Posts Tagged ‘network literacy’

Online advertising influenced by offline activities

Tuesday, May 21st, 2013
Wiertz Sebastien - Privacy used under Creative Commons license - http://www.flickr.com/photos/wiertz/6092000030/

Wiertz Sebastien – Privacy used under Creative Commons license  http://www.flickr.com/photos/wiertz/6092000030/

When I wrote last year about Online privacy, the message was that our perceptions of online privacy revolve around the use of information we consider private or personal in a context we weren’t expecting. This post will take a look at how our offline behavior and information is being used to influence the advertising we see online – in particular, ads on Facebook.

Your first reaction may be that there’s no way that your Facebook identity can be connected to your offline activities, but that’s not correct. There are a large number of companies, called data brokers, that gather information from a variety of sources, and link that information to create a profile of an individual. Once these data brokers have an email address linked to an individual, they can use that to create targeted advertising campaigns through Facebook.

What kinds of information do data brokers collect?

To understand the kinds of information that data brokers collect, it’s instructive to take a look at the company Acxiom.  According to their document, Understanding Acxiom’s Marketing Products, Acxiom has both household and individual data, including name, address, telephone, email, gender, education level, occupation, voter party, date of birth, marital status, number of children in household, children’s age ranges, household interests, home owner status, home purchase date, home loan amount, home market value, and much more. This data comes from a variety of sources, including public records (marriage licenses, property transfer and tax records, etc.), self-reported survey information, purchase information, etc. Axciom then uses this information to provide services to its customers including targeted or addressable advertising. Axciom states that they don’t share sensitive data, that any individual record contains only a subset of data that they collect, and that data may be combined to create “inferred elements.”

How can this information be connected with my Facebook profile?

The Electronic Frontier Foundation EFF) recently wrote about the details of how data brokers are able to partner with Facebook to show you targeted ads. In brief, data brokers provide Facebook with a hash (a hash is derived summary of an original value that is not reversible, so the original value is obscured) of an email address for each user they’d like to see a particular ad. Facebook then compares that hash to the hashes of the email address of each Facebook user. When there is a match, the two parties can be confident that it is the same person, even though they didn’t share the actual email address with each other. Facebook is then able to present the purchased ad to the user. In turn, Facebook provides information back to the broker about the success of the ad and aggregate demographic information about the viewers.

A simple, contrived example

It may be easiest to get a sense of what’s happening through a fictitious example: A data broker would like to advertise dog food on Facebook, but only display that information to dog owners. In their dataset, the broker has stored publicly available dog license information and associated that with particular individuals whose email addresses they have also determined (through surveys or commercial entities.) The broker gives Facebook a list of hashed email addresses (they don’t share the actual email address) and Facebook compares that list to their own list of all hashed email addresses associated with Facebook accounts. The dog food ad is displayed to each user who is on both lists. So, even if a user has never posted about their dog on Facebook, they could see ads that are targeted to them based on offline information.

So what?

Is this a privacy violation? It likely depends on your perspective. Data brokers would contend that the information they gather is publicly available or shared by the individual. Facebook would contend that the resultant ads have greater relevance to the user, and are more desirable than displaying random ads to each user. The individual may find it creepy that Facebook appears to “know” about things that they did offline and did not intend to share with Facebook. The user may not have thought that licensing their pet would lead to them getting pet supply related ads on Facebook.

As technology makes the sharing and combining of this sort of data easier, we can expect to see more examples like this. I remember a conversation from 15 years ago with a friend that sold life insurance. He would hire a college student to go to the county records office and get the information on marriages and births, so he could send the people letters offering his services.  Now that large companies are combing through and digitizing these records, they are public in a way we may not be thinking.

How can I stop it?

The EFF article has information on how to opt out and what that really means. Unfortunately, there is no central clearinghouse where you can opt out from all data brokers at once, and opting out does not mean that data brokers will stop collecting your data. Opting out only affects how the data broker will use your data.

