning via ICT is like bridging the gap in the digital divide as Hawkins speaks of in his article. As Benjamin Franklin professed, Power is knowledge put into action. Here we must question, what is knowledge without action? Is it perhaps education without E-Learning?<br /> <br /> == Readings ==<br /> <br /> *[http://en.wikipedia.org/wiki/OLPC Wikipedia Article on OLPC]<br /> *Browse [http://www.laptop.org the OLPC site]<br /> * [http://cyber.law.harvard.edu/itg/libpubs/gitrr2002_ch04.pdf Bob Hawkins, Global Information Technology Report, Ten Lessons for ICT and Education in the Developing World]<br /> *'''''Read the Executive Summary (2 pages)''''' [http://www.google.com/url?sa=t&amp;ct=res&amp;cd=2&amp;url=http%3A%2F%2Fwww.digitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&amp;ei=tRa8RdbmE524ggTHs6idCA&amp;usg=__dV3iI7A-nqyEGzuFtiZ1dqNG7jw=&amp;sig2=_96CTy25uNDPti38L-G4Kg Confronting the Challenges of Participatory Culture: Media Education for the 21st Century] - Henry Jenkins<br /> <br /> '''NOTE: ''' The above Jenkins link is broken. This link should work [http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF]<br /> <br /> '''Readings added 4/21 worth reading if you have time!'''<br /> Mark Prensky, &quot;Engage Me or Enrage Me&quot; http://net.educause.edu/ir/library/pdf/erm0553.pdf<br /> <br /> == Additional Resources ==<br /> *[http://eprints.lse.ac.uk/archive/00000418/ Taking up online opportunities? Children's uses of the internet for education, communication and participation (2004)]<br /> <br /> *[http://cyber.law.harvard.edu/itg/libpubs/gitrr2002_ch03.pdf Rethinking Learning in the Digital Age, Mitchel Resnick]<br /> <br /> *'''''Read the Executive Summary (1 page)''''' [http://cyber.law.harvard.edu/home/2006-09 Terry Fisher &amp; Bill McGeveran, The Digital Learning Challenge: Obstacles to Educational Uses of Copyrighted Material in the Digital Age]<br /> <br /> A case for beginning OLPC at home: [http://www.olpcnews.com/countries/usa/olpc_america_xo_laptops.html]<br /> <br /> == Sites Visited/Referenced in Class ==<br /> <br /> == Class Discussion ==<br /> <br /> Observations on the ''New Opportunities for Education'' class description above, the readings, and my own opinions.<br /> <br /> We need to be looking at educational reform through the lens of searching for solutions, not through the lens of revisiting the same problems and challenges.<br /> <br /> Yes, Information and Communications Technologies (ICT) do hold ‘great promise for improving the efficiency, reach and character of learning opportunities’. Hawkins tells us 'governments around the world are focusing on strategies to increase access to and improve the quality of education'. There is no argument employers are demanding an educated work force that 'understands how to use technology as a tool to increase productivity and creativity'. <br /> <br /> We have the technology to 'transform how and what people learn'; and there is the possibility of a 'learning revolution' in education. But it will not come, Hawkins warns us, until we address how students learn and how teachers teach. Resnick supports the need for education reform with a call to 'rethink our approaches to learning and education' – and our ideas of how new technologies can support them. Computers do not just speed up communication flow; they can also be seen as universal construction tools 'greatly expanding what people can create and what they can learn in the process'.<br /> <br /> In short, technology has revolutionized education, but no one has taught teachers how to use the technology. Hawkins has it right when he says 'teachers need to be transformed from information consumers…to information producers.' (1)<br /> <br /> Steve Jobs even understands the problem when he quips 'what is wrong with education cannot be fixed with technology.' One Laptop Per Child may make us feel good, but it does not address the issue of building learning environments, and communities of learners. We must introduce teachers to the new technologies, show them how it can be integrated into the classroom, and where necessary help them overcome their fear of technology. <br /> <br /> If the educational system is broken, as Hawkins, Resnick and Prensky suggest, we should be looking for solutions. Resnick’s 'reforming educational reform calls for rethinking how people learn and what people learn’. Hawkins, at minimum, suggests 'schools should be transformed into active learning environments.' Prensky says Engage me or Enrage me. [I don’t think kids know they are enraged. Or, if they do, why.] Students are bored because they are not engaged. <br /> <br /> Hawkins and Resnick are in essence saying we need to give-up the conventional didactic teaching model in favor of a constructivist approach. The constructivist model has proven 'when technology is used in concert with constructivist teaching practices students tend to perform well; and when used in concert with didactic teaching practices, they do not.' [Wenglisky]. <br /> <br /> There are some practical solutions to the technology integration piece of the reform movement. We should be reading ''Using Technology Wisely, The Keys to Success In Schools'', Wenglinsky, Harold; as well as ''The Technology Fix, The Promise and Reality of Computers in Our Schools'', Pflaum, William D. <br /> <br /> To address how learners learn, there is Universal Design for Learning [UDL] and differentiated instruction. Educators are constantly being challenged to teach a standardized curriculum to a community of learners with various learning styles. The UDL initiative provides educators with a blueprint for creating flexible methods, materials, and assessments that can accommodate learner differences. <br /> <br /> These teaching / education reforms are not restricted to brick-and-mortar facilities. E-Learning or On-line learning is affected as well. The challenges of developing a constructivist On-line teaching model based on the affordances of 21st Century technologies are even greater, when many On-line courses are still taught asynchronously. <br /> <br /> If, according to Benjamin Franklin ‘power is knowledge put into action’, then I believe knowledge is education in action. <br /> <br /> The class discussion should be interesting, and informative.<br /> <br /> Scott McCutcheon a/k/a<br /> <br /> --[[User:Charlesscott|Charlesscott]] 02:49, 4 May 2010 (UTC)<br /> ________________<br /> <br /> (1) Many professional development initiatives that address these issues can be found in Chris Dede’s, ONLINE PROFESSIONAL DEVELOPMENT for TEACHERS, Emerging Models and Methods.<br /> <br /> -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_<br /> <br /> -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_<br /> <br /> -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_<br /> <br /> In a broad summary, this week's readings stress two unique challenges in the realm of education reform and technology. The first problem/opportunity is the technological development of third world academic institutions – the methods, results, necessity, and short-comings. This is explored in the Hawkins piece, the material on OLPC, and the Resnick article. The second issue is of first world education reform, which becomes more and more necessary as the profile of the average student changes as he/she now comes from a new world of technology, social networking, hi-tech games, etc. Jenkins and Prensky thoroughly explore this quandary, but also showcase the possibilities for reform opportunities.<br /> <br /> Hawkins reviews the World Link program, a program set up by the world bank to test and assess strategies of getting third world schools access to computers, internet, and related technologies. He sees these programs as generally successful given the limitations of infrastructure. Students in the remote Congo are using email, and girls under Islamic regimes get a peak at freedom. From this point of view, programs like World Link suggest that technological progress is possible in these underdeveloped countries, and hopefully the students given these skills will carry the torch and open up opportunities for their nations.<br /> <br /> However, Resnick adds an interesting caveat in his article: “In most places where new technologies are being used in education today, the technologies are used simply to reinforce outmoded approaches to learning.&quot; Simply, if computers and the internet are being used in third world countries to simply enhance traditional education, that is not exactly “reform.” Instead, by introducing the technology of modern western culture, a new type of student will be produced – one who does not respond to traditional education. In other words, third world countries may be simply trading one problem for a new one: the problem which modern first world countries are currently struggling with.<br /> <br /> In the developed world, students arrive at school with method-skills and mindsets unique to students of the past, thus not particularly compatible with traditional educational platforms. For the most part, this is seen as a challenge to educators and administrations as students now come from an outside world which is incredibly interactive, collaborative, and engaging; and the educational module does not apply to students of the modern technological world.<br /> <br /> Prensky points out that students of the past “didn’t expect to be engaged by everything they did. There were no video games, no CDs, no MP3s—none of today’s special effects... [also less] creative opportunities for students outside of school. Many if not most of them never even knew … real engagement.&quot; The modern student is the opposite. The Jenkins article stresses that modern students are already developing really strong skills outside of class. Even if it is unbeknownst to them, children now a days are collaborating on digital projects every day, whether it is a friend's Facebook page, a complex online video game, a meta-life, or special interest forums. Most of these games and scenarios are way more complex than algebra, but how can scholarly studies be as engaging? Why should society expect these children to learn the same way as students 100 years ago?<br /> <br /> The biggest challenge arises within educators. If teachers need to work under a reformed system which caters to the new type of student, they themselves have to be equally apt at the technologies – and this is not usually the case. So the real reform necessary in first world education is likely redefining teacher training, and even the role of the teacher; as the modern student is one who is constantly learning and exploring on their own – and doesn't want to just sit and listen.<br /> <br /> --[[User:Sandusky|Timothy Sandusky]] 13:49, 4 May 2010 (CDT)<br /> <br /> -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_<br /> <br /> -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_<br /> <br /> -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_<br /> <br /> As there are already a few great summaries of the reading material, I hope to expand the thinking on this week's readings.<br /> <br /> The readings from this week are, in a very brief summation, regarding little about how the internet can expand education, and more about how education has failed to evolve. As Lessons for ITC puts it, we have &quot;a changed world with unchanged classrooms.&quot; I have done much personal reading on this subject, particularly in Grown Up Digital by Don Tapscott, and am glad that the class is ending on this note. For all of the glamour and excitement of the tech industry, and after spending a semester discussing the frontiers of the growing digital environment, it is an important and sobering reality that very few, even in the United States much less globally, are even being educated in a way which prepares and empowers them to take advantage of all that the past few decades of innovation have to offer.<br /> <br /> I would expect most people in the class to be familiar with OLPC prior to the class, but, to put it briefly, the aim of the 'One Laptop per Child' project is to place a cheap, but highly useful, laptop in the hands of every child to educate them. In many ways, its aim is to even the playing field in the areas of computer-literacy and problem-solving/critical-thinking skills as much as meet standard education needs. The program is operated by partnering technology firms, and has been met with a mix of praise (for its aims and ambitions) and criticism (for questionable decisions and motives) since its inception. If nothing else, the OLPC has been credited for pushing technological innovations to affordable and mass market availability with impacts far beyond those of project.<br /> <br /> Interestingly enough, however, is how the Participatory Culture report opens - &quot;A central goal of this report is to shift the focus of the conversation about the digital divide from questions of technological access to those of opportunities to participate and to develop the cultural competencies and social skills needed for full involvement.&quot; While the report goes on to examine a multitude of ways in which technological access can enhance, and bring some necessary reform to, education (which is useful), it is a fairly strong move to claim that the conversation is ready to move forward. While it is true that those educational avenues that do provide technological access need to be thinking about how to use their tools wisely, it would seem more prudent if the reports aim was to augment the access conversation, rather than shift it in another direction. It is true that in many cases, such as the OLPC program, there is an assumption that technological access equals 'good' with little justification as to why, and such an attitude is unlikely to produce a cultural/institutional shift towards curriculum integration even if access is improved (which, itself, is surely to run into it's own cultural/institutional roadblocks). The ideas put forward, though, are, I feel, spot on, and I am hopeful to read the full report when I have more time.<br /> <br /> In effect, Lessons for ICT brings the access issue into more concrete light. I feel to discuss too much on the reading would be to regurgitate it, but, in essence, the paper makes an argument toward technological adoption, and explains not only how to do it, but also how to do it well. It does take a full spectrum approach, addressing not only local school issues, but also policy solutions and roadblocks.<br /> <br /> Finally, Enrage Me examines the problem of education and its failures to engage with students on a level that causes them to want to learn. The writer does a good job of examining the role of external factors on classroom engagement; to state it simply, the world outside the classroom is interactive, customizable, and their relevance is more evident to the student. The author points out that most students are learning things far more complex than what is in the curriculum, but struggle to even desire to learn in the classroom. Generally, it is a call to educators to consider how to bring this external influence into the schools, and one that also address a principle criticism of technology in the classroom as letting the students bring their toys with them. The piece does try to demonstrate that students are receiving all kinds of informal learning through these tools, and simply takes the next step of visioning about what it would look like to simply formalize some of these systems. Personally, I wonder how effective some of the ideas that are alluded to (such as educational video games) would work. Students can't be tricked into something they don't want, and I wonder if there wouldn't be some level of rejection if the programs felt 'too much like school' - my experience has been that many educational games mirror the regurgitation model, only with bubbly characters with encouraging voices. I feel the author looks over that point, and missed an opportunity to address the fact that the program described will not be solved by digitizing a lecture.<br /> <br /> -mgladney<br /> <br /> ----------------------------------------------------<br /> <br /> As noted in the commentary above, the reading selections focused on either the third world (OLPC, Hawkins), or the United States (Jenkins, Prensky) to explore existing efforts to integrate technology within the classroom and engage students and teachers. Although the challenges facing third world communities are broader because they lack the technology infrastructure enjoyed in this country, the similarities were striking in terms of using that technology within the classroom. As Hawkins notes, “[I]f you were to compare the average classroom of a hundred years ago with with an average classroom today, you would recognize it immediately.” Whether students are accustomed to using computers and the internet outside the classroom or these are entirely new devices, they are not accustomed to using them in a formal learning environment. Nor are their teachers, which is why the educator training in developing nations would not be amiss in the US. Prensky points to students developing skills such as concentration, multi-tasking, and problem-solving in their spare time, and displaying none of them in school. In contrast, Hawkins gives the example of Muslim girls who, when given access to the internet within the classroom, quickly expanded their on-line activity to personal learning they are otherwise denied. Teachers must be willing to give up some control to create a more collaborative environment in which they and students can learn together and from each other.<br /> <br /> Of course there are other ways to move from a traditional lecture class to one in which students are more active participants, such as Harkness discussions. Whether children will be motivated to participate is another question. In the end computers are tools, and a fundamental part of the knowledge and skillset students will need to move in the broader world, one they and their teachers must learn to explore together.<br /> <br /> --[[User:Erin Golden|Erin Golden]] 21:27, 4 May 2010 (UTC)</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Powerpoint_Slides_from_Class&diff=4878 2010-05-04T21:32:55Z

<p>Sethwoodworth: </p> <hr /> <div>*[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Lecture_2.pdf Feb 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb9.pdf Feb 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16.pdf Feb 16 part I slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16b.pdf Feb 16 part II slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb23.pdf Feb 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch2.pdf March 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch9.pdf March 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch23.pdf March 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Copyright_Overview_%28Final_03.30.2010%29.ppt March 30 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Digital_Natives_and_Internet_Culture.ppt April 6 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyApril13Temp.pdf April 13 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyApril20.pdf April 20 slides Pt. 1]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/BerkmanClass--TwitterLecture--04202010.pdf April 20 slides Pt. 2]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/Image:New_Opportunities_for_Education.pdf May 4 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetDemocracyApril27.pdf April 27 slides]</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=File:New_Opportunities_for_Education.pdf&diff=4876 2010-05-04T21:32:02Z

<p>Sethwoodworth: </p> <hr /> <div></div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Internet_and_Democracy:_The_Sequel&diff=4863 2010-04-27T21:09:27Z

