The document discusses using a personal website as a medium for teaching. Some key points:
- Personal websites allow for strategic self-presentation and elaborate promotion of one's academic achievements in ways not possible otherwise.
- Academic personal websites have advantages for both teachers and students, such as allowing teachers to post materials when unable to teach in person, and giving students additional resources.
- When creating an academic personal website, the focus should be on high-quality academic content rather than flashy design elements, which could annoy or slow down visitors. Concise, readable text and layout is most important.
The document discusses the use of social media in schools. It argues that social media can engage students in accessible, personalized learning. Some key benefits include opening up the world of education, minimizing isolation, and building cultural understanding. Popular social media platforms that can be used in schools include blogs, websites, Twitter, and Facebook. The document also discusses challenges of introducing social media in schools, such as access concerns, ensuring alignment with policies, and the time required. Overall, the document makes the case that social media can be a valuable teaching tool if the right structures are put in place to monitor content and behavior.
Connecting with other educators is important for our professional growth. Online connections help this to happen. This is a presentation I delivered in 2009.
Social media is defined as online activities that integrate technology, social interaction, and information sharing. This document discusses popular social media sites like Facebook, Twitter, LinkedIn, and provides examples of how educators can use social media. It notes that social media use is widespread, with 3 out of 4 Americans using social technologies. The document encourages educators to get involved with social media and provides links to resources on using social media in the classroom.
Who are we now that We're Online? Connected Learners, Connected EducatorsBonnie Stewart
This document discusses how our identities are shaped by being online. It argues that when we are online through networks, our identities become multiple, public, and participatory. We take on roles like the performative self, quantified self, and participatory self. Our identities are visible, traceable, and searchable to different audiences. Networks provide greater access, diversity and visibility than institutions, but also increase noise and demands on time. The document suggests that in networks, authority comes from reputation rather than roles, and the benefits include real audiences, just-in-time conversations, and new opportunities to engage and share information. However, networks cannot control or measure participation in the same ways as institutions.
I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press. I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens. I’m going to identify ten trends in this regard that I think have particular importance for education and learning, and then discuss seven steps I think educators can take to make a difference during this time.
This document discusses adopting blogging into classroom curriculum. It explains that blogging can be used as a tool for teaching and learning, allowing students to ask questions, share information, and encourage discussion between teachers, students, and parents. Blogging outcomes would include addressing learning objectives and standards while enhancing critical thinking skills. The document also examines how innovations like blogging are adopted over time according to Rogers' Diffusion of Innovation theory, identifying innovators, early adopters, and laggards in the process. Strategies for moving more teachers to adopt blogging are suggested.
Blog content development version september 30 11aslanRoars
This document discusses trends in technology and education, including the rise of Web 2.0 technologies like blogging and social media. It notes that these technologies have shifted power from institutions to individuals, enabling collaboration and participation on a global scale. In education, it argues this shift calls for more student-centered, collaborative learning environments that leverage Web 2.0 tools, as students are already using these tools outside of school.
The document discusses the use of social media in schools. It argues that social media can engage students in accessible, personalized learning. Some key benefits include opening up the world of education, minimizing isolation, and building cultural understanding. Popular social media platforms that can be used in schools include blogs, websites, Twitter, and Facebook. The document also discusses challenges of introducing social media in schools, such as access concerns, ensuring alignment with policies, and the time required. Overall, the document makes the case that social media can be a valuable teaching tool if the right structures are put in place to monitor content and behavior.
Connecting with other educators is important for our professional growth. Online connections help this to happen. This is a presentation I delivered in 2009.
Social media is defined as online activities that integrate technology, social interaction, and information sharing. This document discusses popular social media sites like Facebook, Twitter, LinkedIn, and provides examples of how educators can use social media. It notes that social media use is widespread, with 3 out of 4 Americans using social technologies. The document encourages educators to get involved with social media and provides links to resources on using social media in the classroom.
Who are we now that We're Online? Connected Learners, Connected EducatorsBonnie Stewart
This document discusses how our identities are shaped by being online. It argues that when we are online through networks, our identities become multiple, public, and participatory. We take on roles like the performative self, quantified self, and participatory self. Our identities are visible, traceable, and searchable to different audiences. Networks provide greater access, diversity and visibility than institutions, but also increase noise and demands on time. The document suggests that in networks, authority comes from reputation rather than roles, and the benefits include real audiences, just-in-time conversations, and new opportunities to engage and share information. However, networks cannot control or measure participation in the same ways as institutions.
I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press. I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens. I’m going to identify ten trends in this regard that I think have particular importance for education and learning, and then discuss seven steps I think educators can take to make a difference during this time.
This document discusses adopting blogging into classroom curriculum. It explains that blogging can be used as a tool for teaching and learning, allowing students to ask questions, share information, and encourage discussion between teachers, students, and parents. Blogging outcomes would include addressing learning objectives and standards while enhancing critical thinking skills. The document also examines how innovations like blogging are adopted over time according to Rogers' Diffusion of Innovation theory, identifying innovators, early adopters, and laggards in the process. Strategies for moving more teachers to adopt blogging are suggested.
Blog content development version september 30 11aslanRoars
This document discusses trends in technology and education, including the rise of Web 2.0 technologies like blogging and social media. It notes that these technologies have shifted power from institutions to individuals, enabling collaboration and participation on a global scale. In education, it argues this shift calls for more student-centered, collaborative learning environments that leverage Web 2.0 tools, as students are already using these tools outside of school.
The Future of Social Networks on the Internet: The Need for SemanticsJohn Breslin
The document discusses the future of social networks on the internet and the need for semantics. It notes that current social media sites operate as isolated data silos and proposes connecting these islands by allowing users to easily move between sites and bring their data. The document outlines issues with existing social networking services and proposes leveraging semantics through standards like FOAF and SIOC to enable interoperability across sites.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
Web 1.0 allowed users to only read information on the internet through search engines like Google. It was described as a "read-only" web. Web 2.0 introduced new ways for users to interact with information by commenting, posting, uploading, and sharing content on sites like Facebook, Wikipedia, YouTube, and eBay. It transformed the web into a "read-write" platform. Web 3.0, also called the Semantic Web, will allow machines to better understand web pages like humans by turning the web into a large, connected database through common standards and identifiers.
The document discusses the current state of new media and online literacy. It notes that more people are using social media and participating in user-generated content like blogs. New media allows for personalization, interaction, content creation and collaboration between users. Stories online can be interactive and involve the reader directly, take many forms beyond just text, and can be both individually authored and collaboratively written. Folksonomies and tagging allow users to organize content in personalized ways and say something about how individuals categorize information.
