Revision history for CourseStatement2007


Revision [1134]

Last edited on 2007-02-14 08:04:08 by MorganAdmin
Additions:
Revised Feb 14 2007
- Jan 24 - Feb 23, 2007: meet face to face. Project proposals due Sat Feb 24 for approval by Mon Feb 26 or revision by Feb 28.
- Feb 28- Mar 26: working online. weekly reading blogs and project visits. Spring break Mar 12 - 16.
- Mar 26 - 30: week after spring break: Meet face to face: touching base.
- Mar 30 - April 16: working online. weekly reading blogs and project visits.
Deletions:
- Jan 24 - Feb 16, 2007: meet face to face. Project proposals due Feb 16 for approval by Feb 19 or revision by Feb 21.
- Feb 21- Mar 9: working online. weekly reading blogs and project visits. Spring break Mar 12 - 16.
- Mar 19 - 23: week after spring break: Meet face to face: touching base. (Might be week of Mar 26)
- Mar 26 - April 16: working online. weekly reading blogs and project visits.


Revision [564]

Edited on 2007-01-19 07:45:42 by MorganAdmin
Additions:
Course Statement v. 2.3 Spring 2007
Deletions:
Syllabus v. 2.3 Spring 2007


Revision [563]

Edited on 2007-01-19 07:45:04 by MorganAdmin
Additions:
It was difficult - and tedious, and expensive - to create pages for the original Web. Although Berners-Lee had created a browser that would also allow users to create and edit pages, it was not widely distributed. And soon after the Web went public, the Internet went commercial and money interests bulldozed individual interests: There would be Content Creators, and there would be Customers. The commercial Web appeared interactive, but only in a limited sense. You could click, you could buy, but you weren't invited to create. Creation on the Web remained limited to those with money and technical expertise. But Berners-Lee envisioned not only interactivity but //intercreativity//.
[M]y definition of interactive includes not just the ability to choose, but the ability to create. We ought to be able not only to find any kind of document on the Web, but also to create any kind of document, easily. We should be able not only to follow links, but to create them - between all sorts of media. We should be able not only to interact with other people, but to create with other people.... If //interactivity// is not just sitting there passively in from of a display screen, then //intercreativity// is not just sitting there in front of something //interactive// 169.
**Web logs** are chronologically organized spaces where writers post daily news, thoughts, lives, observations, considerations, images, urls - and connect with others. Some blogs are the work of a single author, others are collective or collaborative. They can be designed to create a community, or to place a personality - a star author - at center. While their use as personal online diaries has been highlighted by the press, weblogs were at first used to post links to and comments on interesting sites on the web. But weblogs have also gone pro and are now used to support print, tv, film, and radio, and for professional and academic projects, as witnessed by [[http://weblogs.elearning.ubc.ca/brian/ Abject Learning]], [[http://culturecat.net/ CultureCat]], or [[http://biro.bemidjistate.edu/theLodge/ The Lodge]].
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collaborative, welcoming all comers to the constant building and rebuilding of the site. The bottom of each wiki page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.seedwiki.com/wiki/wikifish/wikifish WikiFish]], [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]], and [[http://www.wikihow.com/Main-Page WikiHow]].
Most recently, weblogs and wiks have been rolled into the genre of //social software//: software that "enables people to rendezvous, connect or collaborate through computer-mediated communication" [[http://en.wikipedia.org/wiki/Social_software Wikipedia as of 18 Jan 2007)]]. Other social software includes [[http://del.icio.us/ del.icio.us]] (social bookmarking), [[http://www.flickr.com/ flickr]] (photo sharing and tagging), Google Documents, rss feeds, as well as Amazon reviews, Wikipedia, Facebook and MySpace, IM - but you know about all those ... The shift towards social intercreativity is being called //Web 2.0// by the technorati and marketeers. Web2Point0 is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online and by distance. But it's also calling into question matters of authority and expertise. Weblogs and wikis lower the bar to publication - the bar that traditionally has separated the amateurs from the experts - and (arguably) makes everyone who has access to the net a writer | editor | publisher | scholar | journalist | pundit | expert. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.
Web2Point0 also marks the point where blogging and wiki writing - blog and wiki use, management, and publishing - have gone pro. Professionals and scholars in all fields are now using social software to do their work intercreatively; businesses are using weblogs and wikis to interact directly with their customers and clients (much to the chagrin of print-based marketing people); professional writers and journalists are being called on to write for blogs and to manage wikis and other social content; and freelancers - who have been involved in blogging and wikis from the very start - are becoming more and more visible.
We'll start the course by getting oriented: setting up a blog, getting used to writing on a wiki, and by reading and discussing some current ideas on blogs and wikis. We'll meet face to face for the first four or five weeks of the class. During this time, we'll visit some blogs and wikis and talk about what conventions are available, what writers are doing, and what else is possible. We'll take the time to develop blogging habits and practices.
This first f2f section of the course (our last meeting will probably be late February) will culminate in writing a proposal for the project you'll be undertaking for the remainder of the course. We'll brainstorm some ideas for the projects in a few weeks. But a project might be a straightforward as keeping a blog for 10 weeks, or developing a small (15 - 20 - 30 node) wiki notebook on a subject of interest. Or it might be as complex as coordinating the writing of a collective hypertext shortstory, essay, play, or scholarly or professional paper. Your project needs to be something that you can engage in for the rest of the semester, it needs to suit the media you've chosen to work in, and you need to take the time to define it fairly well in your proposal, but the project is pretty open.
- **Reflection and Comment** Bloggers write in order to comment and to link. So periodically I'll post an article, a chapter from one of the texts, or perhaps a blog or wiki to look at. I'll ask you to post a response to this reading or site either to your blog or to the class wiki. Your choice. Think 750 - 1000 well-wrought, insightful words demonstrating serious reflection. Informal, like a blog entry, but more luxurious and longer, hence more time to develop. In writing it, work to bring insight to the reading. Post a link to your commentary to the Daybook.
- **WritingTheWikiExercise** The course wiki is part of an ongoing project called WritingTheWikiProject. Rather than simply reading and commenting on an article, you might be asked to use a reading or a set of short readings to seed new wiki pages and to develop existing ones. I'll select the readings to spur some topics for development in the project, and I'll suggest some topics that might prove useful. This kind of assignment will not ask you to formally respond to readings so much as start with ideas in readings to see what you can make from them.
- **Studio Tours** Twice during the course, I'll ask you to take a couple of hours to visit some of the projects of others in the class and comment on them - blog your colleagues, in other words. Think of these as studio tours in which you pop in to say hi, see what others are doing, and give some positive feedback and encouragement. Again, you can post these to either your blog or the course wiki. Post a note to the Daybook when the record of your visit is available.
The week of March 19 or 26 (that's about mid-term, the week after break) we'll meet f2f again a few times to compare notes, sort out any difficulties, see where everyone is with their projects. Then, we're back to blogging and wikiwriting, bi-weekly readings and responses, and studio tours.
Near the end of the semester (roughly April 16 - 25), we'll again meet f2f. During the last few weeks of class (April 27 - May 9), you'll present your project and your reflection to the class in a seminar to great acclaim and applause. Generally, people present a draft of their final-write up during class and get some feedback. They then develop the write-up in detail. The final write-up for your project will be due during finals week.
The idea in this course is to give you experience in writing with wikis and blogs, to get a larger feel for what it's like, what can be done, what else can be done, and what that doing - and the media themselves - can come to mean. So, in grading, I'm not going to focus on style, technique or manner appropriate to the medium, beyond the most general guides. As the course progresses, I'll give you feedback on your writing, but mainly focused on possibilities rather than prescriptions. I won't comment or grade individual entries you make on your blog or wiki; rather, I'll try to make general comments on directions and possibilities.
- 50 - one visit, 500 words or so. little incorporation of source readings
Your project is also a contract for grade. That is, you set the points you intended on earning by defining the project. Here's the cut:
- 500 - easy, minimal: simply posting 3 - 4 times a week or creating a small (10 - 15 node) wiki. As an example, [http://biro.bemidjistate.edu/blog/index.php my blog], because I keep it irregularly and have no overarching plan for it, would be a low 500.
Our face to face class time is compressed into six weeks; and we cover significant material in class through presentation and discussion that you will need to know and will find valuable. Missing even one class can mean missing a lot, so it's to your advantage to be here when we meet face to face. Missing more than three classes (that's a week out of six weeks) will cut into your final grade. If you miss five, you should drop.
Your project must be negotiated for 750 or 1000 points, and your presentation and project report will include background reading based on readings for the course and your own reading. The reading can be web-based or print; and can include other blogs and / or wikis. Submit a preliminary bibliography with your project proposal, including sites you plan on looking at and how you see them tying in with what you're doing in the project.