Sign of the times

Many people have had the experience with physical junk mail, of suddenly receiving a flood of mail related to something they’ve done, like receiving extended warranty offers after purchasing a car. It appears that online ads have become the analog of junk mail, targeting you based on information gleaned elsewhere. As long ago as 1999, Scott McNealy, then CEO of Sun Microsystems, was quoted, “You have zero privacy anyway…Get over it!”

The only things that are truly private are those things known only to you. Once others know our actions, behaviors, or information, it is no longer private and we are confronted with how that information is used and in what context. Controlling our expectations and how others use the information we leave scattered in our wake is a challenge we will continue to face.

- An excellent explanation of the technical aspects of the data broker / Facebook relationship – Security Now podcast Epsiode 404 with Steve Gibson from the TWIT Network.

Author: Stephen Judd (@sjudd)

This article (Online advertising influenced by offline activities) was originally published Tuesday May 21, 2013 on the Military Families Learning Network blog, a part of eXtension.

Creative Commons License This work is licensed under a Creative Commons Attribution 3.0 Unported License.

 

Opening Your World with Social Media

Thursday, May 16th, 2013
Canadian Astronaut Chris Hadfield will be long remembered as one of the most visionary and perceptive users of social media to advance space exploration.

Canadian Astronaut Chris Hadfield will be long remembered as one of the most visionary and perceptive users of social media to advance space exploration.

Canada’s top space explorer, Chris Hadfield, has been described by Forbes magazine as the “most social media-savvy astronaut ever to leave the Earth.”
He returned recently to earth to well-deserved fanfare.

Hadfield has sparked a passion for space exploration across Planet Earth through his social media presence, even while living and working more than 200 miles above it as commander of the International Space Station.

All professionals can — and should — draw inspiration from what he has achieved with social media. Hadfield has accomplished something that NASA has struggled to do for 40 years: re-ignite a sustained, passionate interest in space exploration among ordinary people. He has done it using common social media tools such as Twitter, Facebook, Tumblr and Reddit, though with additional help from an onboard digital camera.

How did he do it?

He’s Personalized His Message

For starters, Hadfield struck an effective balance between the mundane and the sublime aspects of space exploration.

As one of his sons, Evan, who was quoted in the February 22, 2013 online edition of the Guardian, described it, “Dad wanted a way to help people connect to the real side of what an astronaut’s life is— not just the glamor and science, but also the day-to-day activities.”

His YouTube appearances dealt with all sorts of topics related to living in space — for example, how to brush one’s teeth and shave in space; how to clean up spills; and how to make a peanut butter sandwich in zero gravity.

By highlighting the routine aspects of his job, he’s humanized his message in a way that enables ordinary people to relate to him.

He Democratized It, Too

chris-hadfield2Hadfield also democratized his message by inviting an active dialogue with thousands of people across the planet.

He organized an “Ask Me Anything” session on Reddit that drew almost 7,800 comments and followed this with the first Google+ hangout from space, answering questions via a live downlink from space.

Words with Pictures

Hadfield also understood the value of visual imagery — telling his story not just with words but with pictures, often stunningly beautiful pictures.

His daily posts feature not only natural phenomena such as rain forests, deserts and polar ice caps but also of the world’s major cities, captioned with verbally picturesque descriptions: “a somber spring night in Boston,” “Manila in the night, like a vase full of flowers,” and “Paris, well-named City of Light.” (Small wonder why Hadfield has been credited with possessing a poet’s turn of phrase.)

Hadfield carried his visual passion into his YouTube presentations, many of which generated hundreds of thousands of views. Almost all of these presentations were accompanied by visual props, whether these happened to be his sleeping compartment, his toothbrush, or his razor. He strove to be visual in all facets of his social media work.