<p>Sethwoodworth: </p> <hr /> <div>The class discussion will take place on [http://piratepad.net/internet-and-democracy-2 this etherpad]<br /> <br /> A decade ago, the Internet was widely seen as a means to diminish the power of countries to regulate the flow of ideas and information. However, we have witnessed the resurgence of national sovereignty in cyberspace, with many countries now resorting to a combination of technology, law and intimidation to reign in the spread of free speech via the Net. Often aided by the technological support of the private sector in the United States, for this class, we will debate the ethics, practicality and implications of Internet censorship. <br /> <br /> <br /> == Readings == <br /> <br /> * Read John Palfrey and Jonathan Zittrain: [http://opennet.net/sites/opennet.net/files/Deibert_06_Ch05_103-122.pdf Reluctant Gatekeepers: Corporate Ethics on a Filtered Internet]<br /> * Take a look at the [http://opennet.net/blog ONI blog]<br /> * And the [http://opennet.net/map ONI global filtering map]<br /> * Explore the Global Network Initiative website [http://www.globalnetworkinitiative.org/ GNI], with particular attention to the [http://www.globalnetworkinitiative.org/principles/index.php Principles], [http://www.globalnetworkinitiative.org/implementationguidelines/index.php Implementation Guidelines], and [http://www.globalnetworkinitiative.org/governanceframework/index.php Governance Framework]<br /> <br /> == Additional Resources ==<br /> <br /> == Topical Links ==<br /> <br /> == Class Introduction ==<br /> '''Reluctant Gatekeepers: Corporate Ethics on a Filtered Internet'''<br /> <br /> ''Jonathan Zittrain and John Palfrey'' <br /> <br /> <br /> Taking on applied ethics close to information and business ethics, Jonathan Zittrain and John Palfrey bring up that that successful technology companies should focus on implementing great ideas that people will pay for. Seems obvious yet this easy realization comes with a subsequent hindrance. That to carry out these practices, governed-states will turn to other private firms to provide tools and services necessary to effect the censorship and surveillance of the content appropriate to their standards. Almost any business in the information technologies or telecommunications space will find themselves in this position. These private firms hired from the governed-states benefit greatly from these modifications. They profit from the rendering of established technologies, which allow them to grow alongside these technological advances. It is not an uncommon practice, these private firms include hardware manufacturers, software firms, online service providers, and local access providers, among others who rely on these appropriated modification of already distributed technologies.<br /> <br /> Jonathan Zittrain and John Palfrey argue as a result, that the corporations, as an unifying industry, are best placed to work together to resolve this additional rendering of their technologies by adopting a code of conduct to govern their activities in these increasingly common situations. These corporations in their practices will unify competitors, yet allow competitors to create without modifying private firms in a separate, yet similar industry to profit off them. In addition, they argue that in forming this code of conduct, corporations should consult with NGO's, academics, public officials, and other more relevant practitioners to ascertain their prospective success in avoiding further conflict with these governing states and private firms. Yet corporations know that they have an obligation to obey local laws with respect to services they offer in all jurisdictions to their citizens. Corporations often perceive that they do not have the option of resisting the demands of law enforcement officials, for fear that the corporation or their local employees will face legal penalties or that their licenses to operate will be revoked. Some corporations, recognizing the risks in doing business in certain locales have limited the types of services that they offer in those contexts to avoid being placed in an uncomfortable position. ( such as Google.cn ;) )<br /> <br /> For corporations know well enough that complying with ethics would avoid unfavorable outcomes in the way they are perceived. Thus, by forming this code of conduct, corporations will operate with more ease in terms of compliance amongst each other. However, some corporations conclude that there is no ethical problem here or, at least, that the stated ethical problem is nothing new. If an Internet censorship and surveillance group is entirely legitimate from the perspective of international legal policies and societal norms in a governed state, then for an outside provider to do business with them, they are required to participate under those conditions.<br /> <br /> Regardless, an industry-led approach to this supposed ethical problem could have, at the very least, the benefit of improved clarity to its users. Allowing for a more democratic selective process, their users can appropriate themselves with these corporations only empowering the user to be a self-governing user of these technologies. If the code is well-drafted and well-implemented, users of Internet-based services would know what to expect in terms of what their service provider would do when faced with a particular censorship or surveillance demand. The benefit of such an approach could well extend to further self-incorporating developments amongst the companies and the users. Jonathan Zittrain and John Palfrey close that the ICT industry as a whole should strive to provide the best possible services without compromising civil liberties of its users, the generativity of the network which shelters these users, and by doing so, operate in a democratic approach that protects its users without sacrificing the development of its technology.<br /> --[[User:Kida89|Kida89]] 20:36, 27 April 2010 (UTC)<br /> <br /> <br /> As has been clear from the beginning of this class, of the many constituencies who are active in the emergent culture of the internet, multinational web-based corporations stand out as being torn between many often antagonistic masters whose goals can be mutually exclusive and whose cultural and legal points of reference may have little or no commonality. For example, Google, in its entrance to china, was torn between the requirements of the Chinese government, the demand for information by the Chinese users, the demand of share holders to be profitable and the expectation of American consumers that the company live up to its motto &quot;Don't Be Evil&quot; (a stance clearly informed by American culture and perception of the Chinese government). <br /> What is made clear in the Zittrain / Palfrey reading is that along with varying legal jurisdictions, cultural expectations and norms, the ethical dilemmas posed by the demands placed on range from nonexistent to profound depending on the level at which a given company is complicit in the restriction of access to information and the nature of the restricted information. Their solution (reflected by the GNI) of major players defining their own guidelines and terms and working with regimes to codify their self-regulation so as to have a more predictable and consistent behavior across companies raises a number of interesting questions. One which I will raise is, what will the effect of the establishment of multinational internet-based corporations as a united (or at least organized) constituency (constituencies?) which can function as an intermediary between disparate governments and people have on the understanding of the nature of corporations? What effect does their political status in the US as defined by the supreme court have? What effect on democracy (suppressed, burgeoning or established) will the leverage of the market have when lent either to the people’s desire for information or the governments desire for restriction? <br /> --[[User:Kbrady|Kbrady]] 21:04, 27 April 2010 (UTC)<br /> <br /> == From Class ==<br /> <br /> == Class Discussion ==<br /> <br /> == Today's Presentations ==</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Powerpoint_Slides_from_Class&diff=4858 2010-04-20T21:43:29Z

<p>Sethwoodworth: </p> <hr /> <div>*[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Lecture_2.pdf Feb 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb9.pdf Feb 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16.pdf Feb 16 part I slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16b.pdf Feb 16 part II slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb23.pdf Feb 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch2.pdf March 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch9.pdf March 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch23.pdf March 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Copyright_Overview_%28Final_03.30.2010%29.ppt March 30 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Digital_Natives_and_Internet_Culture.ppt April 6 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyApril13Temp.pdf April 13 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyApril20.pdf April 20 slides Pt. 1]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/BerkmanClass--TwitterLecture--04202010.pdf April 20 slides Pt. 2]</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=File:BerkmanClass--TwitterLecture--04202010.pdf&diff=4857 2010-04-20T21:37:41Z

<p>Sethwoodworth: </p> <hr /> <div></div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Internet_and_Democracy&diff=4853 2010-04-20T20:47:58Z

<p>Sethwoodworth: </p> <hr /> <div>Tonight's class will take place again on [http://piratepad.net/internet-and-democracy this etherpad].<br /> <br /> Despite rapid growth and extended efforts on the part of international organizations, development agencies, and private investors to reach a broader audience, the vast majority of the world does not have effective Internet access. Alternatively, mobile telephones continue to proliferate, and already boast twice the users. Have we made any progress, is the future mobile, and what has come of the World Summit on the Information Society?<br /> <br /> == Readings ==<br /> <br /> <br /> '''The Internet and Government At Odds'''<br /> * Bruce Etling and John Kelly, Mapping Iran's Online Public, available [http://cyber.law.harvard.edu/publications/2008/Mapping_Irans_Online_Public here].<br /> <br /> '''The Internet and Civic Crisis'''<br /> * Josh Goldstein and Juliana Rotich, Digitally Networked Technology in Kenya's 2007-2008 Post-Election Crisis, available [http://cyber.law.harvard.edu/publications/2008/Digitally_Networked_Technology_Kenyas_Post-Election_Crisis here].<br /> <br /> <br /> == Additional Resources ==<br /> * [http://cyber.law.harvard.edu/publications/2009/Mapping_the_Arabic_Blogosphere Etling, Kelly, Faris, Palfrey Mapping the Arabic Blogosphere]<br /> * [http://fletcher.tufts.edu/forum/archives/pdfs/32-2pdfs/Faris-Etling_32-2.pdf Faris, Etling, Madison and the Smart Mob: The Promise and Limitations of the Internet for Democracy]<br /> * [http://www.ushahidi.com/ Ushahidi]<br /> * [http://video.google.com/videoplay?docid=2670820702819322251&amp;q=development+TED Rosling on Development]<br /> <br /> * [http://www.benetech.org/human_rights/martus.shtml Martus]<br /> * [http://infodev.org/ Infodev]<br /> * [http://www.internetworldstats.com/stats.htm Statistics]<br /> * [http://www.itu.int/ITU-D/ict/statistics/ict/index.html ITU stats]<br /> * [http://www.itu.int/ITU-D/index.asp ITU-D]<br /> * [http://www.itu.int/ITU-D/ict/publications/wtdr_06/index.html ITU's expensive publication]<br /> * [http://www.globalvoicesonline.org Global Voices]<br /> * [http://www.bridges.org/Real_Access Bridges.org's Real Access / Real Impact criteria for ICT access]<br /> ---<br /> <br /> == Additional Resources From Class/Discussion ==<br /> <br /> [http://www.nytimes.com/2010/04/20/world/asia/20indonet.html?hpw NYT story about new media in Indonesia]<br /> <br /> ----<br /> <br /> == Class Discussion ==<br /> <br /> == Today's Links ==<br /> <br /> [http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_cong_bills&amp;docid=f:h4784ih.txt.pdf| House Bill to establish the Internet Freedom Foundation]<br /> <br /> -[[User:Hnhagni|Hnhagni]] 22:04, 30 March 2010 (UTC)</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Control_and_Code:_Privacy_Online&diff=4840 2010-04-13T21:14:21Z

<p>Sethwoodworth: </p> <hr /> <div>[http://piratepad.net/berkman-privacy-online Class participation and discussion (etherpad)]<br /> <br /> Code is law; the architecture of the Internet and the software that runs on it will determine to a large extent how the Net is regulated in a way that goes far deeper than legal means could ever achieve (or at least ever achieve alone). Technological advances have also produced many tempting options for regulation and surveillance that may severely alter the balance of privacy, access to information and sharing of intellectual property. By regulating behavior, technological architectures or codes embed different values and political choices. Yet code is often treated as a technocratic affair, or something best left to private economic actors pursuing their own interests. If code is law, then control of code is power. If important questions of social ordering are at stake, shouldn't the design and development of code be brought within the political process? In this class we delve into the technological alternatives that will shape interactions over the Internet, as well as the implications of each on personal freedom, privacy and combating cyber-crime. <br /> <br /> ==Readings== <br /> <br /> * [http://futureoftheinternet.org/download Jonathan Zittrain, Future of the Internet, Chapter 9: Privacy 2.0]<br /> * [http://www.bitsbook.com/excerpts/ Abelson, Ledeen, Lewis, Blown to Bits, Chapter 2: Naked in the Sunlight: Privacy Lost, Privacy Abandoned]<br /> <br /> ==Additional Resources==<br /> <br /> * [http://www.onthemedia.org/episodes/2010/04/02/segments/152890 NPR On the Media Story &quot;Anonymous Justice&quot;]<br /> &quot;The Cleveland Plain Dealer sparked an ethical controversy when a front-page story alleged that one of its legions of anonymous online commenters was a local judge, and that the judge had posted controversial comments about at least three cases over which she presided. Plain Dealer editor Susan Goldberg talks about the expectation of privacy on the internet and why the newspaper decided to publish the judge’s online identity.&quot;<br /> <br /> <br /> *[http://www.danah.org/papers/talks/2010/SXSW2010.html &quot;Making Sense of Privacy and Publicity.&quot; Transcript of talk given by Danah Boyd at SXSW. Austin, Texas, March 13, 2010]<br /> <br /> ==Topical Links==<br /> <br /> ==Links from Class Discussion==<br /> <br /> == Class Discussion ==</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Powerpoint_Slides_from_Class&diff=4836 2010-04-06T21:56:54Z

<p>Sethwoodworth: </p> <hr /> <div>*[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Lecture_2.pdf Feb 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb9.pdf Feb 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16.pdf Feb 16 part I slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16b.pdf Feb 16 part II slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb23.pdf Feb 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch2.pdf March 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch9.pdf March 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch23.pdf March 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Copyright_Overview_%28Final_03.30.2010%29.ppt March 30 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Digital_Natives_and_Internet_Culture.ppt April 6 slides]</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=File:Digital_Natives_and_Internet_Culture.ppt&diff=4835 2010-04-06T21:54:58Z

<p>Sethwoodworth: </p> <hr /> <div></div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Digital_Natives_and_Internet_Culture&diff=4834 2010-04-06T21:34:27Z

