User talk:Harvard212
When possible, I recapped my Class Discussion -- (later integrated into classroom discussion boards. This is not a complete list.)
Class 1 Politics and Tech Control (Jan 24) Summary: I brought up the political connotation that (this rapid) media can play -- highlighting, in particular, the necessity of social responsibility and reliable journalism.
Class 2 Paradigms for Studying (Jan 31) Summary: Elaborated on inter-boundaries regulation. Questioned: social phenomenon of cultural differences, amongst other things.
Class 3 Regulating Speech Online (Feb 7) I missed this class, but through the readings these were my thoughts on Regulating Free Speech.
I respect the opportunity that America provides for its citizens in regards of Free Speech. Ultimately, it would be great to see that truly (and fully) utilized in the spectrum of Journalism. However, I agree with the Citizen Media Law writing on Defamation (http://www.citmedialaw.org/legal-guide/defamation) - especially having completed the Feb 7th Wikipedia assignment. It is too easy to pass personal judgment on the Net as "facts." The risk of defamation and the opportunity to slander and diminish an individual's (or corporation) reputation is freely available to any individual. As I worked through the Wikipedia website, and as a critical reader, I was not hasty to pass certain information as true. Sadly, that can't be said of all individuals that contribute "information" on the Internet.
I also appreciate the Protection for Private Blocking and Screening ( http://www.law.cornell.edu/uscode/text/47/230). First, for its bullet point conciseness. Second, for its clarity on the message (benefits of privacy and screening).
I had done a little curious reading into Zittrain and found this week's reading by Cornell Law useful in shedding light on the Morris worm phenomenon. It served to synthesize the material and juxtapose arguments on Morris' contribution, fluke, or unnecessary risk(s) in a balancing (and understanding) way. Without Morris' random tap into MIT's computers, we wouldn't have the social phenomenon and understanding of computers getting bugged. Simultaneously, it creates job opportunities and work for security companies. It is important to remember that all users take personal responsibility in the usage of the Internet and decipher the best practice for their communicative needs. As we can see now, the Net carries a certain set of liabilities and benefits. For those who have already been tripped up in this area, I say: live and learn. And don't take the bait to any prowless pranks or angry postings.
Class 4 New Economic Models (Feb 14)
(Posted February 17, 2012 3:16pm GMT+0800)
From the collection of this week's readings, I really enjoyed "Better Than Free". I agree with the Eight Generatives points, although I would have framed some of the arguments differently.
Of the Eight Generatives, I was particularly interested in: - Interpretation - Embodiment - Patronage - Findability
With so many things currently free to the market it is true that the know-how (or the insider view) to make the most use of free-ware a possible lucrative pursuit and endeavor for entrepreneurs. It would be interesting to see smart innovators combine free ware to help other entrepreneurs build lean start-ups.
I agree that embodiment and human interaction would become a premium as technology advances. Especially as everything is produced on the web and free (and quickly) available. This saturation in tech-connection and focus on embodiment would add value to the Patronage generative.
Lastly, Findability correlates tightly with Interpretation - or at least it should. If Interpretation becomes a premium knowledge as a known phenomenon then Findability is the bedrock for connective innovation (how all the technologies (and non-tech) peripherals meet and collide).
It would be great to see progress in this area, so that creative individuals would be able to build a sound business model.
I also found "Democratizing Innovation" interesting.
Hope you're all well, I will soon be over my busy bump and be rejoining classroom live-chats soon. All the best!
Class 5 Peer Production and Collaboration (Feb 21) (Posted on)
Class 6 Copyright in Cyberspace (Feb 28) (Posted on)
Class 7 New and Old Media, Participation, and Information (March 6) (Posted on)
Class 8 Collective Action and Decision-making (March 13) (Posted on)
Class 9 Internet and Democracy (March 27) (Posted on March 29, 2012 1:30pm EST) I'm sad that I missed this class discussion, but I'm sure it was good. Of the reading that we scaled this week, I found the FreeMona piece exceptionally powerful. It awoke my understanding of "going viral" in a manner that is meaningful and powerful. FreeMona also made me realize the impact of social media and what expedited communication could look like in the matters (and aid) of critical situations. Indeed, this class has long left the safe haven of talking loftily about law/internet/society in theory, but an active agent. Even something as "small" as Twitter. Needless to say, this is not the first time I was floored by the grandiose of our studies packaged in this little room and live-stream. However, this week's focus highlights the importance of free internet and sheds light on the previous conversation around internet laws and cross-cultural acceptance (and relevance). Free speech is something that is still challenged in many countries.
Further, I am impressed by the Kony inclusion into this week's reading. Once again, the under radar communication proves itself powerful. And perhaps we really need to look at citizen journalism through refreshed (and solemn) lens.
Class 10 Control and Code: Privacy Online (April 3)
Class 11 Internet and Democracy: The Sequel (April 10)
Class 12 Internet Infrastructure and Regulation (April 17)
Class 12 The Wikileaks Case (April 24)
Class 13 Cybersecurity and Cyberwarfare (May 1)
- Subject to change.