You own your own words.
* [[http://www.eff.org/ Electronic Frontier Foundation]]
* [[http://www.chillingeffects.org/ Chilling Effects Clearinghouse]]
* [[http://cyberlaw.stanford.edu/ Standford Center for Internet and Society]] (And their front page is a blog.)
* [[http://www.washingtonpost.com/wp-dyn/articles/A9204-2002Dec18.html Free Speech - Virtually]]: Legal Constraints on Web Journals, Washington Post, Dec 19, 2002.
==- Summary ==
== Writing ==
== Rough Calendar: Subject to change ==
- Jan 24 - Feb 16, 2007: meet face to face. Project proposals due Feb 16 for approval by Feb 19 or revision by Feb 21.
- Feb 21- Mar 9: working online. weekly reading blogs and project visits. Spring break Mar 12 - 16.
- Mar 19 - 23: week after spring break: Meet face to face: touching base. (Might be week of Mar 26)
- Mar 26 - April 16: working online. weekly reading blogs and project visits.
- April 16 - May 9: last 3 weeks of semester. As requested by classes in 2004: meet for a week before the final presentations for more discussion. Present projects from April 25 - May 9.
Deletions:
It was difficult - and tedious, and expensive - to create pages for the original Web. Although Berners-Lee had created a browser that would also allow users to create and edit pages, it was not widely distributed. And soon after the Web went public, the Internet went commercial and money interests almost immediately bulldozed individual interests: There would be Content Creators, and there would be Customers. The commercial Web appeared interactive, but only in a limited sense. You could click, you could buy, but you weren't invited to create. Creation on the Web remained limited to those with money and technical expertise. Berners-Lee envisioned not only interactivity but //intercreativity//.
But my definition of interactive includes not just the ability to choose, but the ability to create. We ought to be able not only to find any kind of document on the Web, but also to create any kind of document, easily. We should be able not only to follow links, but to create them - between all sorts of media. We should be able not only to interact with other people, but to create with other people.... If //interactivity// is not just sitting there passively in from of a display screen, then ''intercreativity'' is not just sitting thee in front of something //interactive// 169.
**Web logs** are chronologically organized spaces where writers post daily news, thoughts, lives, observations, considerations, urls - and connect with others. Some blogs are the work of a single author, others are collective or collaborative. They can be designed to create a community, or to place a personality - a star author - at center. But they can just as readily be used to support and document professional and academic projects, as witnessed by [[http://weblogs.elearning.ubc.ca/brian/ Abject Learning]], [[http://culturecat.net/ CultureCat]], or [[http://biro.bemidjistate.edu/theLodge/ The Lodge]].
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.seedwiki.com/wiki/wikifish/wikifish WikiFish]], [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]], and [[http://www.wikihow.com/Main-Page WikiHow]].
Most recently, weblogs and wiks have been rolled into the genre of //social software//: software that "enables people to rendezvous, connect or collaborate through computer-mediated communication" [[http://en.wikipedia.org/wiki/Social_software Wikipedia as of 18 Jan 2007)]]. Other social software includes [[http://del.icio.us/ del.icio.us]] (social bookmarking), [[http://www.flickr.com/ flickr]] (photo sharing and tagging), Amazon reviews, Wikipedia, Facebook and MySpace, IM (but you know about all those), Google Documents, rss feeds... This shift is being called //Web 2.0// by the technorati and marketeers. Web2Point0 is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online and by distance. But it's also calling into question matters of authority and expertise. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.
We'll start the course by getting oriented: setting up a blog, getting used to writing on a wiki, and by reading and discussing some current ideas on blogs and wikis. We'll meet face to face for the first five weeks of the class. During this time, we'll visit and talk about some blogs and wikis - to see what conventions are available, what writers are doing, and what else is possible. We'll take the time to develop blogging habits and practices.
This first f2f section of the course (our last meeting will probably be late February) will culminate in writing a proposal for the project you'll be undertaking for the remainder of the course. We'll brainstorm some ideas for the projects in a few weeks. But a project might be a straightforward as keeping a blog for 10 weeks, or developing a small (15 - 20 - 30 node) wiki notebook on a subject of interest. Or it might be as complex as coordinating the writing of a collective, hypertext novel, essay, or play. Your project needs to be something that you can engage in for the rest of the semester, it needs to suit the media you've chosen to work in, and you need to take the time to define it fairly well in your proposal, but the project is pretty open.
- **Reflection and Comment** Bloggers write in order to comment and to link. So, on a Sunday evening I'll post an article, a chapter from one of the texts, or perhaps a blog or wiki to look at. I'll ask you to post a response to this reading or site either to your blog or to your WikiName page on the class wiki. Your choice. Think 750 - 1000 well-wrought, insightful words demonstrating serious reflection. Informal, like a blog entry, but more luxurious and longer, hence more time to develop. In writing it, work to bring insight to the reading. Post a link to your commentary to the Daybook.
- **WritingTheWikiExercise** This wiki is part of an ongoing project called WritingTheWikiProject. Rather than simply reading and commenting, you might be asked to use a reading or a set of short readings to seed new wiki pages and to develop existing ones. I'll select the readings to spur some topics for development in the project, and I'll suggest some topics that might prove useful. This kind of assignment will not ask you to formally respond to readings so much as start with ideas in readings to see what you can make from them.
- **Studio Tours** Twice during the course, I'll ask you to take a couple of hours to visit some of the blogs or wikis of others in the class and comment on them - blog your colleagues, in other words. Think of these a studio tours in which you pop in to say hi, see what others are doing, and give some positive feedback and encouragement. Again, you can post these to either your blog or the course wiki. Post a note to the Daybook when the record of your visit is available.
The week of Mar. 19 (that's about mid-term, the week after break) we'll meet f2f again a few times to compare notes, sort out any difficulties, see where everyone is with their projects. Then, we're back to blogging and wikiwriting, bi-weekly readings and responses, and studio tours.
Near the end of the semester (roughly April 16 - 25), we'll again meet f2f. During the last few weeks of class (April 27 - May 9), you'll present your project and your reflection to the class in a seminar to great acclaim and applause. Generally, people present a draft of their final-write up during in-class and get some feedback. They then develop the write-up in detail. The final write-up for your project will be due during finals week.
The idea in this course is to give you experience in writing with wikis and blogs, to get a larger feel for what it's like, what can be done, what else can be done, and what that doing - and the media themselves - can come to mean. So, in grading, I'm not going to focus on style, technique or manner appropriate to the medium, beyond the most general guides. I may //comment// on style, technique, and the like - and especially how they seem to operate in the new writing spaces - but I will not //grade// on it. In the same way, I would hope that you would be commenting on each others' styles and techniques in your studio tours and discussions.
As the course progresses, I'll give you feedback on your writing, but mainly focused on possibilities rather than prescriptions. I won't comment or grade individual entries you make on your blog or wiki; rather, I'll try to make general comments on directions and possibilities.
- 50 - one visit, 700 words or so. little incorporation of source readings
Your project is also a contract for grade. That is, you set the top points you can earn by defining the project. Here's the cut:
- 500 - easy, minimal: simply posting 3 - 4 times a week or creating a small (10 - 15 node wiki). As an example, [http://biro.bemidjistate.edu/blog/index.php my blog], because I keep it irregularly and have no overarching plan for it, would be a low 500.
Our face to face class time is compressed into six weeks; and we cover significant material in class through presentation and discussion that you will need to know or find valuable. Missing even one class can mean missing a lot, so it's to your advantage to be here when we meet face to face. Missing more than three classes (that's a week out of six weeks) will cut into your final grade. If you miss four, you should drop.
Your project must be negotiated for 750 or 1000 points, and your presentation and project report will include background reading or theory based on readings for the course and your own reading. The reading can be web-based or print; and can include other blogs and / or wikis. Submit a preliminary bibliography with your project proposal, including sites you plan on looking at and how you see them tying in with what you're doing in the project.
: You own your own words.
* [http://www.eff.org/ Electronic Frontier Foundation]
* [http://www.chillingeffects.org/ Chilling Effects Clearinghouse]
* [http://cyberlaw.stanford.edu/ Standford Center for Internet and Society] (And their front page is a blog.)
* [http://www.washingtonpost.com/wp-dyn/articles/A9204-2002Dec18.html Free Speech - Virtually]: Legal Constraints on Web Journals, Washington Post, Dec 19, 2002.
== Summary ==
=== Writing ===
=== Rough Calendar: Subject to change ===
* Jan 24 - Feb 16, 2007: meet face to face. Project proposals due Feb 16 for approval by Feb 19 or revision by Feb 21.
* Feb 21- Mar 9: working online. weekly reading blogs and project visits. Spring break Mar 12 - 16.
* Mar 19 - 23: week after spring break: Meet face to face: touching base. (Might be week of Mar 26)
* Mar 26 - April 16: working online. weekly reading blogs and project visits.
* April 16 - May 9: last 3 weeks of semester. As requested by classes in 2004: meet for a week before the final presentations for more discussion. Present projects from April 25 - May 9.