<p>Sethwoodworth: </p> <hr /> <div>Today's remote participation will take place at http://piratepad.net/berkmanapril6.<br /> <br /> Particularly among digital natives (the community of individuals growing up with the web), the explosion of high bandwidth, persistent internet access has fostered the creation of a dynamic universe of active online communities. In turn, these communities have emerged with their own unique practices, cultural touchpoints, and body of content. Particularly in the last few years, they have grown larger -- and increasingly influence the media and cultural environment beyond the Internet. Our concepts about cultural production and community, particularly with regards to concepts of celebrity and subculture -- are actively being revised. <br /> <br /> What is this cultural universe? How does it work? What implications does this culture have for the mainstream universe? Are there social ones? How about economic ones?<br /> <br /> This class takes up these questions and discusses some evolving theories and approaches to understanding it.<br /> <br /> == Required Readings / Video ==<br /> <br /> '''Theory'''<br /> *[http://borndigitalbook.com/excerpt.php John Palfrey and Urs Gasser, Born Digital], read the entire excerpt (three pages, click &quot;next&quot; at bottom of page)<br /> *[http://www.benkler.org/Benkler_Wealth_Of_Networks_Chapter_8.pdf Yochai Benkler, The Wealth of Networks], read pgs 285-297<br /> *[http://cyber.law.harvard.edu/interactive/events/2008/02/shirky Clay Shirky, &quot;Here Comes Everybody&quot; (talk at the Berkman Center - video)]<br /> <br /> '''Practice (coupla short articles and videos)'''<br /> *[http://henryjenkins.org/2008/04/anon.html Henry Jenkins Blog, &quot;the following post is about anonymous&quot;]<br /> *[http://www.avclub.com/articles/christian-lander,14296/ AV Club, Interview with Christian Lander of &quot;Stuff White People Like&quot;]<br /> *[http://knowyourmeme.com/memes/10-tay-zondaychocolate-rain Know Your Meme, &quot;Chocolate Rain&quot;]<br /> *[http://knowyourmeme.com/memes/13-all-your-base-are-belong-to-us Know Your Meme, &quot;All Your Base Are Belong To Us&quot;]<br /> *[http://news.cnet.com/Real-money-in-a-virtual-world/2030-1069_3-5905390.html CNET, &quot;Real Money in a Virtual World&quot;]<br /> <br /> == Class Introduction ==<br /> <br /> As a teacher who has been working with digital natives since they were 12 years old, I do not feel that &quot;digital natives&quot; know more about computers than those of us born before 1980. A better name for this cohort might be &quot;networked natives.&quot; It isn't the computer stuff that comes naturally, it's the network and our own ability to contribute to it. Kids today sit as blankly as any elder technophobe in front of a new piece of software. Instead, it is the concept that they can connect to anyone they want, whenever they want and produce whatever they want to share and make those connections that they take for granted. Clay Shirky, in his talk at the Berkman Center, said &quot;The moment the technology becomes boring the social effects get interesting.&quot; <br /> <br /> The remaining readings and video for this week illustrate the power of the prosumer (producer/consumer) and his/her ability to affect the world. The Chocolate Rain and All Your Base Are Belong to Us memes demonstrate the unpredictability of these effects. As Christian Lander says in his interview about the people he met at ROFLcon &quot;Everyone at that conference who made it, none of them thought anything was going to happen from what they were doing. They were all like, 'I did it because it was fun for me.'&quot; It was fun and easy to do. Anyone can make a video. Everyone has the potential to become Internet famous. Digital natives take that for granted. We are all just one blog post, one video, one song away from fame and fortune. If any &quot;asshole with a blog,&quot; according to Lander, can make it big, then so can I. Maybe we are all just digital assholes...<br /> <br /> The power of the network, however, is not limited to the silly and strange. The network also demonstrates the power to make political and social change. Shirky describes several examples of &quot;collective action&quot; where group forming on the Internet led to new laws about how long airlines can keep passengers on the runway, and to regime change in dictatorships. More recently, we have also seen these forces at work in the Iran Election. The Scientology vs. Anonymous post shows the power of a group of otherwise powerless individuals to attack a large wealthy organization. Shirky points out that these tools are used differently when deployed in high vs low freedom environments. In the US we have Chocolate Rain, in Belarus they have Chocolate Ice cream.<br /> <br /> The network can also create virtual wealth, as demonstrated in the article &quot;Real Money in a Virtual World.&quot; Players in Online world are buying and selling property and powers to take them to the next level. Hunter, an online player, believes &quot;virtual economies will grow to the point where they will become a vital sector of the U.S. economy.&quot; It seems social tools are also used differently in capitalist vs communist societies. <br /> <br /> Finally, Benkler points out &quot;...the emergence of widely accessible, self-conscious conversation about the meaning of contemporary culture by those who inhabit it.&quot; (p 295) Not only are we organizing collectively, but we are also analyzing and commenting on our collective experiences. When we search for Barbie, we don't only discover the Mattel doll, but also commentary on the doll's affect on society. The &quot;Know Your Meme&quot; videos examine the meme itself, its history and try to discern what it is that made these memes go viral. As we go from being consumers of media, to producers of media (prosumers), we also become meta-sumers (I just made this word up) of our Online experiences.<br /> <br /> Here are a few more resources on Digital Natives:<br /> <br /> [http://www.danah.org/papers/talks/PennState2009.html &quot;Living and Learning with Social Media&quot; a talk by Danah Boyd at Penn State on April 18, 2009]<br /> <br /> [http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-to-change.pdf Pew Report on Millennials: A Portrait of Generation Next]<br /> <br /> [http://pewresearch.org/millennials/quiz/ Take this Quiz: How Millenial Are You?]<br /> <br /> --[[User:Lizbdavis|Lizbdavis]] 12:36, 6 April 2010 (UTC)<br /> <br /> <br /> As someone who is both a Millennial and a manager of other people from my generation, I have had the unique experience of not only deciphering how my own Digital Native habits and practices play into today’s workforce, but I also have the responsibility to set the standard by which my supervisees will operate. Having walked this line, and observed my co-workers in action, one thing is clear: The current crop of young people will be defined historically by the advent of the Internet.<br /> <br /> Due to their ubiquitous connectedness to friends and family through technology, they live in a world of instant gratification. A world where unlike their grandparents—who took pride in working for the same company for decades until retiring honorably—they have no reservations about leaving a job they don’t like, in an effort to find a position that meshes with their creative side and embraces them as an individual. They can multitask like no generation before them, and absorb information through new media at a pace that leaves their parents (and most of the rest of society) in the dust. &lt;b&gt;Fast, creative, and unrestricted by traditional norms—indeed, they are the Internet personified.&lt;/b&gt; <br /> <br /> Already, there are entire Human Resources training programs and national conferences dedicated exclusively to learning about the work habits and traits of this generation of digital natives. Companies like Google are actively recruiting Millennials to their staff, offering perks that no Baby Boomer would have ever expected, including in-office swimming pools, professional massages, three free gourmet meals a day, and wifi-enabled shuttle buses to and from work.<br /> <br /> Like certain aspects of the Internet, they are subject to ridicule from people of an older generation, who consider them to be confusing, frustrating, or worse, a waste of time. Increasingly though, public opinion is shifting. As the CNET reading indicated, whether through companies making actual dollar-and-cent profits off of selling virtual goods on World of Warcraft and Second Life, or by students using MySpace to organize statewide school walkouts in protest of federal immigration legislation, what was once seen as a giant time-suck has morphed into a source of admirable revenue, and a breeding ground for new ideas and social movements.<br /> <br /> It has also become clear that the laws the Internet does not inherently respect, young people raised on the Internet do not respect either. Even as far back as 2003, surveys conducted by CBS News showed that almost 70% of 18 – 29 year olds thought file-sharing was acceptable, at least in some circumstances, which runs in stark contrast to copyright laws and the music industry stance on the practice. Indeed, the law and corporate standards are both set by people outside of this demographic (at least at present), so it’s not surprising that it would lag behind public opinion on these matters. <br /> <br /> We can’t help but wonder though, whether these idealistic young people will adapt and become more traditional with time, or whether their opinions—unreasonable as they may seem today—are the future. When this generation is running the show, will file-sharing still be seen as theft, or is it the new mix-tape? Does technology’s allowance of armchair activism—such as appropriating “Hussein” as one’s middle name on Facebook, or joining an “I’m With CoCo” group to support your favorite late-night host—make traditional modes of expression, like protests and public rallies, less necessary? If the borderless universe of the Internet is helping to shape the society we live in, which realm is the “real world”?<br /> <br /> Additional sources:<br /> <br /> [http://www.npr.org/templates/story/story.php?storyId=5309238 &quot;Text Message, MySpace Roots of Student Protests&quot;, NPR]<br /> <br /> [http://www.time.com/time/photoessays/2006/inside_google/ &quot;Life in the Googleplex&quot;, TIME Magazine]<br /> <br /> [http://www.cbsnews.com/stories/2003/09/18/opinion/polls/main573990.shtml &quot;Poll: Young Say File Sharing OK&quot;, CBS News]<br /> <br /> --[[User:RyanHuling|RyanHuling]] 13:35, 6 April 2010 (UTC)<br /> <br /> <br /> <br /> '''Digital Natives, Social Behavior, and the Internet Paradox'''<br /> <br /> Because I was born after 1980, according to Palfrey and Gasser, I am technically a digital native. Yet I believe that my cohort--which I will generally characterize as those born between 1980-1990--enjoys a unique position with regard to the Internet. Although we have grown up alongside the diffusion of certain technologies, we can remember the time before this diffusion. I note this distinction in response to the following excerpt of ''Born Digital'': &quot;Major aspects of their lives—social interactions, friendships, civic activities—are mediated by digital technologies. '''And they’ve never known any other way of life'''. [emphasis added]&quot; What will the long-term social implications be for those who know no other way of life?<br /> <br /> Although our class has focused primarily on regulatory, legal, and economic issues related to the Internet, I am curious what other students think about how the Internet might influence social norms and culture for digital natives. How will digital natives’ levels of social capital compare to those of previous generations? Is Internet use leading to greater social isolation or social integration?<br /> <br /> I'd like to bring in some outside readings that stray a bit from the foci of memes and cultural production on the Internet. I'm curious how online culture and behavior is affecting our offline culture and behavior, or if these two distinct realms even exist anymore. <br /> <br /> One particular [http://www.youtube.com/watch?v=EA-v1GWu_oM advertisement] for a portable TV player, in which a young child tells his father he is going to the bathroom and then proceeds to settle down and watch TV. Is the instant gratification, as Ryan described above, characteristic of our Internet-centric culture producing antisocial tendencies? <br /> <br /> The question of whether social technologies promote antisocial behavior is addressed in the article 1998 article, “Internet paradox. A social technology that reduces social involvement and psychological well-being?” The authors initially found that, in their sample, greater use of the Internet was associated with “declines in participants’ communication with family members in the household, declines in the size of their social circle, and increases in their depression and loneliness” (1998). <br /> <br /> Four years later, the authors addressed their original findings and discussed follow-up results from their longitudinal studies in their article “Internet Paradox Revisited.” Besides suggesting that the initially reported negative implications lessened over time, the authors articulated a critical finding: “Using the Internet generally predicted better outcomes for extraverts or those with more social support but worse outcomes for introverts or those with less support” (2002). In contrast to the idea that Internet use may have negative implications for users’ social capital, Bargh and McKenna have argued that “despite past media headlines to the contrary, the Internet does not make its users depressed or lonely, and it does not seem to be a threat to community life-quite the opposite, in fact” (2004: 586). <br /> <br /> I'm eager to learn about others' opinions about how social technologies are influencing traditional social norms and creating new ones. <br /> <br /> <br /> <br /> References<br /> <br /> Bargh, John and Katelyn McKenna. 2004. “The Internet and Social Life.” Annual Review of Psychology 55: 573-590.<br /> <br /> Kraut, Robert, Michael Patterson, Vicki Lundmark, Sara Kiesler, Tridas Mukopadhyay and William Scherlis. 1998. “Internet Paradox. A Social Technology That Reduces Social Involvement and Psychological Well-Being?” American Psychologist 53(9): 1017-1031. <br /> <br /> Kraut, Robert, Sara Kiesler, Bonka Boneva, Jonathon Cummings, Vicki Helgeson and Anne Crawford. 2002. “Internet Paradox Revisted.” Journal of Social Issues 58(1): 49-74. <br /> <br /> [http://www.newyorker.com/talk/2007/09/17/070917ta_talk_schulman Schulman, Michael. &quot;Social Studies.&quot; ''The New Yorker'' September 17, 2007]<br /> <br /> <br /> ([[User:Kaurigem|Kaurigem]] 16:32, 6 April 2010 (UTC))<br /> <br /> == Class Discussion ==<br /> ''''Drop any questions or comments or things you'd like to focus on here!''''<br /> <br /> [http://www.youtube.com/user/MuppetsStudio#p/u/16/zSDj7bjAv2s A few muppets briefly muse about Internet culture]</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Digital_Natives_and_Internet_Culture&diff=4833 2010-04-06T21:33:58Z

<p>Sethwoodworth: </p> <hr /> <div>Today's remote participation will take place [here http://piratepad.net/berkmanapril6].<br /> <br /> Particularly among digital natives (the community of individuals growing up with the web), the explosion of high bandwidth, persistent internet access has fostered the creation of a dynamic universe of active online communities. In turn, these communities have emerged with their own unique practices, cultural touchpoints, and body of content. Particularly in the last few years, they have grown larger -- and increasingly influence the media and cultural environment beyond the Internet. Our concepts about cultural production and community, particularly with regards to concepts of celebrity and subculture -- are actively being revised. <br /> <br /> What is this cultural universe? How does it work? What implications does this culture have for the mainstream universe? Are there social ones? How about economic ones?<br /> <br /> This class takes up these questions and discusses some evolving theories and approaches to understanding it.<br /> <br /> == Required Readings / Video ==<br /> <br /> '''Theory'''<br /> *[http://borndigitalbook.com/excerpt.php John Palfrey and Urs Gasser, Born Digital], read the entire excerpt (three pages, click &quot;next&quot; at bottom of page)<br /> *[http://www.benkler.org/Benkler_Wealth_Of_Networks_Chapter_8.pdf Yochai Benkler, The Wealth of Networks], read pgs 285-297<br /> *[http://cyber.law.harvard.edu/interactive/events/2008/02/shirky Clay Shirky, &quot;Here Comes Everybody&quot; (talk at the Berkman Center - video)]<br /> <br /> '''Practice (coupla short articles and videos)'''<br /> *[http://henryjenkins.org/2008/04/anon.html Henry Jenkins Blog, &quot;the following post is about anonymous&quot;]<br /> *[http://www.avclub.com/articles/christian-lander,14296/ AV Club, Interview with Christian Lander of &quot;Stuff White People Like&quot;]<br /> *[http://knowyourmeme.com/memes/10-tay-zondaychocolate-rain Know Your Meme, &quot;Chocolate Rain&quot;]<br /> *[http://knowyourmeme.com/memes/13-all-your-base-are-belong-to-us Know Your Meme, &quot;All Your Base Are Belong To Us&quot;]<br /> *[http://news.cnet.com/Real-money-in-a-virtual-world/2030-1069_3-5905390.html CNET, &quot;Real Money in a Virtual World&quot;]<br /> <br /> == Class Introduction ==<br /> <br /> As a teacher who has been working with digital natives since they were 12 years old, I do not feel that &quot;digital natives&quot; know more about computers than those of us born before 1980. A better name for this cohort might be &quot;networked natives.&quot; It isn't the computer stuff that comes naturally, it's the network and our own ability to contribute to it. Kids today sit as blankly as any elder technophobe in front of a new piece of software. Instead, it is the concept that they can connect to anyone they want, whenever they want and produce whatever they want to share and make those connections that they take for granted. Clay Shirky, in his talk at the Berkman Center, said &quot;The moment the technology becomes boring the social effects get interesting.&quot; <br /> <br /> The remaining readings and video for this week illustrate the power of the prosumer (producer/consumer) and his/her ability to affect the world. The Chocolate Rain and All Your Base Are Belong to Us memes demonstrate the unpredictability of these effects. As Christian Lander says in his interview about the people he met at ROFLcon &quot;Everyone at that conference who made it, none of them thought anything was going to happen from what they were doing. They were all like, 'I did it because it was fun for me.'&quot; It was fun and easy to do. Anyone can make a video. Everyone has the potential to become Internet famous. Digital natives take that for granted. We are all just one blog post, one video, one song away from fame and fortune. If any &quot;asshole with a blog,&quot; according to Lander, can make it big, then so can I. Maybe we are all just digital assholes...<br /> <br /> The power of the network, however, is not limited to the silly and strange. The network also demonstrates the power to make political and social change. Shirky describes several examples of &quot;collective action&quot; where group forming on the Internet led to new laws about how long airlines can keep passengers on the runway, and to regime change in dictatorships. More recently, we have also seen these forces at work in the Iran Election. The Scientology vs. Anonymous post shows the power of a group of otherwise powerless individuals to attack a large wealthy organization. Shirky points out that these tools are used differently when deployed in high vs low freedom environments. In the US we have Chocolate Rain, in Belarus they have Chocolate Ice cream.<br /> <br /> The network can also create virtual wealth, as demonstrated in the article &quot;Real Money in a Virtual World.&quot; Players in Online world are buying and selling property and powers to take them to the next level. Hunter, an online player, believes &quot;virtual economies will grow to the point where they will become a vital sector of the U.S. economy.&quot; It seems social tools are also used differently in capitalist vs communist societies. <br /> <br /> Finally, Benkler points out &quot;...the emergence of widely accessible, self-conscious conversation about the meaning of contemporary culture by those who inhabit it.&quot; (p 295) Not only are we organizing collectively, but we are also analyzing and commenting on our collective experiences. When we search for Barbie, we don't only discover the Mattel doll, but also commentary on the doll's affect on society. The &quot;Know Your Meme&quot; videos examine the meme itself, its history and try to discern what it is that made these memes go viral. As we go from being consumers of media, to producers of media (prosumers), we also become meta-sumers (I just made this word up) of our Online experiences.<br /> <br /> Here are a few more resources on Digital Natives:<br /> <br /> [http://www.danah.org/papers/talks/PennState2009.html &quot;Living and Learning with Social Media&quot; a talk by Danah Boyd at Penn State on April 18, 2009]<br /> <br /> [http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-to-change.pdf Pew Report on Millennials: A Portrait of Generation Next]<br /> <br /> [http://pewresearch.org/millennials/quiz/ Take this Quiz: How Millenial Are You?]<br /> <br /> --[[User:Lizbdavis|Lizbdavis]] 12:36, 6 April 2010 (UTC)<br /> <br /> <br /> As someone who is both a Millennial and a manager of other people from my generation, I have had the unique experience of not only deciphering how my own Digital Native habits and practices play into today’s workforce, but I also have the responsibility to set the standard by which my supervisees will operate. Having walked this line, and observed my co-workers in action, one thing is clear: The current crop of young people will be defined historically by the advent of the Internet.<br /> <br /> Due to their ubiquitous connectedness to friends and family through technology, they live in a world of instant gratification. A world where unlike their grandparents—who took pride in working for the same company for decades until retiring honorably—they have no reservations about leaving a job they don’t like, in an effort to find a position that meshes with their creative side and embraces them as an individual. They can multitask like no generation before them, and absorb information through new media at a pace that leaves their parents (and most of the rest of society) in the dust. &lt;b&gt;Fast, creative, and unrestricted by traditional norms—indeed, they are the Internet personified.&lt;/b&gt; <br /> <br /> Already, there are entire Human Resources training programs and national conferences dedicated exclusively to learning about the work habits and traits of this generation of digital natives. Companies like Google are actively recruiting Millennials to their staff, offering perks that no Baby Boomer would have ever expected, including in-office swimming pools, professional massages, three free gourmet meals a day, and wifi-enabled shuttle buses to and from work.<br /> <br /> Like certain aspects of the Internet, they are subject to ridicule from people of an older generation, who consider them to be confusing, frustrating, or worse, a waste of time. Increasingly though, public opinion is shifting. As the CNET reading indicated, whether through companies making actual dollar-and-cent profits off of selling virtual goods on World of Warcraft and Second Life, or by students using MySpace to organize statewide school walkouts in protest of federal immigration legislation, what was once seen as a giant time-suck has morphed into a source of admirable revenue, and a breeding ground for new ideas and social movements.<br /> <br /> It has also become clear that the laws the Internet does not inherently respect, young people raised on the Internet do not respect either. Even as far back as 2003, surveys conducted by CBS News showed that almost 70% of 18 – 29 year olds thought file-sharing was acceptable, at least in some circumstances, which runs in stark contrast to copyright laws and the music industry stance on the practice. Indeed, the law and corporate standards are both set by people outside of this demographic (at least at present), so it’s not surprising that it would lag behind public opinion on these matters. <br /> <br /> We can’t help but wonder though, whether these idealistic young people will adapt and become more traditional with time, or whether their opinions—unreasonable as they may seem today—are the future. When this generation is running the show, will file-sharing still be seen as theft, or is it the new mix-tape? Does technology’s allowance of armchair activism—such as appropriating “Hussein” as one’s middle name on Facebook, or joining an “I’m With CoCo” group to support your favorite late-night host—make traditional modes of expression, like protests and public rallies, less necessary? If the borderless universe of the Internet is helping to shape the society we live in, which realm is the “real world”?<br /> <br /> Additional sources:<br /> <br /> [http://www.npr.org/templates/story/story.php?storyId=5309238 &quot;Text Message, MySpace Roots of Student Protests&quot;, NPR]<br /> <br /> [http://www.time.com/time/photoessays/2006/inside_google/ &quot;Life in the Googleplex&quot;, TIME Magazine]<br /> <br /> [http://www.cbsnews.com/stories/2003/09/18/opinion/polls/main573990.shtml &quot;Poll: Young Say File Sharing OK&quot;, CBS News]<br /> <br /> --[[User:RyanHuling|RyanHuling]] 13:35, 6 April 2010 (UTC)<br /> <br /> <br /> <br /> '''Digital Natives, Social Behavior, and the Internet Paradox'''<br /> <br /> Because I was born after 1980, according to Palfrey and Gasser, I am technically a digital native. Yet I believe that my cohort--which I will generally characterize as those born between 1980-1990--enjoys a unique position with regard to the Internet. Although we have grown up alongside the diffusion of certain technologies, we can remember the time before this diffusion. I note this distinction in response to the following excerpt of ''Born Digital'': &quot;Major aspects of their lives—social interactions, friendships, civic activities—are mediated by digital technologies. '''And they’ve never known any other way of life'''. [emphasis added]&quot; What will the long-term social implications be for those who know no other way of life?<br /> <br /> Although our class has focused primarily on regulatory, legal, and economic issues related to the Internet, I am curious what other students think about how the Internet might influence social norms and culture for digital natives. How will digital natives’ levels of social capital compare to those of previous generations? Is Internet use leading to greater social isolation or social integration?<br /> <br /> I'd like to bring in some outside readings that stray a bit from the foci of memes and cultural production on the Internet. I'm curious how online culture and behavior is affecting our offline culture and behavior, or if these two distinct realms even exist anymore. <br /> <br /> One particular [http://www.youtube.com/watch?v=EA-v1GWu_oM advertisement] for a portable TV player, in which a young child tells his father he is going to the bathroom and then proceeds to settle down and watch TV. Is the instant gratification, as Ryan described above, characteristic of our Internet-centric culture producing antisocial tendencies? <br /> <br /> The question of whether social technologies promote antisocial behavior is addressed in the article 1998 article, “Internet paradox. A social technology that reduces social involvement and psychological well-being?” The authors initially found that, in their sample, greater use of the Internet was associated with “declines in participants’ communication with family members in the household, declines in the size of their social circle, and increases in their depression and loneliness” (1998). <br /> <br /> Four years later, the authors addressed their original findings and discussed follow-up results from their longitudinal studies in their article “Internet Paradox Revisited.” Besides suggesting that the initially reported negative implications lessened over time, the authors articulated a critical finding: “Using the Internet generally predicted better outcomes for extraverts or those with more social support but worse outcomes for introverts or those with less support” (2002). In contrast to the idea that Internet use may have negative implications for users’ social capital, Bargh and McKenna have argued that “despite past media headlines to the contrary, the Internet does not make its users depressed or lonely, and it does not seem to be a threat to community life-quite the opposite, in fact” (2004: 586). <br /> <br /> I'm eager to learn about others' opinions about how social technologies are influencing traditional social norms and creating new ones. <br /> <br /> <br /> <br /> References<br /> <br /> Bargh, John and Katelyn McKenna. 2004. “The Internet and Social Life.” Annual Review of Psychology 55: 573-590.<br /> <br /> Kraut, Robert, Michael Patterson, Vicki Lundmark, Sara Kiesler, Tridas Mukopadhyay and William Scherlis. 1998. “Internet Paradox. A Social Technology That Reduces Social Involvement and Psychological Well-Being?” American Psychologist 53(9): 1017-1031. <br /> <br /> Kraut, Robert, Sara Kiesler, Bonka Boneva, Jonathon Cummings, Vicki Helgeson and Anne Crawford. 2002. “Internet Paradox Revisted.” Journal of Social Issues 58(1): 49-74. <br /> <br /> [http://www.newyorker.com/talk/2007/09/17/070917ta_talk_schulman Schulman, Michael. &quot;Social Studies.&quot; ''The New Yorker'' September 17, 2007]<br /> <br /> <br /> ([[User:Kaurigem|Kaurigem]] 16:32, 6 April 2010 (UTC))<br /> <br /> == Class Discussion ==<br /> ''''Drop any questions or comments or things you'd like to focus on here!''''<br /> <br /> [http://www.youtube.com/user/MuppetsStudio#p/u/16/zSDj7bjAv2s A few muppets briefly muse about Internet culture]</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Powerpoint_Slides_from_Class&diff=4817 2010-03-30T21:41:14Z

