Module 1 - Case Information Networking as Technology: Tools, Uses, and Socio-Technical Interactions Assignment Overview Information overload! The phrase alone is enough to strike terror into the hardiest of managers; it presages the breakdown of society as we know it and the failure of management to cope with change. The media constantly dissect the forthcoming collapse brought on by TMI ("too much information"), even as they themselves pile up larger and larger dossiers on the subject, and we are frequently informed that it is our own damn fault that we are drowning in data, since we simply can't discriminate between the important stuff and everything else. Hence, the info-tsunami warning signs posted all along what we once so naively called the "information superhighway.” Of course, this is arrant nonsense—human beings have been suffering from information overload in varying forms since about the time we hit the ground and found ourselves simultaneously running after the antelope and away from the lion. There's no question that the human mind has a limited capacity to process information, but after several million years we've gotten pretty good at figuring out how to handle a lot. The two basic tricks turn out to be distinguishing between short-term and long-term information storage, and "chunking"—putting things in a limited number of baskets. This isn't primarily a course in the psychology of memory—it's about information tools and systems—but in fact the same things that make our information tools and systems work are the same things that have kept us near the antelopes and away from the lions (mostly) for the last million years or so. So we're beginning this course by thinking about information tools, what makes them like and unlike other kinds of tools, how the concept of a socio-technical system (in which social and behavioral functions shape results as much as does the technology itself) helps make sense of what we're facing, and why the technology just might win after all. Let's start with a little historical review. Amy Blair has recently done a very intriguing summary of just why information overload isn't something that we, or still less our kids, dreamed up—people have been drowning in data for ages regardless of the tools at their disposal: Blair, A. (2010) Information Overload, Then and Now. The Chronicle of Higher Education Review. November 28. Retrieved November 15, 2010 from http://chronicle.com/article/Information-Overload-Then-and/125479/?sid=cr&utm_source=cr&utm_medium=en We thought we had it all nailed down when the information theorists came up with their typology distinguishing between "data" (raw stuff), "information" (cooked stuff), and "knowledge" (cooked stuff that we've eaten). This rather elegant approach did have the virtue of emphasizing that information processing is a human task, even though we might delegate part of it to machinery, and that the tests of that task are the results for humans. It helps retur.

1. Module 1 - Case
Information Networking as Technology: Tools, Uses, and Socio-
Technical Interactions
Assignment Overview
Information overload! The phrase alone is enough to strike
terror into the hardiest of managers; it presages the breakdown
of society as we know it and the failure of management to cope
with change. The media constantly dissect the forthcoming
collapse brought on by TMI ("too much information"), even as
they themselves pile up larger and larger dossiers on the
subject, and we are frequently informed that it is our own damn
fault that we are drowning in data, since we simply can't
discriminate between the important stuff and everything else.
Hence, the info-tsunami warning signs posted all along what we
once so naively called the "information superhighway.”
Of course, this is arrant nonsense—human beings have been
suffering from information overload in varying forms since
about the time we hit the ground and found ourselves
simultaneously running after the antelope and away from the
lion. There's no question that the human mind has a limited
capacity to process information, but after several million years
we've gotten pretty good at figuring out how to handle a lot.
The two basic tricks turn out to be distinguishing between
short-term and long-term information storage, and "chunking"—
putting things in a limited number of baskets. This isn't
primarily a course in the psychology of memory—it's about
information tools and systems—but in fact the same things that
make our information tools and systems work are the same
things that have kept us near the antelopes and away from the
lions (mostly) for the last million years or so. So we're
beginning this course by thinking about information tools, what
makes them like and unlike other kinds of tools, how the
concept of a socio-technical system (in which social and
behavioral functions shape results as much as does the
technology itself) helps make sense of what we're facing, and