Revision [559]

Edited on 2007-01-18 11:19:10 by MorganAdmin
Additions:
=====ENGL 3177/5177: Weblogs and Wikis =====
Deletions:
=====ENGL 3170/5170: Weblogs and Wikis =====


Revision [532]

Edited on 2007-01-18 09:47:35 by MorganAdmin
Additions:
**Web logs** are chronologically organized spaces where writers post daily news, thoughts, lives, observations, considerations, urls - and connect with others. Some blogs are the work of a single author, others are collective or collaborative. They can be designed to create a community, or to place a personality - a star author - at center. But they can just as readily be used to support and document professional and academic projects, as witnessed by [[http://weblogs.elearning.ubc.ca/brian/ Abject Learning]], [[http://culturecat.net/ CultureCat]], or [[http://biro.bemidjistate.edu/theLodge/ The Lodge]].
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.seedwiki.com/wiki/wikifish/wikifish WikiFish]], [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]], and [[http://www.wikihow.com/Main-Page WikiHow]].
Deletions:
**Web logs** are chronologically organized spaces where writers post daily news, thoughts, lives, observations, considerations, urls - and connect with others. Some blogs are the work of a single author, others are collective or collaborative. They can be designed to create a community, or to place a personality - a star author - at center. But they can just as readily be used to support and document professional and academic projects, as witnessed by [[http://weblogs.elearning.ubc.ca/brian/ Abject Learning]], [[http://culturecat.net/ CultureCat]], or [[http://amlbeowulf.blogspot.com/ Beowulf]].
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]], and [[http://www.wikihow.com/Main-Page WikiHow]].


Revision [531]

Edited on 2007-01-18 09:36:42 by MorganAdmin
Additions:
Most recently, weblogs and wiks have been rolled into the genre of //social software//: software that "enables people to rendezvous, connect or collaborate through computer-mediated communication" [[http://en.wikipedia.org/wiki/Social_software Wikipedia as of 18 Jan 2007)]]. Other social software includes [[http://del.icio.us/ del.icio.us]] (social bookmarking), [[http://www.flickr.com/ flickr]] (photo sharing and tagging), Amazon reviews, Wikipedia, Facebook and MySpace, IM (but you know about all those), Google Documents, rss feeds... This shift is being called //Web 2.0// by the technorati and marketeers. Web2Point0 is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online and by distance. But it's also calling into question matters of authority and expertise. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.
Deletions:
Most recently, weblogs and wiks have been rolled into the genre of //social software//: software that "enables people to rendezvous, connect or collaborate through computer-mediated communication" [[http://en.wikipedia.org/wiki/Social_software Wikipedia as of 18 Jan 2007)]]. Other social software includes [[http://del.icio.us/ del.icio.us]] (social bookmarking), [[http://www.flickr.com/ flickr]] (photo sharing and tagging), Amazon reviews, Wikipedia, Facebook and MySpace, IM (but you know about all those), Google Documents, rss feeds... This shift is being called //Web 2.0// by the technorati and marketeers. Web2.0 is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online and by distance. But it's also calling into question matters of authority and expertise. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.


Revision [530]

Edited on 2007-01-18 09:34:29 by MorganAdmin
Additions:
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]], and [[http://www.wikihow.com/Main-Page WikiHow]].
Deletions:
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.buyorganic.org/live BuyOrganic]], [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]], and [[http://www.wikihow.com/Main-Page WikiHow]].