The document discusses the concept of Web 2.0 and how it facilitates more conversational and interactive forms of teaching and learning compared to traditional top-down models. Web 2.0 involves two-way conversations between teachers/students and students/students enabled through technologies like wikis, blogs, social networking, Google Docs, and media sharing sites. These tools allow users to create, share and discuss information collaboratively in real-time.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
This document provides an overview of a workshop about using social software tools like blogs and podcasts in the classroom. The workshop will introduce social software and then focus in-depth on blogs and podcasts, providing examples of their classroom use and hands-on experience creating them. The goal is for teachers to learn how to incorporate these tools to create a more student-centered learning community and provide authentic audiences for student work.
A blog is a type of website where users or groups can post content in chronological order. Blogs are typically maintained by an individual or organization and cover topics like commentary, descriptions of events, or other media. Common features include comments and links to encourage interaction between readers. Blogs are created using blog-specific publishing software.
The document discusses the benefits of using blogs for enhancing teaching and learning. It provides examples of how blogs can be used to communicate with students, encourage research, and make the learning process more interactive. Some key benefits mentioned are shifting the focus from teacher to student, engaging in dialogue, and allowing knowledge to change with experiences. The document also provides recommendations for blog platforms and includes many links to educational blogs and resources in different subject areas.
The document discusses a workshop on connecting students to the world through technology and collaboration. It covers topics like creative commons, MOOCs, amazing apps for education, and how technology impacts the digital footprint of students. Participants were encouraged to reflect, share, think about connections, and debate ideas to build understanding.
Supporting 21st Century Literacy with Blogs and PodcastsJennifer Dorman
This document discusses how blogs and podcasts can support 21st century literacy skills. It describes digital natives and their learning preferences, such as quickly receiving information, multi-tasking, and using graphics over text. It also discusses how blogs and podcasts engage students by giving them a voice, allowing collaboration, and empowering student-created content. Teachers are encouraged to incorporate blogs and podcasts into the classroom to improve communication skills.
The document discusses how blogs can support 21st century literacy skills in social studies classrooms. It provides tips for both students and teachers on starting blogs, including getting permission, hosting options, and ideas for integration into the classroom. Examples of blog uses include daily reflections, extending discussion, showcasing student work, and sharing between students. Connectivity through blogs allows learning networks to form globally.
Using Internet Resources to Promote Content Learning Judie Haynes
Using Internet Resources to Promote Content Learning provides information on resources that teachers can use to help English learners learn content information
Cirip.eu is a microblogging platform designed for education that was launched in 2008. The presentation discusses microblogging and its educational uses, including as a tool for classroom community, collaboration, and personal learning networks. It provides an overview of various microblogging platforms and their features. Cirip.eu allows users to embed multimedia like images, audio, video and documents in messages. The presentation concludes that Cirip.eu has facilities that can successfully deliver online courses and enhance existing courses through communication tools and analytics.
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
This lesson plan aims to teach students how to identify trustworthy websites. It begins with a discussion of fake photos that spread online during Hurricane Sandy. Students then learn that anyone can publish online, unlike printed materials which have editors and fact-checkers. To determine if a website can be trusted, students work in pairs to evaluate sites using criteria like whether the author is identified and sources are cited. They analyze websites on the topic of year-round education to practice the evaluation skills.
Domain of One's Own @ Emory for TATTO 2015HeatherJulien
Presentation at Emory University TATTO// Introduction of Domain of One's Own @ Emory// by Heather Julien //Adapted from two presentations by Marc Bousquet, "Introduction to Domain of One's Own @ Emory" and "Citizen Science," presented to National Science Foundation Ideas Lab
The document discusses blended learning tools and strategies for 21st century learners. It notes that today's students have grown up with the internet and trust information shared by their peers online. The document also examines how students' technology use and expectations are shaping higher education, with trends including more online and part-time learning, tailor-made vocational courses, and universities partnering with employers. It explores strategies like using social media for group work and developing students' critical thinking skills online.
The Future of Social Networks on the Internet: The Need for SemanticsJohn Breslin
The document discusses the future of social networks on the internet and the need for semantics. It notes that current social media sites operate as isolated data silos and proposes connecting these islands by allowing users to easily move between sites and bring their data. The document outlines issues with existing social networking services and proposes leveraging semantics through standards like FOAF and SIOC to enable interoperability across sites.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
Web 1.0 allowed users to only read information on the internet through search engines like Google. It was described as a "read-only" web. Web 2.0 introduced new ways for users to interact with information by commenting, posting, uploading, and sharing content on sites like Facebook, Wikipedia, YouTube, and eBay. It transformed the web into a "read-write" platform. Web 3.0, also called the Semantic Web, will allow machines to better understand web pages like humans by turning the web into a large, connected database through common standards and identifiers.
The document discusses the current state of new media and online literacy. It notes that more people are using social media and participating in user-generated content like blogs. New media allows for personalization, interaction, content creation and collaboration between users. Stories online can be interactive and involve the reader directly, take many forms beyond just text, and can be both individually authored and collaboratively written. Folksonomies and tagging allow users to organize content in personalized ways and say something about how individuals categorize information.
The document discusses the concept of Web 2.0 and how it facilitates more conversational and interactive forms of teaching and learning compared to traditional top-down models. Web 2.0 involves two-way conversations between teachers/students and students/students enabled through technologies like wikis, blogs, social networking, Google Docs, and media sharing sites. These tools allow users to create, share and discuss information collaboratively in real-time.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
This document provides an overview of a workshop about using social software tools like blogs and podcasts in the classroom. The workshop will introduce social software and then focus in-depth on blogs and podcasts, providing examples of their classroom use and hands-on experience creating them. The goal is for teachers to learn how to incorporate these tools to create a more student-centered learning community and provide authentic audiences for student work.
A blog is a type of website where users or groups can post content in chronological order. Blogs are typically maintained by an individual or organization and cover topics like commentary, descriptions of events, or other media. Common features include comments and links to encourage interaction between readers. Blogs are created using blog-specific publishing software.
The document discusses the benefits of using blogs for enhancing teaching and learning. It provides examples of how blogs can be used to communicate with students, encourage research, and make the learning process more interactive. Some key benefits mentioned are shifting the focus from teacher to student, engaging in dialogue, and allowing knowledge to change with experiences. The document also provides recommendations for blog platforms and includes many links to educational blogs and resources in different subject areas.
The document discusses a workshop on connecting students to the world through technology and collaboration. It covers topics like creative commons, MOOCs, amazing apps for education, and how technology impacts the digital footprint of students. Participants were encouraged to reflect, share, think about connections, and debate ideas to build understanding.
Supporting 21st Century Literacy with Blogs and PodcastsJennifer Dorman
This document discusses how blogs and podcasts can support 21st century literacy skills. It describes digital natives and their learning preferences, such as quickly receiving information, multi-tasking, and using graphics over text. It also discusses how blogs and podcasts engage students by giving them a voice, allowing collaboration, and empowering student-created content. Teachers are encouraged to incorporate blogs and podcasts into the classroom to improve communication skills.