<p>Sethwoodworth: </p> <hr /> <div>*[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Lecture_2.pdf Feb 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb9.pdf Feb 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16.pdf Feb 16 part I slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16b.pdf Feb 16 part II slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb23.pdf Feb 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch2.pdf March 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch9.pdf March 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch23.pdf March 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Copyright_Overview_%28Final_03.30.2010%29.ppt March 30 slides]</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Powerpoint_Slides_from_Class&diff=4815 2010-03-30T21:31:17Z

<p>Sethwoodworth: </p> <hr /> <div>*[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Lecture_2.pdf Feb 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb9.pdf Feb 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16.pdf Feb 16 part I slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb16b.pdf Feb 16 part II slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyFeb23.pdf Feb 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch2.pdf March 2 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch9.pdf March 9 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/InternetSocietyMarch23.pdf March 23 slides]<br /> <br /> *[http://cyber.law.harvard.edu/is2011/sites/is2011/images/Copyright_Overview_%28Final_03.30.2010%29.ppt March 20 slides] (part 1)</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=File:Copyright_Overview_(Final_03.30.2010).ppt&diff=4814 2010-03-30T21:30:34Z

<p>Sethwoodworth: </p> <hr /> <div></div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Copyright_in_Cyberspace&diff=4813 2010-03-30T21:24:35Z

<p>Sethwoodworth: </p> <hr /> <div>The real-time online discussion of the class will again take place on [http://etherpad.com/copyright-in-cyberspace etherpad].<br /> <br /> The Internet has enabled individuals to become involved in the production of media and to distribute their contributions widely at a very low cost. The former bastion of the entertainment industry is opening up to what many are calling a democratization of culture. The copyright doctrine of fair use seemingly bolsters the right to &quot;recut, reframe, and recycle&quot; previous works, but the protection fair use gives to those re-purposing copyrighted material is notoriously uncertain. <br /> <br /> Digital and file-sharing technologies also spawned the proliferation of sharing of media and music, which has led to a number of controversial legal and technological strategies. The &quot;notice-and-takedown&quot; provisions of the Digital Millennium Copyright Act (&quot;DMCA&quot;) allow Internet service providers to limit their liability for the copyright infringements of their users if the ISPs expeditiously remove material in response to complaints from copyright owners. The DMCA provides for counter-notice and &quot;put-back&quot; of removed material, but some argue that the statutory mechanism can chill innovative, constitutionally-protected speech.<br /> <br /> This class provides an overview of some major copyright law concepts, with an emphasis on issues relating to music, and takes up some of the issues swirling around copyright in cyberspace.<br /> <br /> == Required Readings ==<br /> * [http://www.copyright.gov/circs/circ01.pdf U.S. Copyright Office, Copyright Basics]<br /> * [http://scholar.google.com/scholar_case?case=4721801243812962515&amp;q=204+F.Supp.2d+1244+&amp;hl=en&amp;as_sdt=2002 Newton v. Diamond, 204 F.Supp.2d 1244 (C.D. Cal. 2002)] (Secs. I - IV(a), pp. 1246 - 1259) ([http://scholar.google.com/scholar_case?case=7229536370368292204&amp;q=349+F.3d+591&amp;hl=en&amp;as_sdt=40000002 9th Circuit Decision] Optional)<br /> * [http://www.copyright.gov/title17/92chap1.html#107 17 U.S.C. § 107 (&quot;Limitations on Exclusive Rights: Fair Use&quot;)]<br /> * [http://www.free-culture.cc/freecontent/ Lawrence Lessig, Free Culture] (pp. 1-20)<br /> * [http://www.copyright.gov/title17/92chap5.html#512 17 U.S.C. § 512(c) (&quot;Information Residing on Systems or Networks at Direction of Users&quot;)]<br /> * [http://www.nytimes.com/2010/03/19/technology/19youtube.html?pagewanted=1&amp;sq=viacom&amp;st=cse&amp;scp=2 &quot;Viacom Says YouTube Ignored Copyrights&quot; (M. Helft, NY Times, 3/18/2010)]<br /> <br /> == Additional Readings (Optional) ==<br /> * [http://media-cyber.law.harvard.edu/Beyond%20Broadcast%202006/Boyle.mp4 Jamie Boyle, Beyond Broadcast Conference (video)]<br /> * [http://www.law.duke.edu/cspd/comics/digital.html Center for the Study of the Public Domain, Tales from the Public Domain: Bound By Law? (comic)]<br /> * [http://creativecommons.org/about/licenses/comics1 Creative Commons: A Spectrum of Rights (comic)]<br /> * [http://www.youtube.com/watch?v=5SaFTm2bcac Amen Break Video]<br /> * [http://scholar.google.com/scholar_case?case=2589269115679339204&amp;q=410+F.3d+792&amp;hl=en&amp;as_sdt=2002 Bridgeport v. Dimension, 410 F.3d 792 (6th Cir. 2005)] (Secs. I - II, pp. 795 - 805)<br /> * [http://www.centerforsocialmedia.org/resources/publications/recut_reframe_recycle/ Center for Social Media, Recut, Reframe, Recyle] (full report optional)<br /> * [http://scholar.google.com/scholar_case?case=8647956476676426155&amp;q=545+U.S.+913&amp;hl=en&amp;as_sdt=2002 MGM v. Grokster, 545 U.S. 913 (2005)] (Sec. II, pp. 928 - 937)<br /> * [http://www.slate.com/id/2181776/pagenum/all/ &quot;J.K. Rowling Should Lose Her Copyright Lawsuit Against the Harry Potter Lexicon&quot; (T. Wu, Slate, 1/10/2008)]<br /> * [http://www.nytimes.com/2008/09/09/nyregion/09potter.html?_r=1 &quot;Rowling Wins Lawsuit Against Potter Lexicon&quot; (J. Eligon, NY Times, 9/8/08)]<br /> * [http://bits.blogs.nytimes.com/2008/01/16/830/index.html New York Times Bits Blog: Mixing It Up Over Remixes and Fair Use]<br /> * [http://www.cnet.com/8301-13739_1-9854309-46.html?part=rss&amp;subj=news&amp;tag=2547-1_3-0-20 CNET, Did Slate Violate Copyright Law] (watch linked-to video, too)<br /> * [http://cyberlaw.stanford.edu/biguploads/Fairey_v_AP_complaint_with_exhibits.pdf Fairey v. AP (SDNY Civ. Action No. 09-01123), Fairey Complaint] (Pars. 9 - 40, pp. 2 - 10)<br /> * [http://docs.justia.com/cases/federal/district-courts/new-york/nysdce/1:2009cv01123/340121/13/ Fairey v. AP (SDNY Civ. Action No. 09-01123), AP Answer and Counterclaims] (Pars. 73 - 162, pp. 16 - 49)<br /> * [http://www.chillingeffects.org/ Chilling Effects Clearinghouse]<br /> * [http://wendy.seltzer.org/media/sacked-by-copyright.pdf Wendy Seltzer, Sacked By Copyright]<br /> * [http://wendy.seltzer.org/blog-bak/archives/DMCA.html Wendy Seltzer's Blog, NFL Saga]<br /> * [http://www.eff.org/files/20030926_unsafe_harbors.pdf EFF, Unsafe Harbors: Abusive DMCA Subpoenas and Takedown Demands]<br /> * [http://articles.latimes.com/2007/mar/20/opinion/oe-lichtman20 &quot;The Case Against YouTube&quot; (D. Lichtman, LA Times, 3/20/07)]<br /> <br /> == Class Resources ==<br /> <br /> == Class Introduction ==<br /> <br /> == Class Discussion ==<br /> <br /> == This Week's Presentations and Responses ==</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Internet_Infrastructure_and_Regulation&diff=4797 2010-03-23T21:34:35Z