Revision [529]

Edited on 2007-01-18 09:33:16 by MorganAdmin
Additions:
**Web logs** are chronologically organized spaces where writers post daily news, thoughts, lives, observations, considerations, urls - and connect with others. Some blogs are the work of a single author, others are collective or collaborative. They can be designed to create a community, or to place a personality - a star author - at center. But they can just as readily be used to support and document professional and academic projects, as witnessed by [[http://weblogs.elearning.ubc.ca/brian/ Abject Learning]], [[http://culturecat.net/ CultureCat]], or [[http://amlbeowulf.blogspot.com/ Beowulf]].
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.buyorganic.org/live BuyOrganic]], [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]], and [[http://www.wikihow.com/Main-Page WikiHow]].
Deletions:
**Web logs** are chronologically organized spaces where writers post daily news, thoughts, lives, observations, considerations, urls - and connect with others. Some blogs are the work of a single author, others are collective or collaborative. They can be designed to create a community, or to place a personality - a star author - at center. But they can just as readily be used to support and document professional and academic projects, as witnessed by [[http://cmc.uib.no/jill/index.html jill/txt]] and [[http://amlbeowulf.blogspot.com/ Beowulf]].
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.buyorganic.org/live BuyOrganic]], [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]] [[http://www.wikihow.com/Main-Page WikiHow]].


Revision [528]

Edited on 2007-01-18 09:28:22 by MorganAdmin
Additions:
- [[http://biro.bemidjistate.edu/~morgan/wiki/wiki.php Morgan's homepage]]
Deletions:
- [[http://biro.bemidjistate.edu/~morgan/wiki/wiki.php the homepage of the professor]]


Revision [527]

Edited on 2007-01-18 09:12:35 by MorganAdmin
Additions:
Most recently, weblogs and wiks have been rolled into the genre of //social software//: software that "enables people to rendezvous, connect or collaborate through computer-mediated communication" [[http://en.wikipedia.org/wiki/Social_software Wikipedia as of 18 Jan 2007)]]. Other social software includes [[http://del.icio.us/ del.icio.us]] (social bookmarking), [[http://www.flickr.com/ flickr]] (photo sharing and tagging), Amazon reviews, Wikipedia, Facebook and MySpace, IM (but you know about all those), Google Documents, rss feeds... This shift is being called //Web 2.0// by the technorati and marketeers. Web2.0 is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online and by distance. But it's also calling into question matters of authority and expertise. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.
Deletions:
Most recently, weblogs and wiks have been rolled into the genre of //social software//: software that [[http://en.wikipedia.org/wiki/Social_software "lets people rendezvous, connect or collaborate by use of a computer network"]]. Other social software includes [[http://del.icio.us/ del.icio.us]] (social bookmarking), [[http://www.flickr.com/ flickr]] (photo sharing and tagging), Amazon reviews, Wikipedia, Facebook and MySpace (But you know about those), Google Documents, rss feeds... This shift is being called //Web 2.0// by the technorati and marketeers. Web2.0 is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online. But it's also calling into question matters of authority and expertise. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.


Revision [526]

Edited on 2007-01-18 09:00:19 by MorganAdmin
Additions:
Inthe beginning, c. 1989, the inventor of the WorldWideWeb, Tim Berners-Lee had a vision for it:
Deletions:
in the beginning, c. 1989, the inventor of the WorldWideWeb, Tim Berners-Lee had a vision of it:


Revision [525]