The document discusses how blogs can support 21st century literacy skills in social studies classrooms. It provides tips for both students and teachers on starting blogs, including getting permission, hosting options, and ideas for integration into the classroom. Examples of blog uses include daily reflections, extending discussion, showcasing student work, and sharing between students. Connectivity through blogs allows learning networks to form globally.
Using Internet Resources to Promote Content Learning Judie Haynes
Using Internet Resources to Promote Content Learning provides information on resources that teachers can use to help English learners learn content information
Cirip.eu is a microblogging platform designed for education that was launched in 2008. The presentation discusses microblogging and its educational uses, including as a tool for classroom community, collaboration, and personal learning networks. It provides an overview of various microblogging platforms and their features. Cirip.eu allows users to embed multimedia like images, audio, video and documents in messages. The presentation concludes that Cirip.eu has facilities that can successfully deliver online courses and enhance existing courses through communication tools and analytics.
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
This lesson plan aims to teach students how to identify trustworthy websites. It begins with a discussion of fake photos that spread online during Hurricane Sandy. Students then learn that anyone can publish online, unlike printed materials which have editors and fact-checkers. To determine if a website can be trusted, students work in pairs to evaluate sites using criteria like whether the author is identified and sources are cited. They analyze websites on the topic of year-round education to practice the evaluation skills.
Domain of One's Own @ Emory for TATTO 2015HeatherJulien
Presentation at Emory University TATTO// Introduction of Domain of One's Own @ Emory// by Heather Julien //Adapted from two presentations by Marc Bousquet, "Introduction to Domain of One's Own @ Emory" and "Citizen Science," presented to National Science Foundation Ideas Lab
The document discusses blended learning tools and strategies for 21st century learners. It notes that today's students have grown up with the internet and trust information shared by their peers online. The document also examines how students' technology use and expectations are shaping higher education, with trends including more online and part-time learning, tailor-made vocational courses, and universities partnering with employers. It explores strategies like using social media for group work and developing students' critical thinking skills online.
The document discusses how Web 2.0 tools can change education by engaging today's digital native students and preparing them for 21st century skills. It provides examples of how social bookmarking, wikis, media sharing, and social networking tools can be used to organize content, encourage collaboration, and foster communication both in and outside the classroom. The role of building a personal learning network for teachers to stay connected is also highlighted.
This document discusses how teachers can integrate technology into their classrooms and professional development. It describes Web 2.0 tools like wikis, blogs, and social networking sites that allow for collaboration and sharing. Examples of educational websites that teachers can use and review are provided, such as TeachersFirst.com, Edutopia.org, and Curriki. Social networking sites popular with students and teachers, like Facebook and MySpace, are also discussed. The benefits of social networking for communication, expression, and learning are highlighted.
This document discusses how teachers can integrate technology into their classrooms and professional development. It describes Web 2.0 tools like wikis, blogs, and social networking sites that allow for collaboration and sharing. Examples are given of teacher review websites like TeachersFirst.com and Curriki that provide classroom materials. Social networking sites are explained as online communities for interaction, with many students and adults using sites like Facebook and MySpace. The conclusion is that social networking and technology in education allow for convenient learning and have become essential in modern life.
This document discusses how teachers can use social media in the classroom. It argues that social media is how students primarily communicate today, so teachers need to embrace these tools. The document provides examples of how one teacher uses blogs, Twitter, and Tumblr to share information with students, encourage class participation and discussion, collect assignments, and create an online learning community. While monitoring is important, social media can make learning more engaging if used appropriately.
This document discusses personal learning environments (PLEs) and how learning may occur in the 21st century. It explores concepts like PLEs, personal learning networks, web 2.0 tools, and social learning. The document suggests that PLEs allow learners to take control of their own learning across different contexts, rather than relying on a single provider. Learning is seen as an ongoing process where individuals self-organize using tools and connections to find and share knowledge.
Blogging, Pod Casting And Creative Commonsjlmickel
The document discusses emerging communication technologies like blogging and podcasting that can be used to engage students. It provides benefits to students like fostering discussion, sharing information, and giving an insider's view of campus. However, it also notes potential downsides like a lack of organization or relevance turning students away. Creative Commons is presented as a way to share educational materials but clarity is needed on copyright issues.
Blogs can be used in language teaching in several ways. Teachers can create a class blog as a shared space for students and the teacher to post writing, photos, audio, and videos. Blogs allow students to develop writing skills through regular practice and feedback. They also encourage student participation and build a sense of community. Blogs can be used to track student work and assess progress over time through their online portfolio. Teachers should engage and encourage students to maintain interest in using blogs for learning.
The document discusses how web 2.0 tools can change education by engaging today's digital native students and preparing them for 21st century skills. It recommends that teachers build personal learning networks using blogs, wikis, social bookmarking, video and microblogging to connect with other educators and integrate new technologies into the classroom in ways that are relevant to students. The focus should be on collaboration, communication and lifelong learning rather than specific tech skills.
The document discusses how Web 2.0 tools can be used to engage today's students and change education. It recommends teachers build a personal learning network using social networks, blogs, microblogging, wikis, and social bookmarking. These tools allow learning to occur anywhere and help develop 21st century skills like communication, collaboration, and problem solving that employers desire.
The document discusses how Web 2.0 tools can be used to engage today's students and change education. It recommends teachers build a personal learning network using social networks, blogs, microblogging, wikis, and social bookmarking. These tools allow learning to occur anywhere and help develop 21st century skills like communication, collaboration, and problem solving that employers desire.
From Passive User To Active ParticipantKevin Hodgson
The document discusses how Web 2.0 technologies like blogs, wikis, podcasting, video sharing, and social networking can be used in education to encourage collaboration, creativity, and global awareness. It provides examples of how these tools have been used successfully in classrooms and argues that students today need 21st century skills like communication, problem solving, and digital literacy that Web 2.0 is well-suited for developing. While some teachers may fear trying new technologies, the document urges embracing them for benefits to student learning.
Blogging As Pedagogic Practice Across the CurriculumKenneth Ronkowitz
Discussion and research on blogs and teaching and learning often focuses on them as a technological tool. This presentation looks at the use of blogging as a way to address traditional writing practices such as e-portfolios, audience, publishing, copyright and plagiarism, authentic writing, and writing in a digital age in varied disciplines.
more information at http://dl.njit.edu/serendipity/index.php?/archives/1337-Blogging-as-Pedagogic-Practice-Across-the-Curriculum.html
The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.
The document discusses the rise and use of social media and blogging. It notes that social media allows for easy sharing of consumer generated media online. Blogging emerged as a way for individuals to publish personal content on the web. While blogs were initially simple HTML pages, services like Blogger made it easier to create blogs. Blogs can be used personally, for courses, or more broadly. Challenges include a lack of strong education examples and potential conflicts with closed online classrooms. Overall, blogs empower personal publishing and conversation in a networked environment.