<p>Sethwoodworth: </p> <hr /> <div>In this class, we will cover the politics, policy, economics and technology of deploying broadband infrastructure. We will look at the hot-off-the-presses US National Broadband Plan and the recent Berkman Center review of international experiences in broadband policy. Additionally, we will look at the substance and politics of the net neutrality debate. <br /> <br /> We will be using this [http://etherpad.com/zR7p8xZttk etherpad] for discussion today. <br /> <br /> <br /> ==Readings==<br /> <br /> * Executive Summary of the National Broadband Plan [http://www.broadband.gov/plan/executive-summary/]<br /> <br /> * National Broadband Plan Commission Meeting: National Purposes Update, February 18th 2010 [http://hraunfoss.fcc.gov/edocs_public/attachmatch/DOC-296353A1.pdf ]<br /> <br /> * Next Generation Connectivity: A review of broadband Internet transitions and policy from around the world, Berkman Center [http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/Berkman_Center_Broadband_Final_Report-C1_15Feb2010.pdf ]<br /> <br /> == Additional Resources==<br /> <br /> [http://www.fcc.gov The Federal Communications Commission]<br /> <br /> [http://www.broadband.gov National Broadband Plan]<br /> <br /> [http://www.openinternet.gov OpenInternet.gov]<br /> <br /> [http://www.ietf.org The Internet Engineering Task Force (IETF)]<br /> <br /> [http://www.icann.org The Internet Corporation for Assigned Names and Numbers]<br /> <br /> [http://www.fcc.gov/Reports/tcom1996.txt The Telecommunications Act of 1996]<br /> <br /> [http://www.law.cornell.edu/uscode/47/230.html § 230. Protection for private blocking and screening of offensive material]<br /> <br /> [http://www.cybertelecom.org/cda/cda.htm The Communications Decency Act]<br /> <br /> [http://wireless.fcc.gov/auctions/default.htm?job=auctions_home FCC - Wireless Spectrum Auctions]<br /> <br /> == Class Discussion ==<br /> <br /> <br /> == The Internet Industrial Revolution ==<br /> <br /> In writing this class introduction, I stopped to give pause to the question of how many people understand how Proxy-Connection: keep-alive<br /> Cache-Control: max-age=0<br /> <br /> ch today’s internet can be tied to the development of the railroads in the 1800’s and the government's attempt at regulating the wild and chaotic growth of our nations infrastructure.<br /> <br /> The internet has become ingrained in our daily lives as much as television, radio, and a myriad of other electronically driven entertainment mediums. However, as much as we enjoy playing our online games, chatting with friends, sending emails, purchasing trinkets to real-estate, trading stocks, finding employment and collaborating with co-workers, we often don’t realize that all of this wProxy-Connection: keep-alive<br /> Cache-Control: max-age=0<br /> <br /> ld not be possible without the infrastructure needed to interconnect the various networks around the world in a consistent and open fashion. Without regulation and standards, the internet would not be possible. But how much do we as consumers of the internet understand how it is regulated?<br /> <br /> The internet is very much a wild-frontier resembling the land-grab era of the 1800’s. In this day and age mega corporations including Oracle, Intel, Microsoft and Google rival monopolistic predecessors of the 1800’s like Carnegie Steel and Standard Oil. As was the case in the 1800’s, the railroads held the key to building out the infrastructure of our nation through their ownership of the national right of ways allowing them to become the natural beneficiaries of a nationwide infrastructure build-out. Even today we see vestiges of this in companies such as Sprint - whose name stands for Southern Pacific Railway Intelligent Network of Telecommunications.<br /> <br /> Today all communications infrastructure within the United States is regulated by the Federal Communications Commission (FCC) which has been in existence since 1934 when it took over the regulation of communications infrastructure from the now defunct Interstate Commerce Commission (ICC); the governing body which was established to regulate the railroads in order to provide equal access to all Americans who wished to use them. These same goals are present today when we hear the words of Julius Genachowski – the current chairman of the FCC – as he talks about the commission’s mission of maintaining a free and open internet as they prepare to submit their proposal of a National Broadband Plan to Congress; which will have occurred just a few days prior to this class.<br /> <br /> So how does an organization such as the FCC, funded by the telecommunications surcharges we see on our phone and cable bills, plan to balance the need to extend broadband accessibility to the millions of US residents who still do not have internet access? And how do they do so while upholding their self stated mission of maintaining a free and open internet? Is this an honest attempt at maintaining a “laissez-faire” approach to central regulation allowing the invisible hand of commerce to guide the growth and expansion of the infrastructure? Or will it turn into a “de jure monopoly” ; the government granting exclusive access to those who pay the most, just as they do now awarding spectrum to the wireless carriers at auctions? After all, wasn’t it this same organization that – after the breakup of AT&amp;T – instituted the regulations allowing Competitive Local Exchange Carriers (CLECs) access to the infrastructure then owned by the Incumbent Local Exchange Carriers (ILECs) which to this day many consider to have been one of their worst mistakes granting favoritism to few and placing an inordinate burden on others?<br /> <br /> Can a Federal Regulatory body enforce &quot;free and open&quot;, when they themselves rely on the surcharges and sale of bandwidth to fund their organization while also having a history of censoring the content American's are able to consume on television and radio? Are they merely a wolf in sheep’s clothing lulling the consumers of the internet into a false sense of security? These questions are at the center of a tumultuous debate within the industry today. Many grass roots and politically funded organizations have emerged to argue these issues; fighting for our rights as internet users to have access to a truly free and neutral internet.<br /> <br /> Does current and proposed regulations governing the internet truly allow for free markets, open dialog and the unfettered growth of an online society, or are they the groundwork toward building a net that dips into our pockets, restricts our voices through censorship, and controls the content we both share and consume? Do organizations such as ICANN and the IETF promote fair and unobstructed participation or are they merely elitist groups that favor a select and desirable crowd that they themselves deem worthy. --[[User:Lunatixcoder|Lunatixcoder]] - David Jodoin 15:47, 27 February 2010 (UTC)<br /> <br /> == The Last Mile ==<br /> <br /> The Last Mile is the term that is commonly used to refer to the cabling/wiring necessary to connect a household or subscriber to the physical infrastructure of the network. Whether it be the last mile of copper for your phones and modems, or the last mile of COAX cable connecting you to your broadband provider each person needs a digital &quot;on-ramp&quot; for connectivity. Many times we associate that last mile to be the same infrastructure that delivers our television signals into our home. Often we think of Cable TV as having its birth in the 1980s and 90s, but in fact the first community access cable television networks were developed in 1948 in Pennsylvania, Arkansas and Oregon in order to provide broadcast television to remote viewers that were unable to receive adequate signals from broadcast radio towers. [http://www.ncta.com/About/About/HistoryofCableTelevision.aspx The History of Cable Television] The interesting note about this was that cable television networks continued to grow at a rapid pace until 1972 when the FCC expanded its regulations limiting Cable television companies to transmit local signals only in an attempt to protect local broadcasters from having to compete against the wider variety of programming cable companies could deliver.<br /> <br /> This was not however the FCC's only attempt at control. When the ban on broadcasting distant signals was not enough, the FCC attempted further regulation by limiting the content which Cable companies could offer to that of Sports, Movies and Syndicated Content. Yet the regulation limiting the Cable companies programming was not in fact a deterrent. Consumers wanted this premium programming and were willing to pay for it. As such, the proliferation of Cable networks continued as companies sprang up to offer this premium content.<br /> <br /> The FCC eventually realized that what they had created was a pseudo monopoly in that in order for a Cable operator to build out infrastructure in what they refer to as &quot;local markets&quot; they had to enter into a contract with the local community which in effect allowed them to be the only provider within that market making the Cable operator the exclusive distributor of premium content to the communities they served. This is why, even in today's market, if your town is a Comcast town, you can only get Comcast. The reason this occurred was that towns had to provide rights of way across the infrastructure (telephone poles and underground conduits) for the cable operators to run their cables. As such, a community wanted to ensure that if they allowed a Cable operator to build infrastructure that they had to do so to enough of the community to satisfy the public demand. Due to population density concerns, this led to heated negotiations as Cable companies did not want to have to run infrastructure to support remote neighborhoods where they felt the business they would get would not be enough to support the infrastructure build-out. This was further aggravated by the FCC's regulation on Cable pricing in an attempt to make the content more accessible to the public at large.<br /> <br /> In response to this growing concern for monopolistic broadcasting, the FCC removed the restrictions that were present on who could broadcast particular content in order to introduce competition into the market by companies offering alternative broadcast mechanisms such as satellite and wireless technologies. --[[User:Lunatixcoder|Lunatixcoder]] - David Jodoin - 13:17, 28 February 2010 (UTC)<br /> <br /> == Fighting for the Grid ==<br /> <br /> The landmark legislation represented by the Telecommunications Act of 1996 opened the field to new competition by many players (see link below for full text of the act). While up until that time, what types of services could be offered were limited based on the transmission medium, the Act in effect allowed any transmission network to broadcast any content. The effects of this were that telecommunication companies now had the option of offering programming and that Cable Broadcasting companies could also offer phone services. As such the industries of broadcast video content, internet communications and telephone services now became a converged network of services allowing consumers a myriad of choices.<br /> <br /> Over the last decade and a half, we have seen advancements in core cellular technologies with the introduction of 2g, 3g and now 4g networks. WiMAX and Femtocell technology offers bandwidth expansion in local loop networking that can allow wireless to effectively compete with physical infrastructure. Yet growth and adoption of WiMAX is still restricted based on the fact that it requires a provider to purchase wireless spectrum at auction.<br /> <br /> Compared to developing countries from around the world, the US by far lags in the introduction of new technologies. For instance, in South Africa - due to the deregulation of the industry in 2005 - Africa has seen a huge explosion in unlicensed wireless broadband providers. Is this a sign that the FCC who regulates and legislates the wireless spectrum in the United States is in fact holding us back technologically? --[[User:Lunatixcoder|Lunatixcoder]] - David Jodoin - 13:17, 28 February 2010 (UTC)<br /> <br /> == The Wolf in Sheep's Clothing ==<br /> <br /> The FCC throughout its history has attempted to regulate and control markets based on the political pressures of various lobbying agencies fighting to protect their individual markets. This legacy of government control over the infrastructure of the United States stretches back to 1934 when the organization was first established. The organizations fighting for bandwidth, spectrum and control extends beyond just the providers of infrastructure themselves. ICANN itself spent $480,000 to lobbyists in an attempt to influence government legislation and regulatory bodies. Neustar, a DNS registry service spent $140,000. According to the Huffington Post, John McCain received $765,000 in campaign funding from telecommunications lobbyists alone during his 2008 presidential bid [http://www.huffingtonpost.com/2008/03/24/mccains-ties-to-lobbyists_n_93037.html McCains Ties to Lobbyists]. And if you visit the site OpenSecrets.org lobbyist spending was in excess of $118mm in 2009 in the Computer/Internet category alone. [http://www.opensecrets.org/lobby/indusclient.php?lname=B12&amp;year=2009 OpenSecrets.org - Computers/Internet Spending 2009]<br /> <br /> So we as a community speak of Net Neutrality; fighting to keep our internet free and open. Yet the underlying infrastructure is controlled and regulated by a governing few. Even the organizations we have entrusted to manage the chaos of the internet in the form of registry services, name-space controls, and uniform standards all fight to prevent competing influences from diminishing the power they hold over how things are built and operated. With the excessive amounts of money being spent by these large entities are we in fact being represented properly? Or are those funds being used to preserve their self proclaimed ombudsman-ship? Will the FCC keep the internet free and open? Or are they merely lulling us into a sense of security such that they can then let the other shoe drop a few years from now when they decide what we do and say on the medium that today they are unable to control just as they do in managing what we see and hear on television and radio? [http://www.fcc.gov/cgb/consumerfacts/obscene.html FCC Rules and Rights on the Enforcement of Censorship Laws on TV and Radio] Can the internet within our country truly prosper when you try to centrally regulate a decentralized commodity? After all... if they are successful in their Broadband plan and achieve 100% access to the internet by every American it would then mean we must then protect those same Americans from the raw and unfiltered content that is there today... Or does it? According to the FCC they not only have the authority to do so, they stand ready and waiting. [http://www.fcc.gov/cgb/consumerfacts/obscene.html Written Statement Of Diego Ruiz Deputy Chief, Office of Strategic Planning and Policy Analysis]<br /> <br /> Maybe this video on the Net Neutrality debate will shed some light...<br /> <br /> [http://www.youtube.com/watch?v=juw5Ew_fKgs Net Neutrality for Dummies: Will the FCC Control the Internet?]<br /> <br /> So as you can see... Net Neutrality is ''not'' about whether or not content ''should'' be restricted, it is about ''who'' is allowed to restrict it. An interesting twist in the debate isn't it? --[[User:Lunatixcoder|Lunatixcoder]] - David Jodoin - 13:11, 28 February 2010 (UTC)<br /> <br /> == Further Background ==<br /> <br /> Since David seems to have covered the vast majority of information for today's class, I only feel the need to draw your attention to a few other points. I think it's first important to make specific notes of the six goals set forward in the National Broadband Plan:<br /> <br /> ''Goal No. 1: At least 100 million U.S. homes should have affordable access to actual download speeds of at least 100 megabits per second and actual upload speeds of at least 50 megabits per second.''<br /> <br /> ''Goal No. 2: The United States should lead the world in mobile innovation, with the fastest and most extensive wireless networks of any nation.''<br /> <br /> ''Goal No. 3: Every American should have affordable access to robust broadband service, and the means and skills to subscribe if they so choose.''<br /> <br /> ''Goal No. 4: Every American community should have affordable access to at least 1 gigabit per second broadband service to anchor institutions such as schools, hospitals and government buildings.''<br /> <br /> ''Goal No. 5: To ensure the safety of the American people, every first responder should have access to a nationwide, wireless, interoperable broadband public safety network.''<br /> <br /> ''Goal No. 6: To ensure that America leads in the clean energy economy, every American should be able to use broadband to track and manage their real-time energy consumption.''<br /> <br /> Note specific use of the word &quot;actual&quot; in relation to the speeds they mention. ISPs like Comcast or Verizon will typically advertise speeds of &quot;up to&quot; 20mbps, for example, and then attach some sort of stipulation like &quot;for the first 100mb of a file&quot; to essentially protect their claim and conserve bandwidth. Or, conversely, the network could be capable of speeds like 20mbps but due to implementation - wires, poles, the ground, the houses connected to, etc. - there could be a distinct degradation of said speeds.<br /> <br /> I find it interesting that one goal is to &quot;lead the world&quot; in areas in which we already trail many other countries. Would it not be sufficient to adopt some of the technology that has made those countries leaders in the field already?<br /> <br /> As far as I have seen, 1gbps networks tend to be found primarily in private institutions or organizations; if this technology is available and implemented already, should those who have it be working to help provide it to the surrounding communities? For example: I attend Tufts University and live in Somerville, close to campus. Tufts's wireless network can be found across most of the campus (often with 100mbps+ speeds) and even penetrates to some off-campus housing depending on the weather. Given the connection that Tufts has to the Medford and Somerville communities, should they feel the need to expand this network in area and provide access, paid or otherwise, to not only students with registered IDs but residents as well?<br /> <br /> Are the last two goals, in regards to public safety and clean energy, just a sort of obligatory inclusion given the state of our country? Is there an aspect of it that is politically necessary to appease the older generation or other demographics that would otherwise have no interest in national broadband?<br /> <br /> And finally, read about Google's efforts with national broadband:<br /> <br /> [http://www.google.com/appserve/fiberrfi/public/overview Google Fiber for Communities]<br /> <br /> [http://googleblog.blogspot.com/2006/08/free-citywide-wifi-in-mountain-view.html Free citywide WiFi in Mountain View]<br /> <br /> --[[User:Aekoutzoukis|Aekoutzoukis]] 20:37, 23 March 2010 (UTC)<br /> <br /> == Links from Class ==<br /> <br /> I don't know if anyone saw Yochai Benkler's op-ed piece in today's New York Times, but I thought I'd post a link because it references both of our assigned readings for this week:<br /> <br /> [http://www.nytimes.com/2010/03/21/opinion/21Benkler.html Ending the Internet's Trench Warfare]<br /> <br /> ([[User:Kaurigem|Kaurigem]] 23:57, 21 March 2010 (UTC))<br /> <br /> <br /> Shelly Palmer's &quot;How to Read the FCC's National Broadband Plan&quot; [http://www.shellypalmermedia.com/2010/02/27/how-to-read-the-fccs-national-broadband-plan/?utm_source=contactology&amp;utm_medium=email&amp;utm_campaign=100228] is a short but interesting piece. If you are not familiar with Shelly Palmer he is the host of MediaBytes, an online daily techno-talk-show. The FCC piece is from his 3 March 2010 show.<br /> <br /> ----[[User:Charlesscott|Charlesscott]] 01:59, 23 March 2010 (UTC)</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Internet_Infrastructure_and_Regulation&diff=4796 2010-03-23T21:34:15Z