Edited on 2007-01-18 08:59:55 by MorganAdmin
Additions:
- http://ferret.bemidjistate.edu/~morgan/WeblogsAndWikis/ or http://cal.bemidjistate.edu/blogs/ The wiki for this course.
- http://blogsandwikisdaybook.blogspot.com/ The Daybook: course weblog. Check this page daily.
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks and collaborative writing projects, community projects, communally written encyclopedias, and technical assistance and help sites. But they can also be used for essays, collective hypertext short stories and novels. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.buyorganic.org/live BuyOrganic]], [[http://www.iawiki.net/IAwiki IAWiki]], [[http://london.openguides.org/ Open Guide to London]] [[http://www.wikihow.com/Main-Page WikiHow]].
Most recently, weblogs and wiks have been rolled into the genre of //social software//: software that [[http://en.wikipedia.org/wiki/Social_software "lets people rendezvous, connect or collaborate by use of a computer network"]]. Other social software includes [[http://del.icio.us/ del.icio.us]] (social bookmarking), [[http://www.flickr.com/ flickr]] (photo sharing and tagging), Amazon reviews, Wikipedia, Facebook and MySpace (But you know about those), Google Documents, rss feeds... This shift is being called //Web 2.0// by the technorati and marketeers. Web2.0 is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online. But it's also calling into question matters of authority and expertise. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.
This course gives us the intercreative opportunity to explore (meaning //work with, investigate, test, actively consider, reflect on//) these two writing spaces while they are in their early, formative stages. The course - part seminar, part workshop - is a collective effort to push boundaries, not just to practice a craft but to //invent// practices and theory.
We'll start the course by getting oriented: setting up a blog, getting used to writing on a wiki, and by reading and discussing some current ideas on blogs and wikis. We'll meet face to face for the first five weeks of the class. During this time, we'll visit and talk about some blogs and wikis - to see what conventions are available, what writers are doing, and what else is possible. We'll take the time to develop blogging habits and practices.
This first f2f section of the course (our last meeting will probably be late February) will culminate in writing a proposal for the project you'll be undertaking for the remainder of the course. We'll brainstorm some ideas for the projects in a few weeks. But a project might be a straightforward as keeping a blog for 10 weeks, or developing a small (15 - 20 - 30 node) wiki notebook on a subject of interest. Or it might be as complex as coordinating the writing of a collective, hypertext novel, essay, or play. Your project needs to be something that you can engage in for the rest of the semester, it needs to suit the media you've chosen to work in, and you need to take the time to define it fairly well in your proposal, but the project is pretty open.
- **WritingTheWikiExercise** This wiki is part of an ongoing project called WritingTheWikiProject. Rather than simply reading and commenting, you might be asked to use a reading or a set of short readings to seed new wiki pages and to develop existing ones. I'll select the readings to spur some topics for development in the project, and I'll suggest some topics that might prove useful. This kind of assignment will not ask you to formally respond to readings so much as start with ideas in readings to see what you can make from them.
I'll post these activities every other week, probably on Fridays or Sundays. They will be due a week later. I will comment on and assign points to this work.
- an extended blog post
The idea in this course is to give you experience in writing with wikis and blogs, to get a larger feel for what it's like, what can be done, what else can be done, and what that doing - and the media themselves - can come to mean. So, in grading, I'm not going to focus on style, technique or manner appropriate to the medium, beyond the most general guides. I may //comment// on style, technique, and the like - and especially how they seem to operate in the new writing spaces - but I will not //grade// on it. In the same way, I would hope that you would be commenting on each others' styles and techniques in your studio tours and discussions.
For assigned writing, I may comment on your reading responses or work on WritingTheWikiProject and on your studio tours: I may ask for more, give advice, make suggestions, and the like.
Typically, you'll contract for points, based on your engagement with the assignment. You'll say how many points you're working for, and if you fulfill the contract, you get the points.
- 50 - drive thru: quick fly by, burger and fries, way too busy to stop and think...
- 75 - deli lunch: had an hour to kill so I had a quick look round, knocked off these observations and did a quick edit. Thanks very much.
- 150 - long lunch: I started as a deli lunch, but as I worked it got interesting, and I got serious about it - and it shows in the writing.
- 200 - dinner: This is the closest and most insightful I can get in the 2 - 3 hours I put into this. Couldn't add another thing, not even a paper-thin wafer.
For the WritingTheWikiProject, the scale might look like this:
- 50 - one visit, 700 words or so. little incorporation of source readings
- 100 - 3 visits over the course of 1 - 2 days. little incorporation of source readings
- 150 - 3 - 5 visits, spread out over the week, one per day. more incorporation of source readings
- 200 - daily visits and additions, spread out of the week. extensive incorporation of source readings
And extra points for being the first to edit and the last to edit before midnight Sunday by [[http://199.17.178.148/~morgan/blogsAndWiki/uploads/smoothclock.swf the wiki clock]]
- the complexity of what you take on and how well defined it is. That is, To what extent do you challenge yourself and the medium?
- the sophistication or completeness with which you address the task.
- 500 - easy, minimal: simply posting 3 - 4 times a week or creating a small (10 - 15 node wiki). As an example, [http://biro.bemidjistate.edu/blog/index.php my blog], because I keep it irregularly and have no overarching plan for it, would be a low 500.
- 750 - more postings, more focused postings, more linking and analyses. More consideration, reflection, revision, testing, practicing...
- 1000 - top notch - and even risky: well-defined, challenging. As an example, look at [[http://cmc.uib.no/jill/index.html jill/txt]]
- the complexity of what you take on and how well defined it is. That is, To what extent have you challenged yourself and the medium?
- the sophistication or completeness with which you address the task.
== Points ==
Here's a rough, preliminary assignment of points, subject to change.
- half your final grade comes from project: 1000 / 750 / 500
- half comes from responses, work on the WritingTheWikiProject, studio visits, reflections, and your project presentation figured on curve from points.
- Project: negotiated: 1000 tops (750 for B level, 500 for C)
- Responses to readings: 200
- Contributions to WritingTheWikiProject: 200
- Blogging others / studio tours: 200
- Project presentation 100
- Project write up 200 - 300
- other stuff: setting up a blog, blog practice, blogging others, wiki practice, extra blogging... 50 - 100
=== Attendance ===
Your project must be negotiated for 750 or 1000 points, and your presentation and project report will include background reading or theory based on readings for the course and your own reading. The reading can be web-based or print; and can include other blogs and / or wikis. Submit a preliminary bibliography with your project proposal, including sites you plan on looking at and how you see them tying in with what you're doing in the project.
Your presentation should be a little longer and more detailed than the undergraduate presentations: 15 - 20 minutes. You should draw more on and connect more to outside readings and blogs. Attempt to place your work and your blog or wiki in the context of the work of others.
- compare notes
- workshop
- give advice
- redesign, revise, rework
- give moral support
- have lunch
Your writing for this class - both on your blog and on the wiki - will be published and accessible to the world **as soon as you place it on line**: That's the moment you hit //Publish// or //Save//. In any university course, you are legally and ethically responsible for your own words (slanderous and libelous writing, writing in violation of copyright, and plagiarism, are not protected by academic freedom). In the same way, you are legally responsible for what you write in this course. Publish something slanderous, or plagiarize someone - republish their words or images without giving them credit or, in some cases, getting permission - and you could get an email from a lawyer.
**You do not have carte blanche to publish whatever you wish.** The law is changing, but if you have doubts on whether what you are publishing is legal, don't publish it. I will post links to more specific legal information as I find them.
- blog responses
- reading responses
- reading responses
* Jan 24 - Feb 16, 2007: meet face to face. Project proposals due Feb 16 for approval by Feb 19 or revision by Feb 21.
* Feb 21- Mar 9: working online. weekly reading blogs and project visits. Spring break Mar 12 - 16.
* Mar 19 - 23: week after spring break: Meet face to face: touching base. (Might be week of Mar 26)
* Mar 26 - April 16: working online. weekly reading blogs and project visits.
* April 16 - May 9: last 3 weeks of semester. As requested by classes in 2004: meet for a week before the final presentations for more discussion. Present projects from April 25 - May 9.
//This syllabus is subject to change with notification.//
Deletions:
- http://ferret.bemidjistate.edu/~morgan/cgi-bin/blogsAndWiki.pl or http://cal.bemidjistate.edu/blogs/