Similar to Academic Website as a Means of Teaching (20)
The Victorian Era saw Britain rise to become the world's dominant industrial and naval power under Queen Victoria's long reign from 1837 to 1901. Key developments included the establishment of a professional police force, reforms to education and criminal justice, and the growth of the British Empire to its largest extent due to industrialization and colonization. However, social problems like poverty, child labor, disease outbreaks, and tensions in India that led to the Indian Mutiny challenged Britain's progress and stability during this period of change.
The Victorian Era saw Britain rise to become the world's dominant industrial and naval power under Queen Victoria's long reign from 1837 to 1901. Key developments included the establishment of a professional police force, reforms to education and criminal justice, the Great Exhibition of 1851 showcasing British industry, the Crimean War, the Indian Mutiny of 1857 which ended East India Company rule, and the expansion of the British Empire to its greatest extent by the late 19th century. However, poverty, child labor, disease and famine remained serious problems both in Britain and across the Empire during this period of rapid industrialization and imperial expansion.
1. Georgian Britain, named after King George I, II, and III, was a period of great beauty and scientific discovery from the early 1700s to the late 1700s.
2. Robert Walpole emerged as the first de facto Prime Minister under King George I and II, helping Britain recover from debt and war through economic policies despite taking bribes.
3. The Industrial Revolution transformed Britain's economy and society through new inventions in agriculture, mining, and manufacturing that allowed Britain to become a global industrial power.
The document provides an overview of Georgian Britain from the early 18th century to the early 19th century. It discusses key events and developments, including:
1) The rule of the first three King Georges and the rise of Robert Walpole as the first Prime Minister.
2) Scientific and technological advances during this period, including discoveries in chemistry and the emergence of the Industrial Revolution.
3) Britain's increasing global power through territorial expansion and military victories over France during the Napoleonic Wars.
1. The Gunpowder Plot of 1605 involved a group of Catholics led by Robert Catesby and Thomas Percy who planned to blow up the Houses of Parliament on November 5th in protest of anti-Catholic laws, but Guy Fawkes was caught guarding barrels of gunpowder and arrested.
2. The English Revolution from 1640-1660 involved civil wars between supporters of King Charles I and Parliament, resulting in the king's execution in 1649 and a period of rule by the Rump Parliament and Oliver Cromwell before the monarchy was restored in 1660 with King Charles II.
3. Puritanism emerged in England after the Protestant Reformation and opposed the rituals of
The document summarizes the history of Britain from the early 1600s to the 1650s, a time of significant political and religious unrest. It describes how King James I and Charles I faced opposition from Parliament and Puritans, leading to the English Civil War between Royalists and Parliamentarians. Oliver Cromwell and his New Model Army defeated the Royalists, and Cromwell went on to become Lord Protector after executing King Charles I, ruling the country as a military dictator until his death.
Week 7 Rebellion, Restoration & Unrest (New) Hand OutsYusuf Kurniawan
- James VI of Scotland succeeded Elizabeth I as King of England but proved to be a poor ruler, pursuing unpopular policies and behaviors that weakened his popularity.
- Tensions rose further under Charles I due to his authoritarian tendencies and conflicts with Parliament over finances and religious matters, leading to the English Civil War between Royalists and Parliamentarians.
- Oliver Cromwell and his New Model Army emerged victorious, establishing a republic known as the Commonwealth before Cromwell became Lord Protector, ruling as a military dictator until his death. This period saw major political, social and religious changes before the monarchy was restored.
1) The Tudor dynasty ruled England from 1485 to 1603, starting with Henry VII and including the reigns of Henry VIII, Edward VI, Mary I, and Elizabeth I.
2) Henry VIII broke with the Catholic Church after the Pope refused to annul his marriage to Catherine of Aragon, making himself the head of the Church of England.
3) Henry VIII had six wives and established the Church of England, though his daughter Mary I attempted to return England to Catholicism before Elizabeth I established a moderate religious settlement.
1) The Tudor dynasty ruled England from 1485 to 1603, starting with Henry VII defeating Richard III and ending with the death of Elizabeth I.
2) Henry VIII broke with the Catholic Church after the Pope refused to annul his marriage to Catherine of Aragon, making himself head of the new Church of England.
3) Henry VIII had six wives and established the English Reformation, while his children Edward VI, Mary I, and Elizabeth I each influenced the nation's religion during their reigns.
William I was succeeded by his sons William Rufus and Henry I in England. Henry I's daughter Matilda claimed the throne but faced opposition, leading to conflict between Matilda and her cousin Stephen. Henry II later succeeded Stephen and restored law and order, introducing traveling judges. He appointed Thomas Becket as Archbishop of Canterbury but they later disagreed and Becket was killed. Richard I spent little time ruling England, preferring battles abroad. His brother John faced a baron revolt over taxes and signed the Magna Carta in 1215 to limit royal power and establish rights. After John's death, Henry III confirmed the Magna Carta's terms.
Henry II was a successful ruler who restored law and order in Britain through traveling judges. However, tensions grew between Henry and his chief advisor Thomas Becket, resulting in Becket's murder. Henry's successor Richard spent little time ruling in England. His brother John later faced a baron revolt over heavy taxes and mistreatment. In 1215, King John was forced to agree to the Magna Carta by the barons, establishing legal principles like trial by jury that still exist today. Henry III later confirmed the Magna Carta's terms when he became king.
The document discusses the history of Britain from the Middle Ages to the Norman Conquest in the 11th century. It describes how Christianity became established in Britain after the Romans withdrew. It then discusses William the Conqueror's defeat of King Harold at the Battle of Hastings in 1066, after which William was crowned king of England. William introduced feudal systems and imposed Norman rule, oppressing the native Saxons. He commissioned Domesday Book, a survey of land ownership and population across England.
The document provides an overview of the history of ancient Britain from around 2000 BC to the 9th century AD. It describes the arrival and influence of successive groups including the Beaker Folk, Celts, Romans, Anglo-Saxons, and Vikings. Key developments included the construction of Stonehenge, the Roman conquest in 54 BC which introduced centralized rule and infrastructure, and the gradual invasion and occupation of Britain by Anglo-Saxon and Viking groups over centuries.
The document provides an overview of key events and developments during the Tudor period in England from 1485 to 1603. This included minor wars with Scotland and France, the expansion of industry, farming and overseas trade. One of the greatest explorers of this time was Francis Drake. The English Reformation separated the English church from Catholic control, causing conflicts with Catholic nations. Henry VIII was an intelligent ruler who increased royal wealth through taxes while keeping nobles loyal through offices and land.
The document provides a timeline of invasions of Britain from 2500 BC to 893 AD. It details the arrival and settlement of the Beaker Folk, Celts, Romans, Picts, Anglo-Saxons, Vikings, and Danes in Britain at different points in history, culminating with King Alfred unifying Britain in 893 AD after successive invasions and migrations over nearly 4000 years.