<p>Sethwoodworth: </p> <hr /> <div>In this class, we will cover the politics, policy, economics and technology of deploying broadband infrastructure. We will look at the hot-off-the-presses US National Broadband Plan and the recent Berkman Center review of international experiences in broadband policy. Additionally, we will look at the substance and politics of the net neutrality debate. <br /> <br /> We will be using this [http://etherpad.com/zR7p8xZttk etherpad] for discussion today. <br /> <br /> <br /> ==Readings==<br /> <br /> * Executive Summary of the National Broadband Plan [http://www.broadband.gov/plan/executive-summary/]<br /> <br /> * National Broadband Plan Commission Meeting: National Purposes Update, February 18th 2010 [http://hraunfoss.fcc.gov/edocs_public/attachmatch/DOC-296353A1.pdf ]<br /> <br /> * Next Generation Connectivity: A review of broadband Internet transitions and policy from around the world, Berkman Center [http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/Berkman_Center_Broadband_Final_Report-C1_15Feb2010.pdf ]<br /> <br /> == Additional Resources==<br /> <br /> [http://www.fcc.gov The Federal Communications Commission]<br /> <br /> [http://www.broadband.gov National Broadband Plan]<br /> <br /> [http://www.openinternet.gov OpenInternet.gov]<br /> <br /> [http://www.ietf.org The Internet Engineering Task Force (IETF)]<br /> <br /> [http://www.icann.org The Internet Corporation for Assigned Names and Numbers]<br /> <br /> [http://www.fcc.gov/Reports/tcom1996.txt The Telecommunications Act of 1996]<br /> <br /> [http://www.law.cornell.edu/uscode/47/230.html § 230. Protection for private blocking and screening of offensive material]<br /> <br /> [http://www.cybertelecom.org/cda/cda.htm The Communications Decency Act]<br /> <br /> [http://wireless.fcc.gov/auctions/default.htm?job=auctions_home FCC - Wireless Spectrum Auctions]<br /> <br /> == Class Discussion ==<br /> <br /> <br /> == The Internet Industrial Revolution ==<br /> <br /> In writing this class introduction, I stopped to give pause to the question of how many people understand how muchProxy-Connection: keep-alive<br /> Cache-Control: max-age=0<br /> <br /> oday’s internet can be tied to the development of the railroads in the 1800’s and the government's attempt at regulating the wild and chaotic growth of our nations infrastructure.<br /> <br /> The internet has become ingrained in our daily lives as much as television, radio, and a myriad of other electronically driven entertainment mediums. However, as much as we enjoy playing our online games, chatting with friends, sending emails, purchasing trinkets to real-estate, trading stocks, finding employment and collaborating with co-workers, we often don’t realize that all of this wProxy-Connection: keep-alive<br /> Cache-Control: max-age=0<br /> <br /> ld not be possible without the infrastructure needed to interconnect the various networks around the world in a consistent and open fashion. Without regulation and standards, the internet would not be possible. But how much do we as consumers of the internet understand how it is regulated?<br /> <br /> The internet is very much a wild-frontier resembling the land-grab era of the 1800’s. In this day and age mega corporations including Oracle, Intel, Microsoft and Google rival monopolistic predecessors of the 1800’s like Carnegie Steel and Standard Oil. As was the case in the 1800’s, the railroads held the key to building out the infrastructure of our nation through their ownership of the national right of ways allowing them to become the natural beneficiaries of a nationwide infrastructure build-out. Even today we see vestiges of this in companies such as Sprint - whose name stands for Southern Pacific Railway Intelligent Network of Telecommunications.<br /> <br /> Today all communications infrastructure within the United States is regulated by the Federal Communications Commission (FCC) which has been in existence since 1934 when it took over the regulation of communications infrastructure from the now defunct Interstate Commerce Commission (ICC); the governing body which was established to regulate the railroads in order to provide equal access to all Americans who wished to use them. These same goals are present today when we hear the words of Julius Genachowski – the current chairman of the FCC – as he talks about the commission’s mission of maintaining a free and open internet as they prepare to submit their proposal of a National Broadband Plan to Congress; which will have occurred just a few days prior to this class.<br /> <br /> So how does an organization such as the FCC, funded by the telecommunications surcharges we see on our phone and cable bills, plan to balance the need to extend broadband accessibility to the millions of US residents who still do not have internet access? And how do they do so while upholding their self stated mission of maintaining a free and open internet? Is this an honest attempt at maintaining a “laissez-faire” approach to central regulation allowing the invisible hand of commerce to guide the growth and expansion of the infrastructure? Or will it turn into a “de jure monopoly” ; the government granting exclusive access to those who pay the most, just as they do now awarding spectrum to the wireless carriers at auctions? After all, wasn’t it this same organization that – after the breakup of AT&amp;T – instituted the regulations allowing Competitive Local Exchange Carriers (CLECs) access to the infrastructure then owned by the Incumbent Local Exchange Carriers (ILECs) which to this day many consider to have been one of their worst mistakes granting favoritism to few and placing an inordinate burden on others?<br /> <br /> Can a Federal Regulatory body enforce &quot;free and open&quot;, when they themselves rely on the surcharges and sale of bandwidth to fund their organization while also having a history of censoring the content American's are able to consume on television and radio? Are they merely a wolf in sheep’s clothing lulling the consumers of the internet into a false sense of security? These questions are at the center of a tumultuous debate within the industry today. Many grass roots and politically funded organizations have emerged to argue these issues; fighting for our rights as internet users to have access to a truly free and neutral internet.<br /> <br /> Does current and proposed regulations governing the internet truly allow for free markets, open dialog and the unfettered growth of an online society, or are they the groundwork toward building a net that dips into our pockets, restricts our voices through censorship, and controls the content we both share and consume? Do organizations such as ICANN and the IETF promote fair and unobstructed participation or are they merely elitist groups that favor a select and desirable crowd that they themselves deem worthy. --[[User:Lunatixcoder|Lunatixcoder]] - David Jodoin 15:47, 27 February 2010 (UTC)<br /> <br /> == The Last Mile ==<br /> <br /> The Last Mile is the term that is commonly used to refer to the cabling/wiring necessary to connect a household or subscriber to the physical infrastructure of the network. Whether it be the last mile of copper for your phones and modems, or the last mile of COAX cable connecting you to your broadband provider each person needs a digital &quot;on-ramp&quot; for connectivity. Many times we associate that last mile to be the same infrastructure that delivers our television signals into our home. Often we think of Cable TV as having its birth in the 1980s and 90s, but in fact the first community access cable television networks were developed in 1948 in Pennsylvania, Arkansas and Oregon in order to provide broadcast television to remote viewers that were unable to receive adequate signals from broadcast radio towers. [http://www.ncta.com/About/About/HistoryofCableTelevision.aspx The History of Cable Television] The interesting note about this was that cable television networks continued to grow at a rapid pace until 1972 when the FCC expanded its regulations limiting Cable television companies to transmit local signals only in an attempt to protect local broadcasters from having to compete against the wider variety of programming cable companies could deliver.<br /> <br /> This was not however the FCC's only attempt at control. When the ban on broadcasting distant signals was not enough, the FCC attempted further regulation by limiting the content which Cable companies could offer to that of Sports, Movies and Syndicated Content. Yet the regulation limiting the Cable companies programming was not in fact a deterrent. Consumers wanted this premium programming and were willing to pay for it. As such, the proliferation of Cable networks continued as companies sprang up to offer this premium content.<br /> <br /> The FCC eventually realized that what they had created was a pseudo monopoly in that in order for a Cable operator to build out infrastructure in what they refer to as &quot;local markets&quot; they had to enter into a contract with the local community which in effect allowed them to be the only provider within that market making the Cable operator the exclusive distributor of premium content to the communities they served. This is why, even in today's market, if your town is a Comcast town, you can only get Comcast. The reason this occurred was that towns had to provide rights of way across the infrastructure (telephone poles and underground conduits) for the cable operators to run their cables. As such, a community wanted to ensure that if they allowed a Cable operator to build infrastructure that they had to do so to enough of the community to satisfy the public demand. Due to population density concerns, this led to heated negotiations as Cable companies did not want to have to run infrastructure to support remote neighborhoods where they felt the business they would get would not be enough to support the infrastructure build-out. This was further aggravated by the FCC's regulation on Cable pricing in an attempt to make the content more accessible to the public at large.<br /> <br /> In response to this growing concern for monopolistic broadcasting, the FCC removed the restrictions that were present on who could broadcast particular content in order to introduce competition into the market by companies offering alternative broadcast mechanisms such as satellite and wireless technologies. --[[User:Lunatixcoder|Lunatixcoder]] - David Jodoin - 13:17, 28 February 2010 (UTC)<br /> <br /> == Fighting for the Grid ==<br /> <br /> The landmark legislation represented by the Telecommunications Act of 1996 opened the field to new competition by many players (see link below for full text of the act). While up until that time, what types of services could be offered were limited based on the transmission medium, the Act in effect allowed any transmission network to broadcast any content. The effects of this were that telecommunication companies now had the option of offering programming and that Cable Broadcasting companies could also offer phone services. As such the industries of broadcast video content, internet communications and telephone services now became a converged network of services allowing consumers a myriad of choices.<br /> <br /> Over the last decade and a half, we have seen advancements in core cellular technologies with the introduction of 2g, 3g and now 4g networks. WiMAX and Femtocell technology offers bandwidth expansion in local loop networking that can allow wireless to effectively compete with physical infrastructure. Yet growth and adoption of WiMAX is still restricted based on the fact that it requires a provider to purchase wireless spectrum at auction.<br /> <br /> Compared to developing countries from around the world, the US by far lags in the introduction of new technologies. For instance, in South Africa - due to the deregulation of the industry in 2005 - Africa has seen a huge explosion in unlicensed wireless broadband providers. Is this a sign that the FCC who regulates and legislates the wireless spectrum in the United States is in fact holding us back technologically? --[[User:Lunatixcoder|Lunatixcoder]] - David Jodoin - 13:17, 28 February 2010 (UTC)<br /> <br /> == The Wolf in Sheep's Clothing ==<br /> <br /> The FCC throughout its history has attempted to regulate and control markets based on the political pressures of various lobbying agencies fighting to protect their individual markets. This legacy of government control over the infrastructure of the United States stretches back to 1934 when the organization was first established. The organizations fighting for bandwidth, spectrum and control extends beyond just the providers of infrastructure themselves. ICANN itself spent $480,000 to lobbyists in an attempt to influence government legislation and regulatory bodies. Neustar, a DNS registry service spent $140,000. According to the Huffington Post, John McCain received $765,000 in campaign funding from telecommunications lobbyists alone during his 2008 presidential bid [http://www.huffingtonpost.com/2008/03/24/mccains-ties-to-lobbyists_n_93037.html McCains Ties to Lobbyists]. And if you visit the site OpenSecrets.org lobbyist spending was in excess of $118mm in 2009 in the Computer/Internet category alone. [http://www.opensecrets.org/lobby/indusclient.php?lname=B12&amp;year=2009 OpenSecrets.org - Computers/Internet Spending 2009]<br /> <br /> So we as a community speak of Net Neutrality; fighting to keep our internet free and open. Yet the underlying infrastructure is controlled and regulated by a governing few. Even the organizations we have entrusted to manage the chaos of the internet in the form of registry services, name-space controls, and uniform standards all fight to prevent competing influences from diminishing the power they hold over how things are built and operated. With the excessive amounts of money being spent by these large entities are we in fact being represented properly? Or are those funds being used to preserve their self proclaimed ombudsman-ship? Will the FCC keep the internet free and open? Or are they merely lulling us into a sense of security such that they can then let the other shoe drop a few years from now when they decide what we do and say on the medium that today they are unable to control just as they do in managing what we see and hear on television and radio? [http://www.fcc.gov/cgb/consumerfacts/obscene.html FCC Rules and Rights on the Enforcement of Censorship Laws on TV and Radio] Can the internet within our country truly prosper when you try to centrally regulate a decentralized commodity? After all... if they are successful in their Broadband plan and achieve 100% access to the internet by every American it would then mean we must then protect those same Americans from the raw and unfiltered content that is there today... Or does it? According to the FCC they not only have the authority to do so, they stand ready and waiting. [http://www.fcc.gov/cgb/consumerfacts/obscene.html Written Statement Of Diego Ruiz Deputy Chief, Office of Strategic Planning and Policy Analysis]<br /> <br /> Maybe this video on the Net Neutrality debate will shed some light...<br /> <br /> [http://www.youtube.com/watch?v=juw5Ew_fKgs Net Neutrality for Dummies: Will the FCC Control the Internet?]<br /> <br /> So as you can see... Net Neutrality is ''not'' about whether or not content ''should'' be restricted, it is about ''who'' is allowed to restrict it. An interesting twist in the debate isn't it? --[[User:Lunatixcoder|Lunatixcoder]] - David Jodoin - 13:11, 28 February 2010 (UTC)<br /> <br /> == Further Background ==<br /> <br /> Since David seems to have covered the vast majority of information for today's class, I only feel the need to draw your attention to a few other points. I think it's first important to make specific notes of the six goals set forward in the National Broadband Plan:<br /> <br /> ''Goal No. 1: At least 100 million U.S. homes should have affordable access to actual download speeds of at least 100 megabits per second and actual upload speeds of at least 50 megabits per second.''<br /> <br /> ''Goal No. 2: The United States should lead the world in mobile innovation, with the fastest and most extensive wireless networks of any nation.''<br /> <br /> ''Goal No. 3: Every American should have affordable access to robust broadband service, and the means and skills to subscribe if they so choose.''<br /> <br /> ''Goal No. 4: Every American community should have affordable access to at least 1 gigabit per second broadband service to anchor institutions such as schools, hospitals and government buildings.''<br /> <br /> ''Goal No. 5: To ensure the safety of the American people, every first responder should have access to a nationwide, wireless, interoperable broadband public safety network.''<br /> <br /> ''Goal No. 6: To ensure that America leads in the clean energy economy, every American should be able to use broadband to track and manage their real-time energy consumption.''<br /> <br /> Note specific use of the word &quot;actual&quot; in relation to the speeds they mention. ISPs like Comcast or Verizon will typically advertise speeds of &quot;up to&quot; 20mbps, for example, and then attach some sort of stipulation like &quot;for the first 100mb of a file&quot; to essentially protect their claim and conserve bandwidth. Or, conversely, the network could be capable of speeds like 20mbps but due to implementation - wires, poles, the ground, the houses connected to, etc. - there could be a distinct degradation of said speeds.<br /> <br /> I find it interesting that one goal is to &quot;lead the world&quot; in areas in which we already trail many other countries. Would it not be sufficient to adopt some of the technology that has made those countries leaders in the field already?<br /> <br /> As far as I have seen, 1gbps networks tend to be found primarily in private institutions or organizations; if this technology is available and implemented already, should those who have it be working to help provide it to the surrounding communities? For example: I attend Tufts University and live in Somerville, close to campus. Tufts's wireless network can be found across most of the campus (often with 100mbps+ speeds) and even penetrates to some off-campus housing depending on the weather. Given the connection that Tufts has to the Medford and Somerville communities, should they feel the need to expand this network in area and provide access, paid or otherwise, to not only students with registered IDs but residents as well?<br /> <br /> Are the last two goals, in regards to public safety and clean energy, just a sort of obligatory inclusion given the state of our country? Is there an aspect of it that is politically necessary to appease the older generation or other demographics that would otherwise have no interest in national broadband?<br /> <br /> And finally, read about Google's efforts with national broadband:<br /> <br /> [http://www.google.com/appserve/fiberrfi/public/overview Google Fiber for Communities]<br /> <br /> [http://googleblog.blogspot.com/2006/08/free-citywide-wifi-in-mountain-view.html Free citywide WiFi in Mountain View]<br /> <br /> --[[User:Aekoutzoukis|Aekoutzoukis]] 20:37, 23 March 2010 (UTC)<br /> <br /> == Links from Class ==<br /> <br /> I don't know if anyone saw Yochai Benkler's op-ed piece in today's New York Times, but I thought I'd post a link because it references both of our assigned readings for this week:<br /> <br /> [http://www.nytimes.com/2010/03/21/opinion/21Benkler.html Ending the Internet's Trench Warfare]<br /> <br /> ([[User:Kaurigem|Kaurigem]] 23:57, 21 March 2010 (UTC))<br /> <br /> <br /> Shelly Palmer's &quot;How to Read the FCC's National Broadband Plan&quot; [http://www.shellypalmermedia.com/2010/02/27/how-to-read-the-fccs-national-broadband-plan/?utm_source=contactology&amp;utm_medium=email&amp;utm_campaign=100228] is a short but interesting piece. If you are not familiar with Shelly Palmer he is the host of MediaBytes, an online daily techno-talk-show. The FCC piece is from his 3 March 2010 show.<br /> <br /> ----[[User:Charlesscott|Charlesscott]] 01:59, 23 March 2010 (UTC)</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Main_Page&diff=4575 2010-02-16T16:06:50Z

<p>Sethwoodworth: /* During Class (Tuesdays 5:30-7:30 pm EST) */</p> <hr /> <div>= Internet and Society: Technologies and Politics of Control=<br /> '''LSTU E–120 - Harvard Extension School - Spring 2010 - Tuesdays 5:30-7:30 pm EST'''<br /> <br /> '''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''<br /> <br /> <br /> <br /> The Internet has taken on an ever-widening role not only in the production and sharing of information, but also in the political, social, and economic processes of everyday life around the world. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. However, the ''frontierism'' of the early Internet provoked ''regulatory'' responses, followed by various attempts to develop collective control via ''emergent'' structure. This course asks: what now is the balance between these forces, and what, if anything, should be done? '''[[course overview|continued...]]'''<br /> <br /> {|border=&quot;1&quot; cellpadding=&quot;5&quot;<br /> |-valign=&quot;top&quot;<br /> |<br /> '''Course Information:'''<br /> * [[Overview of Assignments]]<br /> * [[Class Participation]]<br /> * [[Grading]]<br /> * [[Statement on Plagiarism]]<br /> * [[Course FAQ]]<br /> |<br /> '''Assignments &amp; Projects:'''<br /> * [[Assignments]]<br /> * [[Final Project]]<br /> * [[Class introduction]]<br /> |<br /> '''Resources:'''<br /> * [[Recorded class videos]]<br /> * [[Powerpoint Slides from Class]]<br /> * [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]<br /> |<br /> '''External:'''<br /> * [[Upcoming Events]]<br /> * [[In the news]]<br /> |<br /> '''People:'''<br /> * [[Staff Contact Info]]<br /> * [[List of User Profiles]]<br /> |-<br /> |}<br /> <br /> =='''During Class (Tuesdays 5:30-7:30 pm EST)'''==<br /> * Live Quicktime stream during class (open this URL in Quicktime Player):&lt;br&gt;<br /> ** '''rtsp://harmony.law.harvard.edu/ptc.sdp'''&lt;br&gt;<br /> ** The best option is generally to copy this URL into QuickTime Player<br /> ** You can also watch via http (http://harmony.law.harvard.edu/ptc.sdp). This is typically not as clear.<br /> <br /> * [http://cyber.law.harvard.edu/questions/ Question Tool] (pick &quot;InternetSociety2010&quot;) [http://cyber.law.harvard.edu/questions/InternetSociety2010 Direct URL]<br /> <br /> * You may also IM to Colin/Rob/Tim/Seth directly via gtalk (or jabber): lstu.e120@gmail.com<br /> <br /> =='''Participating Asynchronously'''==<br /> * You can add your thoughts to the Question Tool even after class is over; we will leave up the discussions from class for the entire week following. [http://cyber.law.harvard.edu/questions/InternetSociety2010 Direct URL]<br /> * Online Office Hours with the TAs TBD<br /> <br /> =='''Feedback:'''==<br /> <br /> =='''Syllabus at a glance:'''==<br /> {| style=&quot;background-color:#CCCCCC;&quot;<br /> <br /> |-<br /> | Jan 26<br /> | [[Politics and Technology of Control: Introduction]]<br /> |-<br /> | Feb 2<br /> | [[Frameworks For Studying The Web]]<br /> |-<br /> | Feb 9<br /> | [[New Economic Models]]<br /> | ''([[Individual_Assignments#Assignment_1:_Wikipedia|Assignment 1]] due)''<br /> |-<br /> | Feb 16<br /> | [[Peer Production and Collaboration]]<br /> |-<br /> | Feb 23<br /> | [[Collective Action and Decision-making]]<br /> | ''([[Individual_Assignments#Assignment_2:_Blog_Post|Assignment 2]] due)''<br /> |-<br /> | Mar 2<br /> | [[New and Old Media, Participation, and Information ]]<br /> |-<br /> | Mar 9<br /> | [[Regulating Speech Online]]<br /> | ''([[Individual_Assignments#Assignment_3:_Audio_or_Video_Production|Assignment 3]] due)''<br /> |-<br /> | Mar 23<br /> | [[Internet Infrastructure and Regulation]]<br /> |-<br /> | Mar 30<br /> | [[Copyright in Cyberspace]]<br /> |-<br /> | Apr 6<br /> |[[Control and Code: Privacy Online]] <br /> |-<br /> | Apr 13<br /> | [[Internet and Democracy]]<br /> |-<br /> | Apr 20<br /> | [[Internet and Democracy: The Sequel]]<br /> |-<br /> | Apr 27<br /> | [[Digital Natives and Internet Culture]]<br /> |-<br /> | May 4<br /> | [[New Opportunities for Education]]<br /> |-<br /> | May 11<br /> |'''[[Final Project]] due''' (no class)<br /> |<br /> |}</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Main_Page&diff=4574 2010-02-16T16:06:26Z