2. why the technology just might win after all.
Let's start with a little historical review. Amy Blair has recently
done a very intriguing summary of just why information
overload isn't something that we, or still less our kids, dreamed
up—people have been drowning in data for ages regardless of
the tools at their disposal:
Blair, A. (2010) Information Overload, Then and Now. The
Chronicle of Higher Education Review. November 28. Retrieved
November 15, 2010 from
http://chronicle.com/article/Information-Overload-Then-
and/125479/?sid=cr&utm_source=cr&utm_medium=en
We thought we had it all nailed down when the information
theorists came up with their typology distinguishing between
"data" (raw stuff), "information" (cooked stuff), and
"knowledge" (cooked stuff that we've eaten). This rather elegant
approach did have the virtue of emphasizing that information
processing is a human task, even though we might delegate part
of it to machinery, and that the tests of that task are the results
for humans. It helps return us to the perspective outlined in the
module introduction—that is, tools need to be judged by what
they
do
, not just what they
are
. Systems thinking is a classic approach that even pre-dates
computers. Here's a good brief summary of this perspective:
Bellinger, G., Castro, D., & Mills, A. (2004) Data, Information,
Knowledge, and Wisdom. The Way of Systems. November 15,
2010 from
http://www.systems-thinking.org/dikw/dikw.htm
But just when we thought we had everything nailed down, the
emerging technologies of networking seemed to be blurring
things a bit. First, with so much stuff floating around, it's not at
all clear just how much "cooking" is really involved in the
data/information boundary; a lot of data turns out to be pretty
self-interpreting, and no matter how much we cook some of the

3. stuff, it's never going to be particularly nutritious. In addition,
it turns out that information sometimes looks an awfully lot like
property, so that the kind of disembodied knowledge
management framework we thought was going to make things
clear for us gets all tied up with personal self-interest,
organizational and social politics, generational conflicts, and all
of the other fun things that human beings have teamed up to
make life difficult for one another over the years. Here is a
useful introduction to this concern:
Green, P. (2010 ) Social Media Is Challenging Notions of the
Data, Information, Knowledge, Wisdom (DIKW) Hierarchy.
CMS Wire. August 16. Retrieved November 25, 2010 from
http://www.cmswire.com/cms/enterprise-20/social-media-is-
challenging-notions-of-the-data-information-knowledge-
wisdom-dikw-hierarchy--008320.php
But now let's put this all in a bit of organizational context. As
we noted in the module introduction, the language of socio-
technical design can be very helpful in diagnosing where
systems are going wrong, particularly when there appear to be
disconnects between the capacities of the technology and the
ability of the company to establish the right kind of behaviorl
and procedures to take advantage of the tools. Here is a very
useful shortbut classic introduction to socio-technical design
and how it can be used:
Liu, X. and Errey, C. (2006) Socio-technical systems—there's
more to performance than new technology. PTG Global.
Retrieved February 27, 2011, from
http://www.ptg-
global.com/PDFArticles/Socio%20technical%20systems%20-
%20There's%20more%20to%20
performance%20than%20new%20technology%20v1.0.pdf
So how does all this tie together? Well, we've got all this lovely
data, information, and maybe even knowledge floating around
most organizations, but we don't seem to be able to make a lot
of use of it. Either there's just too much, or we can't identify
relevant material on a timely basis, or things fall between the

4. organizational cracks. In any event, we experience what
amounts to "information overload" on a pretty regular basis,
despite having all this understanding of information and some
really good tools for managing and using it. How come?
There's a lot more out there in the optional and supplemental
readings as well as the wide wonderful world of the Internet to
give you a feel for whether or not we’re about to be washed
away by the “info-tsunami”; the more widely you can spread
your own information gathering net, the more effective your
analysis is likely to be.
Case Assignment
When you believe you have a reasonable feel for how
information tools do (or don't) manage an info-tsunami, you'll
be in a position to write an effective short paper on the topic:
Are organizations likely to find better solutions to information
overload through changes to their
technical systems
or their
social systems
—or both? Why?
Assignment Expectations (50 points total)
Length:
15 Power Point Slides
Assignment-driven criteria (25 points):
Demonstrates clear understanding of the subject and addresses
all key elements of the assignment.
Critical thinking (10 points):
Demonstrates mastery conceptualizing the problem. Shows
analysis, synthesis, and evaluation of required material.
Scholarly writing (5 points):
Demonstrates writing proficiency at the academic level of the
course; addresses the Learning Outcomes of the assignment.
Quality of references (4 points) and assignment organization (3
points):
Uses relevant and credible sources to support assertions.
Assignment is well organized and follows the structure of a

5. well-written paper.
Citing sources (3 points):
Uses in-text citations and properly formats references in APA
style.