During the period of 1189-1485 in Medieval Britain, the population faced many threats including uprisings, invasions, civil wars, and raids. One of the greatest threats was the Black Death plague which arrived in Britain in 1348 from Asia via trade routes. It is estimated that the plague killed around one-third to one-half of the British population. While devastating, the plague did have some positive impacts by decreasing population size which relatively improved life and increased wealth as there were fewer mouths to feed.
This document outlines the objectives, lectures, and assessment for a course on the history and social/cultural development of Britain. The objectives are to educate students on how British society shaped over time and the cultural practices from ancient to modern times. Lectures will be presented with opportunities for discussion, using references from books, encyclopedias, and websites. Students must attend at least 75% of lectures to be eligible to take the final exam. Assessment includes lecture attendance, oral quizzes, a midterm exam, and a final exam.
The Battle of Hastings took place on October 14, 1066 between King Harold's Saxon army and William the Conqueror's Norman invasion force. William claimed the English throne that had been promised to him, and prepared to invade with Pope Alexander II's blessing. The two armies met at Senlac Hill near Hastings, where the Norman cavalry and infantry defeated the exclusively infantry-based Saxon forces after Harold was fatally wounded by an arrow. William's victory allowed him to subjugate England and claim the English throne.
The document provides an overview of the Victorian period in English literature from 1850-1900. Some key developments include the growth of industry and new inventions which led to greater social changes. Major authors during this time included Alfred Lord Tennyson, whose works explored the anxieties of the era, and Robert Browning, who took a more optimistic tone. Prose also flourished, with leading novelists such as Charles Dickens, William Makepeace Thackeray, and George Eliot producing notable works addressing social issues of the period.
The document provides a summary of the key developments and major figures of the Romantic period in English literature from approximately 1800 to 1850. It notes that Romanticism was influenced by the ideals of the French Revolution such as freedom, equality, and human dignity. Poetry dominated this period, with famous Romantic poets including William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Percy Bysshe Shelley, John Keats, and Walter Scott. Prose works also increased including essays, biographies, literary criticism and the historical novel genre pioneered by Walter Scott. Female writers like Jane Austen also rose in prominence during this time.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Making Use of Personal Website as the Medium of Teaching
By Yusuf Kurniawan
Abstract
Research evidence shows that people from all walks of life have started to
use personal website for strategic and elaborate self-presentation. This
paper discusses the feasibilities of making use of personal website as the
medium of teaching. The ever-changing number of personal websites on the
Internet became one of the evidence that personal website is one of the new
media that could attract mass appeals. There have been a lot of personal
websites posting personal information, CV, family pictures and personal
interests. However, there are only a few that display academic things, such
as the name of subject taught by the author, the module description and its
assessments. The personal website can become the emancipatory and
strategic place for the author to have a more-extended self-presentation. The
author can carefully select the parts of his ‘self’ to be presented on his
personal website. In addition, the ease of having personal academic websites
to academicians can produce many advantages both for the owners
themselves and for their students. Regardless the reality constraints of
building the personal websites, the needs for such personal websites are very
crucial. Needless to say, young academicians should be encouraged to
acquire this.
Key words: academic personal website, personal website, ISP, server
What are the medium characteristics of the personal website?
• Multimedianess: The personal website can display text, graphic, sound, and
moving-image.
• Asynchronicity: Generally, exchanges between authors and browsers of personal
websites (usually by emails or guestbook messages) are non-instantaneous and
significantly delayed.
• Revisability: Before or after posting a personal website on the Web, website
authors can extend, modify, delete, or reorganize the website contents whenever
they like
• Hypertextuality: A personal website can contain ‘hyperlinks’, which enable
browsers to roam from one webpage to other webpages within or external to the
website site.
• Global Reachability: Once a personal homepage is posted on the Web, normally
every net user around the world can access it. (Cheung: 2003)
2. 2
Introduction
Let me tell you a secret: in 1995, two years after the Mosaic browser had grabbed the
attention of the world and made the Web an interesting place to hang out; I was still illiterate
about the Net. First, because I hadn’t got a PC and second, the access to the Internet at the
time was still limited to a number of people since the cost was still quite expensive, at least to
me. Even in 1997, when I finally could get my first own access to the Internet, I saw that it
had not been very popular amongst the society, particularly in the midst of academicians. But,
just within three years it became impossible to think about life without the Web.
To academicians, the presence of the World Wide Web should be welcomed
enthusiastically. Moreover, with the vast opportunity to build our own website on the Internet,
posting information, pictures or articles/ essay became very easy. Why let an article go out of
date by two years waiting for a journal to publish it? Put it on the Web today and you can
appeal hundreds of audience. Why fly thousands of miles only to hang around with lots of
middle-aged, unhappy academicians? Instead, chat with them within the welcome confines of
e-mail, and then do the international travel to explore other cultures.
Research evidence shows that people from all walks of life have started to use personal
website for strategic and elaborate self-presentation. One of the prominent uses of personal
website is to promote one’s professional achievement in ways which may not otherwise be
possible in everyday life. People seeking jobs, for example, use personal website to highlight
and embellish aspects of their professional achievements, so as to reach potential employers
or to create more lasting impressions than brief phone or face-to-face job interviews
(Rosenstein, 2000). Likewise, artists use their websites to promote their artistic persona
(Pariser, 2000), and young academics use faculty homepages to gain wider exposure (Miller
and Arnold, 2001).
The emergence of the World Wide Web should have challenged academicians who
particularly accustomed to using the Internet as one of their media of communications to
maximize its functions. Besides its ease of use as the medium of communication, the World
Wide Web which overlaps with the Internet also serves as the great source of information. For
teachers/ lecturers, the Internet can become the always-ready assistant whenever they need
teaching/ lecture materials or just supplementary materials since it is accessible for twenty-
four hours a day. To confront the challenge, the academicians should not only make use of the
Internet for sending e-mails and browsing information, but also make use of it as the medium
3. 3
of teaching. Indeed, the lecturer or the teacher must build her own personal (academic)
website.
You might have been familiar with personal website, but not with academic personal
website. I use this term to refer to a personal website that mostly contains academic things
such as courses or subjects, syllabus, assessment to the subject taught by the lecturer,
announcement board for the result of a test or an exam, feedback of assignment and links to
other useful websites that relate to the teaching/ lecture materials. Most of all, what the
lecturer must provide on her personal academic website is related to what she teaches in her
college or university.
‘It is me!’: the Personal Website as a Stage for Strategic and Elaborate Self-
Presentation
The first emancipatory use of the personal website is strategic and elaborate self-
presentation. In everyday life we usually try hard to tell other people who we “really” are.
Though we can one-sidedly complain that other people misunderstand us, sociologist suggests
that self-presentational failure in everyday life actually involves other factors such as social
interactional contexts and our presentation skills.