<p>Sethwoodworth: /* During Class (Tuesdays 5:30-7:30 pm EST) */</p> <hr /> <div>= Internet and Society: Technologies and Politics of Control=<br /> '''LSTU E–120 - Harvard Extension School - Spring 2010 - Tuesdays 5:30-7:30 pm EST'''<br /> <br /> '''[http://cyber.law.harvard.edu/home/contact Berkman Center for Internet and Society] - 23 Everett Street - Conference room, 2nd floor'''<br /> <br /> <br /> <br /> The Internet has taken on an ever-widening role not only in the production and sharing of information, but also in the political, social, and economic processes of everyday life around the world. The Net has been heralded by many as nothing less than a means of fundamentally transforming our world into one that is more just, more democratic, and more affluent, while redrawing the boundaries of political and economic power. However, the ''frontierism'' of the early Internet provoked ''regulatory'' responses, followed by various attempts to develop collective control via ''emergent'' structure. This course asks: what now is the balance between these forces, and what, if anything, should be done? '''[[course overview|continued...]]'''<br /> <br /> {|border=&quot;1&quot; cellpadding=&quot;5&quot;<br /> |-valign=&quot;top&quot;<br /> |<br /> '''Course Information:'''<br /> * [[Overview of Assignments]]<br /> * [[Class Participation]]<br /> * [[Grading]]<br /> * [[Statement on Plagiarism]]<br /> * [[Course FAQ]]<br /> |<br /> '''Assignments &amp; Projects:'''<br /> * [[Assignments]]<br /> * [[Final Project]]<br /> * [[Class introduction]]<br /> |<br /> '''Resources:'''<br /> * [[Recorded class videos]]<br /> * [[Powerpoint Slides from Class]]<br /> * [http://en.wikipedia.org/wiki/Wikipedia:How_to_edit_a_page How to edit a wiki]<br /> |<br /> '''External:'''<br /> * [[Upcoming Events]]<br /> * [[In the news]]<br /> |<br /> '''People:'''<br /> * [[Staff Contact Info]]<br /> * [[List of User Profiles]]<br /> |-<br /> |}<br /> <br /> =='''During Class (Tuesdays 5:30-7:30 pm EST)'''==<br /> * Live Quicktime stream during class (open this URL in Quicktime Player):&lt;br&gt;<br /> ** '''rtsp://harmony.law.harvard.edu/ptc.sdp'''&lt;br&gt;<br /> ** The best option is generally to copy this URL into QuickTime Player<br /> ** You can also watch via http (http://harmony.law.harvard.edu/ptc.sdp). This is typically not as clear.<br /> <br /> * [http://cyber.law.harvard.edu/questions/ Question Tool] (pick &quot;InternetSociety2010&quot;) [http://cyber.law.harvard.edu/questions/InternetSociety2010 Direct URL]<br /> <br /> * You may also IM to class staff directly via gtalk (or jabber): lstu.e120@gmail.com<br /> <br /> =='''Participating Asynchronously'''==<br /> * You can add your thoughts to the Question Tool even after class is over; we will leave up the discussions from class for the entire week following. [http://cyber.law.harvard.edu/questions/InternetSociety2010 Direct URL]<br /> * Online Office Hours with the TAs TBD<br /> <br /> =='''Feedback:'''==<br /> <br /> =='''Syllabus at a glance:'''==<br /> {| style=&quot;background-color:#CCCCCC;&quot;<br /> <br /> |-<br /> | Jan 26<br /> | [[Politics and Technology of Control: Introduction]]<br /> |-<br /> | Feb 2<br /> | [[Frameworks For Studying The Web]]<br /> |-<br /> | Feb 9<br /> | [[New Economic Models]]<br /> | ''([[Individual_Assignments#Assignment_1:_Wikipedia|Assignment 1]] due)''<br /> |-<br /> | Feb 16<br /> | [[Peer Production and Collaboration]]<br /> |-<br /> | Feb 23<br /> | [[Collective Action and Decision-making]]<br /> | ''([[Individual_Assignments#Assignment_2:_Blog_Post|Assignment 2]] due)''<br /> |-<br /> | Mar 2<br /> | [[New and Old Media, Participation, and Information ]]<br /> |-<br /> | Mar 9<br /> | [[Regulating Speech Online]]<br /> | ''([[Individual_Assignments#Assignment_3:_Audio_or_Video_Production|Assignment 3]] due)''<br /> |-<br /> | Mar 23<br /> | [[Internet Infrastructure and Regulation]]<br /> |-<br /> | Mar 30<br /> | [[Copyright in Cyberspace]]<br /> |-<br /> | Apr 6<br /> |[[Control and Code: Privacy Online]] <br /> |-<br /> | Apr 13<br /> | [[Internet and Democracy]]<br /> |-<br /> | Apr 20<br /> | [[Internet and Democracy: The Sequel]]<br /> |-<br /> | Apr 27<br /> | [[Digital Natives and Internet Culture]]<br /> |-<br /> | May 4<br /> | [[New Opportunities for Education]]<br /> |-<br /> | May 11<br /> |'''[[Final Project]] due''' (no class)<br /> |<br /> |}</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Final_Project&diff=4569 2010-02-15T23:32:07Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;color:#c3112b; background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assignments|Assignment]]:&lt;/big&gt; Final Project<br /> &lt;hr /&gt; [[Main_Page#Syllabus_at_a_glance:|Due Date]]: May 11<br /> &lt;hr /&gt; Length: ~8-10 pages, &lt;br /&gt; <br /> podcast, website or other<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> '''DUE MAY 11'''<br /> <br /> === Description ===<br /> The final project is a 8-10 page research paper, built around taking the theoretical concepts brought forwards in the course, generating a hypothesis around that idea, and then examining a real-world scenario online in the light of that to answer a question. In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. <br /> <br /> The final project should be integrative--bringing together materials and issues from class and expanding upon them. Ideally, students will identify the topic for Assignment 2 and leverage their time working on the other assignments towards the final project. It will be detrimental to change &quot;mid-stream,&quot; due to the limited time of the course. <br /> <br /> === [[Research questions]] ===<br /> Your project should consist of an original documentation and analysis of Internet activity. You should decide upon a set of research questions - a single question is fine. The next step is to define a research frame. This could be an online community or set of communities, or participants in a web page or online game. Your research may focus on a single Internet project or compare two communities. You might choose to focus on a community that is a sub-unit, or a community that spans more than one URL. For instance: ''a WoW ([http://en.wikipedia.org/wiki/World_of_Warcraft World of Warcraft]) guild is a sub-unit of WoW, but also exists on two or more platforms: voicechat in-game and a website forum out-of-game''.<br /> <br /> The next step will be to gather evidence that will help to answer your research question. Finally, you will compile this into a final report that summarizes your research topic, methods and conclusions. We hope that you will be able to weave in one or more of the theories and constructs that have been introduced in the class.<br /> <br /> Finding appropriate research questions is often the most complex and time consuming process in research and will normally take many iterations.<br /> <br /> Some of the questions you might ask as you search for a more narrow set of questions might include: [[Research questions]] <br /> <br /> ==== Questions steps ====<br /> # Decide upon a set of [[Research questions]]<br /> # Define a research frame (group, community, etc)<br /> # Gather evidence<br /> # Compile into report that summarizes your topic, methods, and conclusions<br /> <br /> === [[Project Ideas]] ===<br /> The possible final project topics and questions can be found here: [[Project Ideas]]. We are open to ideas and questions that lie outside of this set, though you should express this interest and a potential topic as early as possible. <br /> <br /> ----</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Final_Project&diff=4568 2010-02-15T20:29:50Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;color:#c3112b; background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assignments|Assignment]]:&lt;/big&gt; Final Project<br /> &lt;hr /&gt; [[Main_Page#Syllabus_at_a_glance:|Due Date]]: May 11<br /> &lt;hr /&gt; Length: 8-10 pages<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> '''DUE MAY 11'''<br /> <br /> === Description ===<br /> The final project is a 8-10 page research paper, built around taking the theoretical concepts brought forwards in the course, generating a hypothesis around that idea, and then examining a real-world scenario online in the light of that to answer a question. In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. <br /> <br /> The final project should be integrative--bringing together materials and issues from class and expanding upon them. Ideally, students will identify the topic for Assignment 2 and leverage their time working on the other assignments towards the final project. It will be detrimental to change &quot;mid-stream,&quot; due to the limited time of the course. <br /> <br /> === Questions ===<br /> Your project should consist of an original documentation and analysis of Internet activity. You should decide upon a set of research questions - a single question is fine. The next step is to define a research frame. This could be an online community or set of communities, or participants in a web page or online game. Your research may focus on a single Internet project or compare two communities. You might choose to focus on a community that is a sub-unit, or a community that spans more than one URL. For instance: ''a WoW guild is a sub-unit of WoW, but also exists on two<br /> or more platforms: voicechat in-game and a website forum out-of-game''.<br /> <br /> The next step will be to gather evidence that will help to answer your research question. Finally, you will compile this into a final report that summarizes your research topic, methods and conclusions. We hope that you will be able to weave in one or more of the theories and constructs that have been introduced in the class.<br /> <br /> Finding appropriate research questions is often the most complex and time consuming process in research and will normally take many iterations.<br /> <br /> Some of the questions you might ask as you search for a more narrow set of questions might include: [[Research questions]] <br /> <br /> === [[Project Ideas]] ===<br /> The possible final project topics and questions can be found here: [[Project Ideas]]. We are open to ideas and questions that lie outside of this set, though you should express this interest and a potential topic as early as possible. <br /> <br /> ----</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Final_Project&diff=4567 2010-02-15T20:28:07Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;color:#c3112b; background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; Final Project<br /> &lt;hr /&gt; [[Schedule|Due Date]]: May 11<br /> &lt;hr /&gt; Length: 8-10 pages<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> '''DUE MAY 11'''<br /> <br /> === Description ===<br /> The final project is a 8-10 page research paper, built around taking the theoretical concepts brought forwards in the course, generating a hypothesis around that idea, and then examining a real-world scenario online in the light of that to answer a question. In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. <br /> <br /> The final project should be integrative--bringing together materials and issues from class and expanding upon them. Ideally, students will identify the topic for Assignment 2 and leverage their time working on the other assignments towards the final project. It will be detrimental to change &quot;mid-stream,&quot; due to the limited time of the course. <br /> <br /> === Questions ===<br /> Your project should consist of an original documentation and analysis of Internet activity. You should decide upon a set of research questions - a single question is fine. The next step is to define a research frame. This could be an online community or set of communities, or participants in a web page or online game. Your research may focus on a single Internet project or compare two communities. You might choose to focus on a community that is a sub-unit, or a community that spans more than one URL. For instance: ''a WoW guild is a sub-unit of WoW, but also exists on two<br /> or more platforms: voicechat in-game and a website forum out-of-game''.<br /> <br /> The next step will be to gather evidence that will help to answer your research question. Finally, you will compile this into a final report that summarizes your research topic, methods and conclusions. We hope that you will be able to weave in one or more of the theories and constructs that have been introduced in the class.<br /> <br /> Finding appropriate research questions is often the most complex and time consuming process in research and will normally take many iterations.<br /> <br /> Some of the questions you might ask as you search for a more narrow set of questions might include: [[Research questions]] <br /> <br /> === [[Project Ideas]] ===<br /> The possible final project topics and questions can be found here: [[Project Ideas]]. We are open to ideas and questions that lie outside of this set, though you should express this interest and a potential topic as early as possible. <br /> <br /> ----</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Final_Project&diff=4566 2010-02-15T20:01:03Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;color:#c3112b; background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; Final Project<br /> &lt;hr /&gt; [[Schedule|Due Date]]: May 11<br /> &lt;hr /&gt; Length: 8-10 pages<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> '''DUE MAY 11'''<br /> <br /> The final project is a 8-10 page research paper, built around taking the theoretical concepts brought forwards in the course, generating a hypothesis around that idea, and then examining a real-world scenario online in the light of that to answer a question. In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. <br /> <br /> The final project should be integrative--bringing together materials and issues from class and expanding upon them. Ideally, students will identify the topic for Assignment 2 and leverage their time working on the other assignments towards the final project. It will be detrimental to change &quot;mid-stream,&quot; due to the limited time of the course. <br /> <br /> Your project should consist of an original documentation and analysis of Internet activity. You should decide upon a set of research questions - a single question is fine. The next step is to define a research frame. This could be an online community or set of communities, or participants in a web page or online game. Your research may focus on a single Internet project or compare two communities. You might choose to focus on a community that is a sub-unit, or a community that spans more than one URL. For instance: a WoW guild is a sub-unit of WoW, but also exists on two<br /> or more platforms: voicechat in-game and a website forum out-of-game.<br /> <br /> The next step will be to gather evidence that will help to answer your research question. Finally, you will compile this into a final report that summarizes your research topic, methods and conclusions. We hope that you will be able to weave in one or more of the theories and constructs that have been introduced in the class.<br /> <br /> Finding appropriate research questions is often the most complex and time consuming process in research and will normally take many iterations.<br /> <br /> Some of the questions you might ask as you search for a more narrow set of questions might include: [[Research questions]] <br /> <br /> The possible final project topics and questions can be found here: [[Project Ideas]]. We are open to ideas and questions that lie outside of this set, though you should express this interest and a potential topic as early as possible. <br /> <br /> ----</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Final_Project&diff=4565 2010-02-15T20:00:04Z

<p>Sethwoodworth: </p> <hr /> <div><br /> &lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;color:#c3112b; background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; Final Project<br /> &lt;hr /&gt; [[Schedule|Due Date]]: May 11<br /> &lt;hr /&gt; [[{{{1}}}#Length|Length]]: 8-10 pages<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> '''DUE MAY 11'''<br /> <br /> The final project is a 8-10 page research paper, built around taking the theoretical concepts brought forwards in the course, generating a hypothesis around that idea, and then examining a real-world scenario online in the light of that to answer a question. In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. <br /> <br /> The final project should be integrative--bringing together materials and issues from class and expanding upon them. Ideally, students will identify the topic for Assignment 2 and leverage their time working on the other assignments towards the final project. It will be detrimental to change &quot;mid-stream,&quot; due to the limited time of the course. <br /> <br /> Your project should consist of an original documentation and analysis of Internet activity. You should decide upon a set of research questions - a single question is fine. The next step is to define a research frame. This could be an online community or set of communities, or participants in a web page or online game. Your research may focus on a single Internet project or compare two communities. You might choose to focus on a community that is a sub-unit, or a community that spans more than one URL. For instance: a WoW guild is a sub-unit of WoW, but also exists on two<br /> or more platforms: voicechat in-game and a website forum out-of-game.<br /> <br /> The next step will be to gather evidence that will help to answer your research question. Finally, you will compile this into a final report that summarizes your research topic, methods and conclusions. We hope that you will be able to weave in one or more of the theories and constructs that have been introduced in the class.<br /> <br /> Finding appropriate research questions is often the most complex and time consuming process in research and will normally take many iterations.<br /> <br /> Some of the questions you might ask as you search for a more narrow set of questions might include: [[Research questions]] <br /> <br /> The possible final project topics and questions can be found here: [[Project Ideas]]. We are open to ideas and questions that lie outside of this set, though you should express this interest and a potential topic as early as possible. <br /> <br /> ----</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4564 2010-02-15T19:58:39Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;color:#c3112b; background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> &lt;hr /&gt; [[{{{1}}}#Length|Length]]: {{{3}}}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> <br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4563 2010-02-15T19:57:35Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;color:#c3112b; background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> &lt;hr /&gt; Length: {{{3}}}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> <br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4562 2010-02-15T19:56:30Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> &lt;hr /&gt; Length: {{{3}}}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> <br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4561 2010-02-15T19:56:11Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> &lt;hr /&gt; Length: {{{3}}}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11 | 8-10 pages }}<br /> {{Assignment sidebar | Final | May 11 }}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4560 2010-02-15T19:53:37Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> &lt;hr /&gt; {{#if: {{{3}}} | Length {{{3}}} }}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11 | 8-10 pages }}<br /> {{Assignment sidebar | Final | May 11 }}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Final_Project&diff=4559 2010-02-15T19:53:06Z

<p>Sethwoodworth: </p> <hr /> <div>{{Assignment sidebar | Final assignment | May 11 | 8-10 pages }}<br /> '''DUE MAY 11'''<br /> <br /> The final project is a 8-10 page research paper, built around taking the theoretical concepts brought forwards in the course, generating a hypothesis around that idea, and then examining a real-world scenario online in the light of that to answer a question. In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. <br /> <br /> The final project should be integrative--bringing together materials and issues from class and expanding upon them. Ideally, students will identify the topic for Assignment 2 and leverage their time working on the other assignments towards the final project. It will be detrimental to change &quot;mid-stream,&quot; due to the limited time of the course. <br /> <br /> Your project should consist of an original documentation and analysis of Internet activity. You should decide upon a set of research questions - a single question is fine. The next step is to define a research frame. This could be an online community or set of communities, or participants in a web page or online game. Your research may focus on a single Internet project or compare two communities. You might choose to focus on a community that is a sub-unit, or a community that spans more than one URL. For instance: a WoW guild is a sub-unit of WoW, but also exists on two<br /> or more platforms: voicechat in-game and a website forum out-of-game.<br /> <br /> The next step will be to gather evidence that will help to answer your research question. Finally, you will compile this into a final report that summarizes your research topic, methods and conclusions. We hope that you will be able to weave in one or more of the theories and constructs that have been introduced in the class.<br /> <br /> Finding appropriate research questions is often the most complex and time consuming process in research and will normally take many iterations.<br /> <br /> Some of the questions you might ask as you search for a more narrow set of questions might include: [[Research questions]] <br /> <br /> The possible final project topics and questions can be found here: [[Project Ideas]]. We are open to ideas and questions that lie outside of this set, though you should express this interest and a potential topic as early as possible. <br /> <br /> ----</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4558 2010-02-15T19:52:54Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> &lt;hr /&gt; {{#if: {{{3}}} | Length: ( {{{3}}} ) }}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11 | 8-10 pages }}<br /> {{Assignment sidebar | Final | May 11 }}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4557 2010-02-15T19:43:34Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> &lt;hr /&gt; {{#if: {{{3}}} | Length: {{{3}}} }}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11 | 8-10 pages}}<br /> {{Assignment sidebar | Final | May 11}}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4556 2010-02-15T19:43:05Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> |-<br /> | {{#if: {{{3}}} | Length: {{{3}}}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11 | 8-10 pages}}<br /> {{Assignment sidebar | Final | May 11}}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Final_Project&diff=4555 2010-02-15T19:42:39Z