- [[http://calstaging.bemidjistate.edu/morgan/blogsandwikis/ The Daybook]]: the course weblog
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks, essays, collective hypertext short stories and novels, ethnographic study notebooks, collaborative writing projects, community projects, communally written encyclopedias. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.sofer.com/cgi-bin/ArtTherapyWiki ArtTherapyWiki], [http://www.buyorganic.org/live BuyOrganic].
Most recently, weblogs and wiks have been rolled into the genre of social software: software that "lets people rendezvous, connect or collaborate by use of a computer network" [http://en.wikipedia.org/wiki/Social_software]. Other social software includes [http://del.icio.us/ del.icio.us] (social bookmarking), [http://www.flickr.com/ flickr] (photo sharing), Wikipedia, Facebook and MySpace (But you know about those), Google Documents, rss feeds... This shift is being called //Web 2.0// by the technorati and marketeers, and is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.
This course gives us the intercreative opportunity to explore (meaning ''work with, investigate, test, actively consider, reflect on'') these two writing spaces while they are in their early, formative stages. The course - part seminar, part workshop - is a collective effort to push boundaries, not just to practice a craft but to //invent// practices and theory.
We'll start the course by getting oriented: setting up a blog, getting used to writing on a wiki, and by reading and discussing some current ideas on blogs and wikis. We'll meet face to face for the first five weeks of the class. During this time, we'll visit and talk about some blogs and wikis - to see what conventions are available, what writers are doing, and what else is possible. We'll take the time to develop blogging habits and practices.
This first f2f section of the course (our last meeting will probably be late February) will culminate in writing a proposal for the project you'll be undertaking for the remainder of the course. We'll brainstorm some ideas for the projects in a few weeks. But a project might be a straightforward as keeping a blog for 10 weeks, or developing a small (15 - 20 - 30 node) wiki notebook on a subject of interest. Or it might be as complex as coordinating the writing of a collective, hypertext novel, essay, or play. Your project needs to be something that you can engage in for the rest of the semester, and you need to take the time to define it fairly well in your proposal, but the project is pretty open.
- **WritingTheWikiAssignment** This wiki is part of an ongoing project called [WritingTheWikiProject]. Rather than simply reading and commenting, you might be asked to use a reading or a set of short readings to seed new wiki pages and to develop existing ones. I'll select the readings to spur some topics for development in the project, and I'll suggest some topics that might prove useful. This kind of assignment will not ask you to formally respond to readings so much as start with ideas in readings to see what you can make from them.
I'll post these activities every other week, probably on Sundays. They will be due a week later. I will comment on and assign points to this work.
- a wiki section or sub-web
- a blog section
The idea in this course is to give you experience in writing in wikis and blogs, to get a larger feel for what it's like, what can be done, what else can be done, and what that doing - and the media themselves - can come to mean. So, in grading, I'm not going to focus on style, technique or manner appropriate to the medium, beyond the most general guides. I may ''comment'' on style, technique, and the like - and especially how they seem to operate in the new writing spaces - but I will not ''grade'' on it. In the same way, I would hope that you would be commenting on each others' styles and techniques in your studio tours and discussions.
For assigned writing, I may comment on your reading responses or work on [WritingTheWikiProject] and on your studio tours: I may ask for more, give advice, make suggestions, and the like.
Typically, you'll contract for points, based on your engagement with the assignment.
* 50 - drive thru: quick fly by, burger and fries, way too busy to stop and think...
* 75 - deli lunch: had an hour to kill so I had a quick look round, knocked off these observations and did a quick edit. Thanks very much.
* 150 - long lunch: I started as a deli lunch, but as I worked it got interesting, and I got serious about it - and it shows in the writing.
* 200 - dinner: This is the closest and most insightful I can get in the 2 - 3 hours I put into this. Couldn't add another thing, not even a paper-thin wafer.
For the [WritingTheWikiProject], the scale might look like this:
* 50 - one visit, 700 words or so. little incorporation of source readings
* 100 - 3 visits over the course of 1 - 2 days. little incorporation of source readings
* 150 - 3 - 5 visits, spread out over the week, one per day. more incorporation of source readings
* 200 - daily visits and additions, spread out of the week. extensive incorporation of source readings
And extra points for being the first to edit and the last to edit before midnight Sunday by [http://199.17.178.148/~morgan/blogsAndWiki/uploads/smoothclock.swf the wiki clock].
* the complexity of what you take on and how well defined it is. That is, To what extent do you challenge yourself and the medium?
* the sophistication or completeness with which you address the task.
* 500 - easy, minimal: simply posting 3 - 4 times a week or creating a small (10 - 15 node wiki). As an example, [http://biro.bemidjistate.edu/blog/index.php my blog], because I keep it irregularly and have no overarching plan for it, would be a low 500.
* 750 - more postings, more focused postings, more linking and analyses. More consideration, reflection, revision, testing, practicing...
* 1000 - top notch - and even risky: well-defined, challenging. As an example, look at [http://cmc.uib.no/jill/index.html jill/txt]
* the complexity of what you take on and how well defined it is. That is, To what extent have you challenged yourself and the medium?
* the sophistication or completeness with which you address the task.
'''Points'''
Here's a rough, preliminary assignment, subject to change.
* half your final grade comes from project: 1000 / 750 / 500
* half comes from responses, work on the WritingTheWikiProject, studio visits, reflections, and your project presentation figured on curve from points.
* Project: negotiated: 1000 tops (750 for B level, 500 for C)
* Responses to readings: 200
* Contributions to WritingTheWikiProject: 200
* Blogging others / studio tours: 200
* Project presentation 100
* Project write up 200 - 300
* other stuff: setting up a blog, blog practice, blogging others, wiki practice, extra blogging... 50 - 100
=== Attendance [added Jan 22, 2006] ===
Your project must be negotiated for 750 or 1000 points, and your presentation and project report will include background reading or theory based on readings for the course and your own reading. The reading can be web-based or print; and can include other blogs and / or wikis. Submit preliminary bibliography with your project proposal, including sites you plan on looking at and how you see them tying in with what you're doing in the project.
Your presentation should be a little longer and more detailed than the undergraduate presentations: 15 - 20 minutes. You should draw more on and connect more to outside readings and blogs. Attempt to place your work and your blog more in the context of the work and blogs of others.
* compare notes
* workshop
* give advice
* redesign, revise, rework
* give moral support
* have lunch
Your writing for this class - both on your blog and on the wiki - will be published and accessible to the world ''as soon as you place it on line.'' In any university course, you are legally and ethically responsible for your own words (slanderous and libelous writing, writing in violation of copyright, and plagiarism, are not proteced by academic freedom). In the same way, you are legally responsible for what you write in this course. Publish something slanderous, or plagiarize someone - republish their words or images without giving them credit or, in some cases, getting permission - and you could get an email from a lawyer.
'''You do not have carte blanche to publish whatever you wish.''' The law is changing, but if you have doubts on whether what you are publishing is legal, don't publish it. I will post links to more specific legal information as I find them.
- reading responses or
* Jan 9 - Feb 8, 2006: meet face to face. Project proposals due Feb 6 for approval by Feb 8 or revision by Feb 10.
* Feb 8 - Mar 12: working online. weekly reading blogs and project visits. Spring break Mar 13 - 17.
* Mar 20 - 24: week after spring break: Meet face to face: touching base
* Mar 27 - April 16: working online. weekly reading blogs and project visits.
* April 17 - May 3: last 2-1/2 weeks of semester. As requested by classes in 2004: meet for a week before the final presentations for more discussion. Present projects from April 24 - May 3.
=== Assignments: from fall, 2004 ===
These assignments can give you a sense of what to expect, but they will be revised for this semester's course.
*[[Set Up a Web Blog]]: for weeks 1 and 2
* BloggingBlogs, due week 2
*[[Set Up a WikiName Page]]: week 3: Weds
* FirstReactionsToWikiAssignment
* RespondingInThreadMode
* Set up the WritingTheWikiProject with
** WritingTheWikiAssignment
* ProjectProposal - Assign Weds Sept 22. Due Monday, Sept 27. Approval decision on Weds Sept 29. Revs due Monday 4 Oct.
** GradStudentProjectRequirements
* WritingTheWikiAssignment/SeedTheFirst for Oct 10 - 17.
* [[StudioTour1]]: due Oct 31, midnight
* MidtermDiscussionNotes2004, in class Nov 1 - 5
* MidtermReflection, assigned Nov 1. Due midnight, 7 Nov
* WritingTheWikiAssignment/SeedTheSecond for Nov 14 - 21
* [[StudioTour2]] for Nov 28 - Dec 5.
* [[Project Writeup and Presentation]] - last week of class
''This syllabus is subject to change with notification.''