Goffman (1959) argues, in everyday encounters, the social settings and audiences we
face always define the kinds of ‘acceptable’ selves we should present –a worker will perform
as a hard-working employee in front of his boss. However, we may want to present certain
identities but may not be able to find the ‘right’ social settings and audiences, and if we insist
on presenting our identities in inappropriate social settings, we will experience
embarrassment, rejection or harassment (Cheung, 2003). For instance, a student who is fond
of singing in class will not only fail to get praise from his teacher but also annoy his friends.
In face-to-face interaction, we present our selves through the use of ‘sign vehicles’ like
clothing, posture, mimics, speech pattern and bodily gesture. But most face-to-face
interactions proceed in a spontaneous manner and do not include an assigned block of time in
which we can present ourselves in an orderly and systematic fashion. Frequently, our
presentation of self in everyday life is a delicate enterprise (Goffman, 1959, Cheung, 2003),
subject to moment-to-moment mishaps and unintentional misrepresentations. What follow
these mishaps are again the experience of embarrassment, rejection or harassment, and
consequently the failure of self-presentation.
4. 4
The personal website gives more opportunities for having more strategic self-
presentation than everyday interaction. It is a self-defined ‘stage’ that we can decide what
aspects of our selves we would like to present on it. To academics, the personal website could
be a strategic place to elaborate their self-presentation than that of in everyday presentation.
Academicians who might get less public acknowledgement can still appeal mass audience by
setting new personalities and reputation through their academic personal websites. For
instance, if they have unpublished writings, instead of queuing for years just to publish one of
their articles on a journal or a newspaper, they can put them on their personal websites. It
would give them more self-confidence as academicians since their writings will have been
read by hundreds or maybe thousands of people, not only by their students but also by other
lecturers from other university. As one young academician confessed: ‘For the person
visiting the Web page of my own department, I am more visible than the professors (who
don’t have pages)’(Miller and Arnold, 2001:105).
The Advantages of Having Academic Personal Website
There are many things you can do of having academic personal website. Both the
owner and the students can benefit from such website.
For the lecturer, academic personal website can become a good medium to teach. I’m
not saying that lectures should be conducted through website, but in certain occasions
the lecturer has to leave her class free because of sudden business, attending seminar
for a few days for instance. If the lecturer could not compensate the free class in other
occasion, the students will lose their chance to learn from her. More often than not, to
compensate the free class in other occasion is very difficult because the limited time
owned by the lecturer. Such situation can make the students disappointed if it happens
frequently and lower her professionalism. With academic personal website the lecturer
does not necessarily have to leave her students free from the lecture, instead she can
still give her students lecture materials and the instruction from her personal website.
All in all, the lecturer must tell her students from the beginning of her lecture that she
has an academic personal website available on the Internet that can be accessed by the
students. Moreover, she must also strongly recommend her students to frequently visit
her website and ask her all students to have e-mail addresses that she can contact to
give them information. In consequence, the students must also check their e-mail
folders regularly in case of the incoming sudden important announcement or
5. 5
information from their lecturer. This seems difficult to do, but after a few weeks
running the students will get used to it. The lecturer can upload the file of the materials
from everywhere while she is away from campus. She can always do it at ease even
though the time is very limited. As long as there is the Internet access and computer,
then definitely uploading files becomes feasible.
Academic personal website also serves as the source of information for the students.
The lecturer who teaches a certain subject definitely can post supplementary materials
and other sources of lecture materials on her personal website, such as links to other
websites which provide fruitful information. Besides additional materials, the lecturer
also can display the general and specific purposes of the subject and the syllabus, so
the students can find out about them since early of the semester. To make students
know that the lecturer has a personal website, she must announce the website address
at the announcement board or on the department’s website. If you attach your personal
website on to the department’s website, the students will easily find it.
The lecturer who has personal website can easily share, and exchange ideas with other
lecturers from other universities or colleges. The alike-minded lecturers can arrange a
meeting, a conference or a research that is definitely beneficial for them. For instance,
a lecturer who has great research interest in new media studies will always keep
himself up-to-date with any development of theories in new media studies by any
means, e.g.: subscribing to weekly-news, participating in on-line discussions, and
expressing his thoughts about the development of new media studies theories on his
personal website. He simply writes on his e-mail to his counterpart, who might be in
different hemisphere, the URL of his personal website and ask the receivers to check
out his personal website.
A lecturer who is keen on conducting researches or writing books, he can also make
use of his personal website as a means of attracting other researchers who have the same
interest to participate in or support his research, or might be other writers who are interested
in contributing articles for the book.
The book entitles Web.Studies, which was edited by David Gauntlett, (former lecturer
at the Institute of Communications Studies of the University of Leeds), is contributed by
distinguished writers from various countries. Uniquely, the editor has never talked to all of the
writers face to face; he invited them to contribute essays for his book because he had seen and
read some of their articles in several books. He showed his websites: www.theory.org.uk and
6. 6
www.newmediastudies.com to these people to let them know who he is, and then the book
writing started. All the discussions were made by e-mails. Gauntlett (2000) says:
This book, for example, came together entirely on the Internet. I have
never spoken to most of the contributors, nor written to them by
conventional mail. But we’ve exchanged a lot of e-mails. ….. I received
140 proposals for chapters –mostly from academics and postgraduate
students—within a month. Obviously, I had to reject most of them.
Once commissioned, the chapters were sent and discussed by e-mail. I
checked facts and gave away bits of the forthcoming book at
newmediastudies.com in a bid to raise interest.
Web.Studies is just one of the evidence that personal website can become the effective
means to promote our interest or achievement. Many other academicians turned into
successful and famous people. The key factor is just how you can promote the existence of
your website to other people that are millions out there, and we do not know who interested
are in the content of your website. But, it is at least beneficial to the lecturer’s own students.
How Should the Academic Personal Website be?
Although the academic personal websites are not like common personal or commercial
websites, they necessarily adopt the checklists that are generally followed by other common
websites.
• Page Title
Does your title explain what the page is? Is your page title descriptive? This is what
will show up if someone bookmarks your page, and at the top of the page. The academic
personal website should have representative title. This is important especially if you target
your personal website for outer visitors –not your students. Visitors will usually see title of
the web page before they read the content and scroll it down.
• Appearance and Content
Have you thought about how your page will look on different browsers? If it is too
long, people won’t want to scroll to read it, but if it’s too short, it won’t have enough
information to keep people on the page.
Under no circumstances have text that goes from the left hand edge of the screen
across to the right hand edge of the screen. That is the classic sign of a horrible webpage. The
human eye hates running along those long lines. That’s why newspapers come in columns. In
7. 7
order to have shorter text lines and a nice layout, put all (or most) of your webpage within a
table. Obviously having everything in a grid on the screen would be horrible. If you are not
happy with the layout, you can make the table invisible.
Many people might think that the face of an academic website should look
sophisticated and brilliant. An academician with good capability in web building and design
may be able to create a good-looking personal academic website. In fact, the website should
not be like that, but it must give more emphasis on the quality of its contents. The academic
website should reflect the academic things, so the things like the description of the module/
subject taught by the owner, the way of assessing it, or essays written by the owner should
appear on the website.