<p>Sethwoodworth: </p> <hr /> <div>{{Assignment sidebar | Final assignment | May 11 | 8-10 pages}}<br /> '''DUE MAY 11'''<br /> <br /> The final project is a 8-10 page research paper, built around taking the theoretical concepts brought forwards in the course, generating a hypothesis around that idea, and then examining a real-world scenario online in the light of that to answer a question. In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. <br /> <br /> The final project should be integrative--bringing together materials and issues from class and expanding upon them. Ideally, students will identify the topic for Assignment 2 and leverage their time working on the other assignments towards the final project. It will be detrimental to change &quot;mid-stream,&quot; due to the limited time of the course. <br /> <br /> Your project should consist of an original documentation and analysis of Internet activity. You should decide upon a set of research questions - a single question is fine. The next step is to define a research frame. This could be an online community or set of communities, or participants in a web page or online game. Your research may focus on a single Internet project or compare two communities. You might choose to focus on a community that is a sub-unit, or a community that spans more than one URL. For instance: a WoW guild is a sub-unit of WoW, but also exists on two<br /> or more platforms: voicechat in-game and a website forum out-of-game.<br /> <br /> The next step will be to gather evidence that will help to answer your research question. Finally, you will compile this into a final report that summarizes your research topic, methods and conclusions. We hope that you will be able to weave in one or more of the theories and constructs that have been introduced in the class.<br /> <br /> Finding appropriate research questions is often the most complex and time consuming process in research and will normally take many iterations.<br /> <br /> Some of the questions you might ask as you search for a more narrow set of questions might include: [[Research questions]] <br /> <br /> The possible final project topics and questions can be found here: [[Project Ideas]]. We are open to ideas and questions that lie outside of this set, though you should express this interest and a potential topic as early as possible. <br /> <br /> ----</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4554 2010-02-15T19:40:57Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> |-<br /> | {{#if: {{{3}}} | Length: {{{3}}} }}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11 | 8-10 pages}}<br /> {{Assignment sidebar | Final | May 11}}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4553 2010-02-15T19:39:26Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> |-<br /> | {{#if: {{{3|}}} | Length: {{{3|}}} }}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11 | 8-10 pages}}<br /> {{Assignment sidebar | Final | May 11}}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4552 2010-02-15T19:34:46Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> |-<br /> | {{#if: {{{3|}}} | Length: {{{3|}}} | }}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11 | 8-10 pages}}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Final_Project&diff=4551 2010-02-15T19:30:38Z

<p>Sethwoodworth: </p> <hr /> <div>{{Assignment sidebar | Final assignment | May 11}}<br /> '''DUE MAY 11'''<br /> <br /> The final project is a 8-10 page research paper, built around taking the theoretical concepts brought forwards in the course, generating a hypothesis around that idea, and then examining a real-world scenario online in the light of that to answer a question. In lieu of submitting a paper, you may present your finding using a different medium, such as a podcast, video, or web page. <br /> <br /> The final project should be integrative--bringing together materials and issues from class and expanding upon them. Ideally, students will identify the topic for Assignment 2 and leverage their time working on the other assignments towards the final project. It will be detrimental to change &quot;mid-stream,&quot; due to the limited time of the course. <br /> <br /> Your project should consist of an original documentation and analysis of Internet activity. You should decide upon a set of research questions - a single question is fine. The next step is to define a research frame. This could be an online community or set of communities, or participants in a web page or online game. Your research may focus on a single Internet project or compare two communities. You might choose to focus on a community that is a sub-unit, or a community that spans more than one URL. For instance: a WoW guild is a sub-unit of WoW, but also exists on two<br /> or more platforms: voicechat in-game and a website forum out-of-game.<br /> <br /> The next step will be to gather evidence that will help to answer your research question. Finally, you will compile this into a final report that summarizes your research topic, methods and conclusions. We hope that you will be able to weave in one or more of the theories and constructs that have been introduced in the class.<br /> <br /> Finding appropriate research questions is often the most complex and time consuming process in research and will normally take many iterations.<br /> <br /> Some of the questions you might ask as you search for a more narrow set of questions might include: [[Research questions]] <br /> <br /> The possible final project topics and questions can be found here: [[Project Ideas]]. We are open to ideas and questions that lie outside of this set, though you should express this interest and a potential topic as early as possible. <br /> <br /> ----</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4550 2010-02-15T19:30:18Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; {{{1|}}}<br /> &lt;hr /&gt; [[Schedule|Due Date]]: {{{2}}}<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;<br /> <br /> &lt;noinclude&gt;<br /> {{Assignment sidebar | Final | May 11}}<br /> &lt;/noinclude&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4549 2010-02-15T19:25:44Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;background:#eeeeff; text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; Final Assignment<br /> &lt;hr /&gt; [[Schedule|Due Date]]: ???<br /> |}<br /> &lt;br clear=&quot;right&quot; /&gt;<br /> &lt;/div&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4548 2010-02-15T19:23:58Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;editsection noprint editlink plainlinksneverexpand&quot; align=&quot;right&quot; style=&quot;float: right; margin-left: 5px; background:#eeeeff; color:#111111; border: 4px solid #c3112b;&quot;&gt;<br /> {| border=&quot;0&quot; cellspacing=&quot;4&quot; cellpadding=&quot;4&quot; style=&quot;text-align: left;&quot;<br /> !&lt;big&gt;[[Assigments|Assignment]]:&lt;/big&gt; Final Assignment<br /> &lt;hr /&gt; [[Schedule|Due Date]]: ???<br /> <br /> <br /> <br /> &lt;big&gt;'''Assignment:'''&lt;/big&gt; ??? &lt;!--<br /> --&gt;&lt;hr /&gt;[[Schedule|Due Date]]: ??? &lt;!-- <br /> COMMENTED OUT UNTIL FURTHER STABLENESS... &lt;span style=&quot;display:{{{stable|none}}}&quot;&gt; <br /> &lt;br&gt;{{:Template:Latest Releases/flavors}}&lt;/span&gt; <br /> --&gt;&lt;span style=&quot;display:{{{rc|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;br /&gt;[[Test Group Release Notes|Devel]]: {{:Template:Latest Releases/devel}}&lt;/span&gt;&lt;!--<br /> --&gt;&lt;span style=&quot;display:{{{livecd|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;br /&gt;[[Firmware]]: {{:Template:Latest Releases/firmware}}&lt;/span&gt;&lt;!--<br /> --&gt;&lt;span style=&quot;display:{{{server|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;hr /&gt;[[School server|Schoolserver]]: {{:Template:Latest Releases/XS_server_software}}&lt;!--<br /> --&gt;&lt;hr /&gt;{{{extra_text|{{:Template:Latest Releases/text}}}}}&lt;/span&gt;&lt;/div&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4547 2010-02-15T19:10:37Z

<p>Sethwoodworth: </p> <hr /> <div>&lt;div class=&quot;plainlinks&quot; style=&quot;clear: right; margin: .5em 1.8em .5em 1.3em; float:right; font-size:80%; max-width:205px; padding:0.3em; background:#c1fea1; color:#0a6c00; border:1px solid #8ad962;&quot;&gt;<br /> &lt;big&gt;'''Latest Releases:'''&lt;/big&gt; [[OS images]] &lt;!--<br /> --&gt;&lt;hr /&gt;[[Builds#Stable_builds|Stable]]: {{:Template:Latest Releases/stable}} &lt;!-- <br /> COMMENTED OUT UNTIL FURTHER STABLENESS... &lt;span style=&quot;display:{{{stable|none}}}&quot;&gt; <br /> &lt;br&gt;{{:Template:Latest Releases/flavors}}&lt;/span&gt; <br /> --&gt;&lt;span style=&quot;display:{{{rc|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;br /&gt;[[Test Group Release Notes|Devel]]: {{:Template:Latest Releases/devel}}&lt;/span&gt;&lt;!--<br /> --&gt;&lt;span style=&quot;display:{{{livecd|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;br /&gt;[[Firmware]]: {{:Template:Latest Releases/firmware}}&lt;/span&gt;&lt;!--<br /> --&gt;&lt;span style=&quot;display:{{{server|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;hr /&gt;[[School server|Schoolserver]]: {{:Template:Latest Releases/XS_server_software}}&lt;!--<br /> --&gt;&lt;hr /&gt;{{{extra_text|{{:Template:Latest Releases/text}}}}}&lt;/span&gt;&lt;/div&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Template:Assignment_sidebar&diff=4546 2010-02-15T19:09:44Z

<p>Sethwoodworth: New page: &lt;includeonly&gt;&lt;div class=&quot;plainlinks&quot; style=&quot;clear: right; margin: .5em 1.8em .5em 1.3em; float:right; font-size:80%; max-width:205px; padding:0.3em; background:#c1fea1; color:#0a6c00; bord...</p> <hr /> <div>&lt;includeonly&gt;&lt;div class=&quot;plainlinks&quot; style=&quot;clear: right; margin: .5em 1.8em .5em 1.3em; float:right; font-size:80%; max-width:205px; padding:0.3em; background:#c1fea1; color:#0a6c00; border:1px solid #8ad962;&quot;&gt;<br /> &lt;big&gt;'''Latest Releases:'''&lt;/big&gt; [[OS images]] &lt;!--<br /> --&gt;&lt;hr /&gt;[[Builds#Stable_builds|Stable]]: {{:Template:Latest Releases/stable}} &lt;!-- <br /> COMMENTED OUT UNTIL FURTHER STABLENESS... &lt;span style=&quot;display:{{{stable|none}}}&quot;&gt; <br /> &lt;br&gt;{{:Template:Latest Releases/flavors}}&lt;/span&gt; <br /> --&gt;&lt;span style=&quot;display:{{{rc|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;br /&gt;[[Test Group Release Notes|Devel]]: {{:Template:Latest Releases/devel}}&lt;/span&gt;&lt;!--<br /> --&gt;&lt;span style=&quot;display:{{{livecd|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;br /&gt;[[Firmware]]: {{:Template:Latest Releases/firmware}}&lt;/span&gt;&lt;!--<br /> --&gt;&lt;span style=&quot;display:{{{server|none}}}&quot;&gt;&lt;!--<br /> --&gt;&lt;hr /&gt;[[School server|Schoolserver]]: {{:Template:Latest Releases/XS_server_software}}&lt;!--<br /> --&gt;&lt;hr /&gt;{{{extra_text|{{:Template:Latest Releases/text}}}}}&lt;/span&gt;&lt;/div&gt;&lt;/includeonly&gt;</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Staff_Contact_Info&diff=4508 2010-02-10T00:36:42Z

<p>Sethwoodworth: </p> <hr /> <div>== Instructors ==<br /> Rob Faris:<br /> rfaris - a t - cyber dot law dot harvard dot edu<br /> <br /> <br /> Colin Maclay:<br /> cmaclay - a t - cyber dot law dot harvard dot edu<br /> <br /> ==IM==<br /> <br /> <br /> <br /> ==TAs==<br /> Tim Hwang:<br /> thwang@cyber.law.harvard.edu<br /> <br /> Seth Woodworth:<br /> seth@isforinsects.com<br /> 857 928 4997<br /> <br /> ==Berkman==<br /> 617-495-7547<br /> <br /> ==Course Administrivia==<br /> [http://www.extension.harvard.edu/2008-09/courses/22054.jsp?caller=dce Extension School listing of LSTU E-120]</div>

Sethwoodworth https://cyber.harvard.edu/is2011/?title=Assignment_1_Details_and_Reporting&diff=4404 2010-02-02T21:30:37Z

<p>Sethwoodworth: </p> <hr /> <div>'''For help getting started with Wikipedia see: [[Help With Wikipedia]]'''<br /> <br /> == Details ==<br /> # To complete this assignment, you must [http://en.wikipedia.org/w/index.php?title=Special:Userlogin log in] to wikipedia (if you do not have a wikipedia account, you can [http://en.wikipedia.org/w/index.php?title=Special:Userlogin&amp;type=signup create one]). '''Note:''' a wikipedia account is not the same thing as an account for our class wiki. You need both.<br /> # Then, read the description of Wikipedia's [http://en.wikipedia.org/wiki/Wikipedia:Policies_and_guidelines policy and guidelines], so you understand the terminology at work. <br /> # Using the list below, select a policy or guideline that most interests you. Read about it. The goal of this assignment will be to learn about and prepare a report on how these rules function, and play a role in the collective operation of the site. <br /> # After you've chosen '''one of these''' policies or guidelines, select a single article to focus on. Below you will find a (non-comprehensive) list of suggested articles to edit and observe. Ideally, the article you choose should relate in some way to the themes of the class, but this is not required. There are over 3.1 million Wikipedia entries to choose from.<br /> # Make '''substantial edits''' to the article you have chosen. This means that the edits should be more than cosmetic and should actually enhance the substance of the article.<br /> # Add the article to your &quot;watchlist&quot;. From the article page, click on the &quot;watch&quot; tab at the top of the article. You can access your watchlist at any time by clicking on &quot;my watchlist&quot; at the very top of any page.<br /> # Report which article you edited, and the nature of your edits below. At the end of your notes, type &lt;nowiki&gt;--~~~~&lt;/nowiki&gt; (two dashes and four tilde's) and the wiki will automatically fill in your name. '''Note:''' you must have created an account on our class wiki and be logged in for this to work.<br /> # If changes are made to your article, you may also want to make further edits to go along with those changes. Also be sure to watch the &quot;talk&quot; page on each page, which has discussion from other users about the content on the entry. <br /> # By the assignment due date, prepare a report here that discusses A) the rule you chose, B) which site you observed and the changes you made, C) how this rule played out in practice (if it did), D) how you think this plays a role in maintaining the site, and if it could harm the community on the site in any way. <br /> <br /> == Target Policies and Guidelines ==<br /> * [http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view Neutral Point of View (NPOV)]<br /> * [http://en.wikipedia.org/wiki/Wikipedia:Ownership_of_articles Ownership of Articles]<br /> * [http://en.wikipedia.org/wiki/Wikipedia:No_original_research No Original Research]<br /> * [http://en.wikipedia.org/wiki/Wikipedia:Protection_policy Protection Policy]<br /> * [http://en.wikipedia.org/wiki/Wikipedia:Polling_is_not_a_substitute_for_discussion Polling Is Not A Substitute For Discussion]<br /> <br /> == Choosing an Article ==<br /> You have several choices in choosing an article. <br /> <br /> '''The most important thing is that you select an article that features the rule that you're looking to explore.''' <br /> <br /> You can choose a topic that is underdeveloped, and add information. Or, you could pick an article that needs '''substantial''' cleanup/revision. Wikipedia (English) has 1.6 million entries. As such, it may be difficult to find a completely unexplored topic. Start by browsing the Wikipedia topics that you feel you can best contribute to. Many Wikipedia pages have banners that indicate the article is in need of some specific editing. Banners typically refer to a [http://en.wikipedia.org/wiki/Category:Wikipedia_cleanup_categories cleanup categories] or [http://en.wikipedia.org/wiki/Wikipedia:List_of_controversial_issues controversy]. These banners are indexed so that contributors can quickly find pages that are in need of editing. <br /> <br /> * [http://en.wikipedia.org/wiki/Dot-com_bubble Dot Com Bubble]<br /> * [http://en.wikipedia.org/wiki/Network_neutrality Network Neutrality]<br /> * [http://en.wikipedia.org/wiki/Hacktivism Hacktivism]<br /> * [http://en.wikipedia.org/wiki/Public_good Public Good]<br /> * [http://en.wikipedia.org/wiki/Creative_Commons Creative Commons]<br /> * [http://en.wikipedia.org/wiki/Open_source Open Source]<br /> * [http://en.wikipedia.org/wiki/Ipod ipod]<br /> * [http://en.wikipedia.org/wiki/Copyright Copyright]<br /> * [http://en.wikipedia.org/wiki/Napster Napster]<br /> * [http://en.wikipedia.org/wiki/Barak_Obama Barak Obama]<br /> * [http://en.wikipedia.org/wiki/Voting_machines Voting Machines]<br /> * [http://en.wikipedia.org/wiki/Great_Firewall Great Firewall of China]<br /> * [http://en.wikipedia.org/wiki/Long_tail Long Tail]<br /> * [http://en.wikipedia.org/wiki/Digital_Rights_Management Digital Rights Management]<br /> * [http://en.wikipedia.org/wiki/OLPC One Laptop Per Child]<br /> <br /> == Assignment 1 Reporting ==<br /> <br /> [[Assignment 1 Submissions]].</div>

Sethwoodworth