Revision [524]

Edited on 2007-01-18 07:58:02 by MorganAdmin
Additions:
It was difficult - and tedious, and expensive - to create pages for the original Web. Although Berners-Lee had created a browser that would also allow users to create and edit pages, it was not widely distributed. And soon after the Web went public, the Internet went commercial and money interests almost immediately bulldozed individual interests: There would be Content Creators, and there would be Customers. The commercial Web appeared interactive, but only in a limited sense. You could click, you could buy, but you weren't invited to create. Creation on the Web remained limited to those with money and technical expertise. Berners-Lee envisioned not only interactivity but //intercreativity//.
From 1989 to 1999, interest in collaborative tools and the Web as a collaborative environment remained low key and relatively unseen. But development was going on where the Internet was invented: at the universities. The kind of web Berners-Lee envisioned - one of "communication through shared knowledge" - began to surface in 1995 with the design of wiki wiki webs, and in 1999 or 2000 (dates vary) with the advent of easily accessible web logs.
**Web logs** are chronologically organized spaces where writers post daily news, thoughts, lives, observations, considerations, urls - and connect with others. Some blogs are the work of a single author, others are collective or collaborative. They can be designed to create a community, or to place a personality - a star author - at center. But they can just as readily be used to support and document professional and academic projects, as witnessed by [[http://cmc.uib.no/jill/index.html jill/txt]] and [[http://amlbeowulf.blogspot.com/ Beowulf]].
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site. The bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks, essays, collective hypertext short stories and novels, ethnographic study notebooks, collaborative writing projects, community projects, communally written encyclopedias. See, for instance [[http://en.wikipedia.org/ Wikipedia]], but also [[http://www.sofer.com/cgi-bin/ArtTherapyWiki ArtTherapyWiki], [http://www.buyorganic.org/live BuyOrganic].
Deletions:
It was difficult - and tedious, and expensive - to create pages for the original Web. Although Berners-Lee had created a browser that would also allow users to create and edit pages, it was not widely distributed. And soon after the Web went public, the Internet went commercial and money interests almost immediately bulldozed individual interests: There would be Content Creators, and there would be Customers. The commercial Web appeared interactive, but only in a limited sense. You could click, but you weren't invited to create. Creation on the Web remained limited to those with money and technical expertise. Berners-Lee envisioned not only interactivity but //intercreativity//.
From 1989 to 1995, interest in collaborative tools and the Web as a collaborative environment remained low key and relatively unseen. But development was going on where the Internet was invented: at the universities. The kind of web Berners-Lee envisioned began to surface in 1995 with the design of wiki wiki webs, and in 1999 or 2000 (dates vary) with the advent of easily accessible web logs.
**Web logs** are chronologically organized spaces where writers post daily news, thoughts, lives, observations, considerations, urls - and connect with others. Some blogs are the work of a single author, others are collective or collaborative. They can be designed to create a community, or to place a personality - a star author - at center. But they can just as readily be used to support and document professional and academic projects, as witnessd by [http://cmc.uib.no/jill/index.html jill/txt] and [http://amlbeowulf.blogspot.com/ Beowulf].
**Wikis** are hypertextual writing spaces - entire web sites written and structured by their users on the fly, spontaneously, from the inside out, without the need for web design software or uploading. Like blogs, wikis can be the effort of an individual, but many are collective, welcoming all comers to the constant building and rebuilding of the site: the bottom of each page suggests, "Edit This Page." Wikis make possible - and encourage - notebooks, essays, collective hypertext short stories and novels, ethnographic study notebooks, collaborative writing projects, community projects, communally written encyclopedias. See, for instance [http://www.sofer.com/cgi-bin/ArtTherapyWiki ArtTherapyWiki], [http://www.wikipedia.org/wiki/Main_Page Wikipedia], or [http://www.buyorganic.org/live BuyOrganic].


Revision [499]