Some academicians might like using animated graphics, such as animated cursor,
animated text, bouncing image and ever-changing background colour to decorate their
personal websites. Obviously these are very nice in personal websites, because the visitors
will probably be impressed by the sophistication of the animated graphics. But, I would like
to suggest that these are not always impressive for the website visitors. Instead, these graphics
will be very annoying for them since these are actually just the side-effect. These are probably
not what they are searching for. In the academic website, the contents are far more important
than the side-effects. What’s more, the capability of some Internet providers that have limited
bandwidth makes the download process of a web page slower if it contains many animated
graphics. Conversely, if it just contains text, the download progress will be faster. The effect
will be great to the website visitors; they could browse the website more quickly.
Daniel Chandler’s personal websites (below) illustrates the simplicity of how the
personal website should be. It is not decorated with animated graphics, but just simple
background design. Compared with my personal website, though it is not coloured with
animated graphics, its links are made with graphics, not text. This will also differ in time of
downloading the web page. In addition to Chandler’s personal website, the author seem to be
more attentive at the contents rather than at the appearance. Many personal website authors
like using animated graphics to beautify their websites. Nonetheless, they also pay attention to
the content, in terms of its good quality.
Another example is the personal website belongs to David Gauntlett,
newmediastudies.com. He doesn’t employ complicated design to his website, especially on its
front page. However, undeniably its contents are far more important than its humble-looking
front page. Newmediastudies.com is full of fruitful information regarding the new mode of
media studies as well as the study of new media. In short, personal academic website doesn’t
8. 8
necessarily show its prominence on its appearance, but it should emphasize more on the
qualified contents, not only “junks”. More often than not, a personal website comprises only a
very few things, a picture of the author and some links to not-really useful sites.
The other thing is, don’t go mad with colours. That sounds a bit boring… but a mass of
colours just looks horrible. What you really need is to choose a small number of
complimentary colours and use those.
In short, the content must be compelling, interesting and informative. You should
know the target audience. Academic personal website has its own audience, i.e.: students and
academicians. Having known your website rich of useful contents, this kind of audience will
come back to it since they come to website for information.
Picture 1: Daniel Chandler’s academic personal websites
9. 9
Picture 2: The very simple front page of www.newmediastudies.com
• Ease of navigation
The personal website must have this characteristic, i.e.: easy to navigate by the visitors.
Lacking of this will probably cause negative influence to the visitors. A personal website
which is designed without paying attention to its layout, whether or not it is easy to navigate
by the visitors, can cause the visitors desperate. The desperate visitors will not be willing to
come back to your personal website. Even though the lecturer can require his every student to
visit his personal website regularly, but it will be somewhat bothering. Make sure that the
visitors can easily “go home” to the front page whenever they are “lost” to restart their
navigation. My personal website (picture 3 and 4) probably can illustrate this. The left
navigation bar enables visitors to always restart their navigation whenever they want.
10. 10
Picture 3: One of the site maps on my personal website is about the subject I teach.
It covers Introduction, Objectives, Syllabus, Assessment, References,
Sources and Links to other websites
• Don’t be too Big or too Small
In determining the text size, don’t do very big. Generally, if things are smallish they
look more stylish, whereas huge things have a tendency to look dumb. If the text you use in
your web pages is too big, it is sometimes associated with children’s books. Anyway, there’s
been a trend recently to make everything look more compact. It is of course dependent upon
your own style in designing your page.
Conversely, avoid using lots of tiny text that is too small to read. Visitors are not keen
on reading too small text.
• Keep up-to-date
In order not to disappoint the visitors, the personal website should be regularly
updated. The academic personal website ideally should be updated at least once a week.
When a lecturer wants to announce important information regarding his sudden plan to be
absent from the class, he could immediately post it on his personal website. His students
should have been told in advance to check his website at least twice a week.
In modern universities who have used computers and the Internet as the means of
communication among administrators, students and lecturers, such kind of case can be solved
easily because the lecturer can immediately tell the students by e-mails through the university
11. 11
e-mail network about certain information. When the students are accidentally accessing the
university computer, they will be notified by popping-up message from the network
administrator that they get new e-mails from their lecturer. Accordingly, the students can
check them immediately.
• Provide a guestbook for feedback
Feedback from the visitors is very important for the sake of the improvement of your
website. Therefore, you should provide a guestbook that enable the visitors to write their
comments and recommendations to your website. These can become the inputs to improve
your website. Even, you should “listen” to what the visitors say about your site, whether the
content has been good, rich or poor. In addition, they may also criticize the design of your
website. If you think they give constructive ideas to improve the website, you’d better follow
them.
Picture 4: The front page of my personal website.
12. 12
Picture 5: The face of www.theory.org.uk
• Use a counter
It is also important to know how many people accessing your personal website
everyday, every week and every month. Therefore, you should install a counter on your
website. It will enable you to know the number of visitors. Even though you have provided a
guestbook, not all visitors will leave a message in it. Every month you can compile the
statistical data obtained from the counter, and you can compare between months about which
is the most. Having done this, you can evaluate them to increase the effectiveness, the
attractiveness and the quality of the content to suck more visitors.
• Check spellings and grammars
Web pages with no spelling and grammatical mistakes will be far more convenient to
read than web pages which have many mistakes on grammar and spelling. Therefore, it is
important to check them before uploading them to the website. If you write on your web
pages with too many mistakes on spelling and grammars, it will describe that you are a
careless person, or it will show that you don’t administer your website seriously. If you can
write well then the visitors may have good judgment to you. Conversely, they may show less
appreciation to you if you can not comply with the well-written and free-spelling and
grammatical-errors web pages.
13. 13
• Improve its visibility
Having been successfully targeted your academic personal website to your students
you should also think of letting other people know its existence by improving its visibility. If
your website is attached to the department’s, the faculty’s or and the university’s official
website, it would not be too hard for visitors who are predominantly your own students to find
it, what’s more if your institution is the famous one. But, if your website is independent --not
attached to the faculty’s website—you should make efforts to tell people with different ways
instead of just telling them from class to class. When you have expanded your target audience
to people outside your university, you need to improve the visibility of your personal website.
TIPS TO IMPROVE WEB SITE VISIBILITY
Use an “obvious” URL
Install plenty of links
Register all possible variations in spelling
Register keywords that are likely to be used by web users, not your own promotional
positioning phrases
How to build a website?
There are many ways to build a website, namely using HTML/DHTML, XML, PHP etc. But
that would probably be too difficult and time-consuming if we just want to set up a simple
personal website. Building a website requires at least a little skill mastery in HTML or other
website-building software such as Microsoft Front Page or Macromedia. It probably
takes quite a long time to learn HTML since it is quite complicated, especially for the
beginners. Young prospective academicians may have high idealism about making their web
pages. However, to learn HTML may just spoil their time, unless they have already got
preliminary skill in it.
By using ready-used software for end-users can enhance your time-speed of learning
how to build a website. Using Microsoft Front Page or Macromedia Dreamweaver can
be very convenient and enjoyable, because they use what you see is what you get principle.
Microsoft Front Page is more appropriate for beginners. You can follow the instruction
14. 14
from the Help section in the software step by step, from planning the layout of your website
until publishing it on the Web.
Nevertheless, if you are still not familiar with using the programs above, you can try
the easiest one, namely using the website-building tools available for free on the Internet such
as Geocities and Tripod. Anyone can make her personal website directly on the Internet, then
upload the file to the server as they also provide you free domain up to 80MB. Even, you will
have been provided with templates that can guide you to set up your website. It is probably
the simplest and the quickest way to build a personal website. Having finished uploading all
the web pages you make, you can test your website URL from any browsers, the Internet
Explorer or Netscape Navigator. There are also some commercial websites which offer you to
shorten/ redirect your website URL to make it easy to remember, e.g.:
www.smartredirect.com.
Reality Constraints in the Making of Personal Website
So far, the making of personal website is still hindered by some factors. One key factor
that influences people’s chances of reaping the emancipatory benefits of the personal website
is their internet access rate. One factor which influences one’s opportunities to access the
Internet is country of residence. Take some countries as examples: the Internet access rate of
people living in China is 3.6%; France, 28.4%; Germany, 38.9%; Greece, 13.2%; Iceland,
69.8%; Malaysia, 25.2%; Russia, 12.4%; Singapore, 51.8%; Sweden, 67.8%; Spain, 19.7%;
Thailand, 2%; United Arab Emirates, 36.8%; United Kingdom, 57.2%; United States, 59,1%
(the above are 2001 and 2002 statistics, see Nua.com, 2002). Since internet access varies
widely from country to country, the availability of the emancipatory potentials of the personal
website varies substantially between people living in different countries. In fact, besides
country of residence, internet statistics also show that, in many countries, some factors such
as ethnicity, gender, age, educational attainment and income level may also affect internet
access rate, although the influential power of individual factors varies greatly from country to
country (Cheung, 2003).
But will equal internet access bring about equal opportunities in making personal
websites? Not necessarily. In a study of the student websites of four USA universities and
four Germany universities, Döring (2002) finds that females only make up 27% and 13% of
the student website authors in the USA universities and Germany universities respectively,
despite the fact that all of these universities the gender of students are balanced. One possible
15. 15
explanation is that females tend to feel alienated from the male dominated computer culture
(Morbey, 2000; Turkle, 1988), making them less easily and motivated to learn website-
building skills. In other words, even if females and males have similar opportunities to ‘log
on’ to the Internet (it has already been the case in certain countries like the US and Canada),
females may not have the same degree of technique and motivation as males to create and
maintain personal websites. In short, equal internet access does not necessarily means equal
opportunities in making personal website.
It is also illustrated by Dominick’s (1999) study of how the factors of gender, age, and
occupation may influence people’s chances of making website. From 317 English personal
websites randomly sampled from the Yahoo! website directory, Dominick finds that those
who mention an ‘occupation’ are students and around 90% of the remaining occupations are
white collar workers. These data suggest that, at least for the making of ‘English’ websites,
the young, females, the unemployed and blue collar workers may have less chances of
building websites than other people (Cheung, 2003).
Conclusions
My analysis so far clearly demonstrates that, although the personal website is an
emancipatory media genre for some people, its emancipatory potentials have not yet benefited
all. The reality constraints though in some cases do matter can still be resolved. Looking at
the importance of the personal website and its advantages produced, the young academicians
should start thinking of to have a personal website which is used to teach the subject he
teaches.
The problem of the Internet access might be less bothering if there is an Internet
Services Provider in the university. Some universities have already got their own ISP that
operates to serve their internal users. This can solve the problem of lecturers who don’t have
the Internet access at home. They don’t necessarily go to the Internet café to update their
personal websites, so they can maintain their websites from the ease of their office chair.
Moreover, it is important to implant the new habit to students to check their e-mail
folders and faculty websites or their lecturer’s personal website regularly. If they have
accustomed to doing it, the learning process through personal website will be optimum.
16. 16
BIBLIOGRAPHY
Arnold, J. and Miller, H. (1999) Gender and Web Home Pages.
http://www.ntu.ac.uk/soc/psych/miller/cal99.htm.
Chandler, D. (1998) Writing Oneself on Cyberspace.
http://www.aber.ac.uk/media/Documents/short/homepgid.html.
Chandler, D., 1998, Personal Home Pages and the Construction of Identities on the Web,
http://www.aber.ac.uk/media/Documents/short/webident.html.
Cheung, C., 2003, Identity Construction and Self-Presentation on Personal Homepages:
Emancipatory Potentials and Reality Constraints. In Gauntlett, David (ed.) Web.Studies
2 (forthcoming). London: Arnold Publishers.
Dominick, J.R., 1999, Who do you think you are? Personal home pages and self presentation
on the World Wide Web. Journalism and Mass Communication Quarterly 76, 646-658.
Döring, N., 2002, Personal home pages on the web: a review of research. Journal of
Computer Mediated Communication 7.
http://www.ascusc.org/jcmc/vol7/issue3/doering.html.
Gauntlett, D., (ed.), 2000, Web.Studies: Rewiring Media Studies for the Digital Age. London:
Arnold.
__________, 2002, Media, Gender and Identity: A New Introduction. London: Routledge.
Giddens, A., 2000, Modernity and Self Identity: Self and Society in the Late Modern Age.
Cambridge: Polity.
Goffman, E., 1959, The Presentation of Self in Everyday Life. London: Penguin. (page
references are to 1990 edition)
Http://www.mewmediastudies.com
Http://www.theory.org.uk
Kurniawan, Y., 2001, The Presentations of ‘Self’ on Personal Websites. Unpublished M.A
Dissertation. The University of Leeds.
Morbey, M.L., 2000, Academic computing and beyond: new opportunities for women, minority
populations, and the new media arts. Convergence: The Journal of Research into New Media
Technologies 6, 54-77.
Nua.Com, 2002, How Many On Line? Survey. http://www.nua.com/surveys/how_many_online/
Pariser, E., 2000, Artists’ websites: declarations of identity and presentation of self. In
Gauntlett, David (ed.) Web.Studies: Rewiring Media Studies for the Digital Age.
London: Arnold.
Perrott, N., 1998, How Effective is Your Website? Paper presented at Research’98. London.
Rosenstein, A.W., 2000, Self Presentation and Identity on the World Wide Web: An
Exploration of Personal Home Pages. Unpublished Ph.D. Thesis. The University of
Texas at Austin.
Slevin, J., 2000, The Internet and Society. London: Polity.
Turkle, S., 1998, Computational reticince: why women fear the intimate machines. In
Kramarae, C. (ed) Technology and Women’s Voice. London: Routledge.