Edited on 2007-01-17 10:47:41 by MorganAdmin
Additions:
=====ENGL 3170/5170: Weblogs and Wikis =====
==M C Morgan==
HS 314 | 755 2814
[[mmorgan@bemidjistate.edu mmorgan@bemidjistate.edu]]
**Prerequisite**: Completion of ENGL 1101 and 1102, or permission of instructor.
**Note**: This course does not fulfill the Language Competency for Masters of Arts.
- Blood, Rebecca, //The Weblog Handbook//. [np]: Perseus, 2001. $14.00 new.
- Yang, Jonathan. //The Rough Guide to Blogging.// London: Rough Guides, Ltd, 2006. $12.99 new.
When I proposed the Web in 1989, the driving force I had in mind was communication through shared knowledge and the driving "market" for it was collaboration among people at work and at home. By building a hypertext Web, a group of people of whatever size could easily express themselves, quickly acquire and convey knowledge, overcome misunderstandings, and reduce duplication of effort. This would give people in a group a new power to build something together. //Weaving the Web//, 162.
It was difficult - and tedious, and expensive - to create pages for the original Web. Although Berners-Lee had created a browser that would also allow users to create and edit pages, it was not widely distributed. And soon after the Web went public, the Internet went commercial and money interests almost immediately bulldozed individual interests: There would be Content Creators, and there would be Customers. The commercial Web appeared interactive, but only in a limited sense. You could click, but you weren't invited to create. Creation on the Web remained limited to those with money and technical expertise. Berners-Lee envisioned not only interactivity but //intercreativity//.
But my definition of interactive includes not just the ability to choose, but the ability to create. We ought to be able not only to find any kind of document on the Web, but also to create any kind of document, easily. We should be able not only to follow links, but to create them - between all sorts of media. We should be able not only to interact with other people, but to create with other people.... If //interactivity// is not just sitting there passively in from of a display screen, then ''intercreativity'' is not just sitting thee in front of something //interactive// 169.
Most recently, weblogs and wiks have been rolled into the genre of social software: software that "lets people rendezvous, connect or collaborate by use of a computer network" [http://en.wikipedia.org/wiki/Social_software]. Other social software includes [http://del.icio.us/ del.icio.us] (social bookmarking), [http://www.flickr.com/ flickr] (photo sharing), Wikipedia, Facebook and MySpace (But you know about those), Google Documents, rss feeds... This shift is being called //Web 2.0// by the technorati and marketeers, and is creating new conceptions of reading, writing, and publishing, as well as new ways of working together online. Wikis and weblogs - as social, collaborative hypertextual writing spaces - open textual intercreativity that we haven't seen before. And new kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.
This course gives us the intercreative opportunity to explore (meaning ''work with, investigate, test, actively consider, reflect on'') these two writing spaces while they are in their early, formative stages. The course - part seminar, part workshop - is a collective effort to push boundaries, not just to practice a craft but to //invent// practices and theory.
This first f2f section of the course (our last meeting will probably be late February) will culminate in writing a proposal for the project you'll be undertaking for the remainder of the course. We'll brainstorm some ideas for the projects in a few weeks. But a project might be a straightforward as keeping a blog for 10 weeks, or developing a small (15 - 20 - 30 node) wiki notebook on a subject of interest. Or it might be as complex as coordinating the writing of a collective, hypertext novel, essay, or play. Your project needs to be something that you can engage in for the rest of the semester, and you need to take the time to define it fairly well in your proposal, but the project is pretty open.
We won't meet f2f for the following four or five weeks, until just after Spring Break. Instead, you'll have your blog or wiki project to work on, as well as the collaborative wiki project.
- **Reflection and Comment** Bloggers write in order to comment and to link. So, on a Sunday evening I'll post an article, a chapter from one of the texts, or perhaps a blog or wiki to look at. I'll ask you to post a response to this reading or site either to your blog or to your WikiName page on the class wiki. Your choice. Think 750 - 1000 well-wrought, insightful words demonstrating serious reflection. Informal, like a blog entry, but more luxurious and longer, hence more time to develop. In writing it, work to bring insight to the reading. Post a link to your commentary to the Daybook.
- **WritingTheWikiAssignment** This wiki is part of an ongoing project called [WritingTheWikiProject]. Rather than simply reading and commenting, you might be asked to use a reading or a set of short readings to seed new wiki pages and to develop existing ones. I'll select the readings to spur some topics for development in the project, and I'll suggest some topics that might prove useful. This kind of assignment will not ask you to formally respond to readings so much as start with ideas in readings to see what you can make from them.
- **Studio Tours** Twice during the course, I'll ask you to take a couple of hours to visit some of the blogs or wikis of others in the class and comment on them - blog your colleagues, in other words. Think of these a studio tours in which you pop in to say hi, see what others are doing, and give some positive feedback and encouragement. Again, you can post these to either your blog or the course wiki. Post a note to the Daybook when the record of your visit is available.
The week of Mar. 19 (that's about mid-term, the week after break) we'll meet f2f again a few times to compare notes, sort out any difficulties, see where everyone is with their projects. Then, we're back to blogging and wikiwriting, bi-weekly readings and responses, and studio tours.
- a traditional essay posted online
- hypertext essay on a wiki
- a wiki section or sub-web
- a blog section
- ... other possibilities we'll discuss
Near the end of the semester (roughly April 16 - 25), we'll again meet f2f. During the last few weeks of class (April 27 - May 9), you'll present your project and your reflection to the class in a seminar to great acclaim and applause. Generally, people present a draft of their final-write up during in-class and get some feedback. They then develop the write-up in detail. The final write-up for your project will be due during finals week.
Deletions:
=====Weblogs and Wikis: Statement and Policies=====
under revision until 10 Jan 2007
M C Morgan | HS 314 | [[mmorgan@bemidjistate.edu mmorgan@bemidjistate.edu]]
**Prerequisite**: Completion of ENGL 1101 and 1102, or permission of instructor. **Note**: This course does not fulfill the Language Competency for Masters of Arts.
Blood, Rebecca, //The Weblog Handbook//. [np]: Perseus, 2001. $14.00 new.
Yang, Jonathan. //The Rough Guide to Blogging.// London: Rough Guides, Ltd, 2006. $12.99 new.
When I proposed the Web in 1989, the driving force I had in mind was communication through shared knowledge and the driving "market" for it was collaboration among people at work and at home. By building a hypertext Web, a group of people of whatever size could easily express themselves, quickly acquire and convey knowledge, overcome misunderstandings, and reduce duplication of effort. This would give people in a group a new power to build something together. ''Weaving the Web,'' 162.
It was difficult - and tedious, and expensive - to create pages for the original Web. Although Berners-Lee had created a browser that would also allow users to create and edit pages, it was not widely distributed. And soon after the Web went public, the Internet went commercial and money interests almost immediately bulldozed individual interests: There would be Content Creators, and there would be Customers. The commercial Web appeared interactive, but only in a limited sense. You could click, but you weren't invited to create. Creation on the Web remained limited to those with money and technical expertise. Berners-Lee envisioned not only interactivity but ''intercreativity.''
But my definition of interactive includes not just the ability to choose, but the ability to create. We ought to be able not only to find any kind of document on the Web, but also to create any kind of document, easily. We should be able not only to follow links, but to create them - between all sorts of media. We should be able not only to interact with other people, but to create with other people.... If ''interactivity'' is not just sitting there passively in from of a display screen, then ''intercreativity'' is not just sitting thee in front of something "interactive" 169.
Most recently, weblogs and wiks have been rolled into the genre of social software: software that "lets people rendezvous, connect or collaborate by use of a computer network" [http://en.wikipedia.org/wiki/Social_software]. Other social software includes [http://del.icio.us/ del.icio.us] (social bookmarking) and [http://www.flickr.com/ flickr] (photo sharing). Wikis and weblogs - as social, collaborative hyptextual writing spaces - open textual intercreativity that we haven't seen before. New kinds of writing emerge, new genres, new purposes for writing, new writer-audience relations, new ends, new social relations.
This course gives us the intercreative opportunity to explore (meaning ''work with, investigate, test, actively consider, reflect on'') these two writing spaces while they are in their early, formative stages. The course - part seminar, part workshop - is a collective effort to push boundaries, not just to practice a craft but to ''invent'' practices and theory.
This first f2f section of the course (our last meeting will probably be just before mid-February) will culminate in writing a proposal for the project you'll be undertaking for the remainder of the course. We'll brainstorm some ideas for the projects in a couple of weeks. But a project might be a straightforward as keeping a blog for 12 weeks, or developing a small (15 - 20 - 30 node) wiki notebook on a subject of interest. Or it might be as complex as coordinating the writing of a collective, hypertext novel, essay, or play. Your project needs to be something that you can engage in for the rest of the semester, and you need to take the time to define it fairly well in your proposal, but the project is pretty open.
We won't meet f2f for the following four weeks, until just after Spring Break. Instead, you'll have your blog or wiki project to work on, as well as the collaborative wiki project.
* '''Reflection and Comment''': Bloggers write in order to comment and to link. So, on a Sunday evening I'll post an article, a chapter from one of the texts, or perhaps a blog or wiki to look at. I'll ask you to post a response to this reading or site either to your blog or to your WikiName page on the class wiki. Your choice. Think 750 - 1000 well-wrought, insightful words demonstrating serious reflection. Informal, like a blog entry, but more luxurious and longer, hence more time to develop. In writing it, work to bring insight to the reading. Post a link to your commentary to the Daybook.
* '''WritingTheWikiAssignment''' This wiki is part of an ongoing project called [WritingTheWikiProject]. Rather than simply reading and commenting, you might be asked to use a reading or a set of short readings to seed new wiki pages and to develop existing ones. I'll select the readings to spur some topics for development in the project, and I'll suggest some topics that might prove useful. This kind of assignment will not ask you to formally respond to readings so much as start with ideas in readings to see what you can make from them.
* '''Studio Tours''': Twice during the course, I'll ask you to take a couple of hours to visit some of the blogs or wikis of others in the class and comment on them - blog your colleagues, in other words. Think of these a studio tours in which you pop in to say hi, see what others are doing, and give some positive feedback and encouragement. Again, you can post these to either your blog or the course wiki. Post a note to the Daybook when the record of your visit is available.
The week of Mar. 20 (that's about mid-term, the week after break) we'll meet f2f again a few times to compare notes, sort out any difficulties, see where everyone is with their projects. Then, we're back to blogging and wikiwriting, bi-weekly readings and responses, and studio tours.
* a traditional essay posted online
* hypertext essay on a wiki
* a wiki section or sub-web
* a blog section
* ... other possibilities we'll discuss
Near the end of the semester (roughly April 17 - 21), we'll again meet f2f. During the last two weeks of class (April 24 - May 3), you'll present your project and your reflection to the class in a seminar to great acclaim and applause. Generally, people present a draft of their final-write up during in-class and get some feedback. They then develop the write-up in detail. The final write-up for your project will be due during finals week.


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