The Art of Simple but Concrete Messaging

Hadfield, while keeping his messages simple, also was careful never to deviate beyond his core theme. Borrowing a phrase from Chip and Dan Heath, authors of the New York Times bestseller “Made to Stick,” he mastered the importance of “discarding a lot of great insights in order to let the most important insight shine.”

Virtually all of his messages were also anchored in what the Heaths term concreteness. In one of his YouTube presentations, for example, he not only discussed the challenges of maintaining dental hygiene in a weightless environment but also demonstrated it by brushing his teeth. While discussing what it’s like to sleep in zero gravity, Hadfield donned his Russian-supplied pajamas, floated into his personal cubicle and zipped himself into his sleep bag.

Takeaway Lessons

While earth-bound professionals may not live and work in as glamorous environment as the International Space Station, we can still learn a lot from what Hadfield has achieved.

Personalize and Democratize!

The title of an old hit song from the early 1960s, “Welcome to My World,” first popularized by Jim Reeves, could be readily applied to the success Hadfield has acquired through his social media efforts.

Hadfield has succeeded spectacularly partly by identifying his strengths, namely his passions, interest, training and unique professional perspectives, and packaging them in an unusually compelling way through social media. But in addition to capitalizing on these strengths, he also found a way to personalize his message — to welcome people into his world — that has resounded with hundreds of thousands of ordinary people across the globe.

We should be asking ourselves: What are the talents, personality traits and expertise that set us apart from others, and how can we use these to build our own social media presence?

Likewise, we need to give more thought to how we can personalize and democratize our messages more effectively. With the right amount of forethought and planning, we can learn how to weave both the mundane and remarkable aspects of our work into social media products that our users not only find entertaining and enlightening but also highly useful.

Visualize!

Canadian Astronaut Chris Hadfield spacewalking outside of the International Space Station.

Canadian Astronaut Chris Hadfield spacewalking outside of the International Space Station.

For better or worse, pictures increasingly trump text in this social media-driven age.

Hadfield understood this. Virtually all of his postings dealt in some way with visuals, whether these happened to be tweets of images from the earths’ surface or the expert use of props in his YouTube presentations.

We should be actively searching for ways to anchor our messages in compelling imagery. Most of us, if we think about it, are equipped with all sorts of visual imagery that we can weave into our social media narratives.

Be Concrete!

Borrowing a page from Hadfield, we should strive to ensure that all our messages our simple and straightforward and, equally important, as concrete as possible — and, when possible, enhanced by images that help convey the point clearly and succinctly.

Parting Words

Granted, in both a literal and figurative sense, we may never reach as high as Chris Hadfield. Even so, let’s not forget that we all possess a unique set of training and insights that potentially could be shared with people from many different backgrounds.

We, too, have compelling stories to tell. The sooner we envision ways to personalize, democratize and visualize our stories, the better equipped we will be to reach out to our audiences, whoever they happen to be.

 

Author: Jim Langcuster ()

This article (Opening Your World with Social Media) was originally published Monday May 16, 2013 on the Military Families Learning Network blog, a part of eXtension.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.

Etiquette for Web Conferencing

Thursday, March 7th, 2013

Over the last several years, I’ve taught hundreds of classes online and been a participant in many classes and other web conferencing sessions. Here are what I would consider some basic ‘rules of etiquette’ for participating in an online conference or webinar. There are times when it would be okay to break any of these rules, but be aware of the implications when you do.

All of these rules could be summed up with one rule: “Act as you would in a face-to-face meeting”. If you were meeting with the others in a face-to-face meeting or attending a class, would you walk in late? Would you start balancing your checkbook? Would you take other calls? If it’s worth your time to attend, give it your attention. If you had to travel for this meeting, you would be away from your desk and work for a lot longer than just the length of the class or meeting.

Guidelines for Participants

Before the session starts

  • Clear your schedule for the entire webinar time frame.
  • Let your coworkers know you are not to be disturbed. If possible, close your door and/or let your co-workers/family know that you will be unavailable.
  • Turn off your cell phone. and remove any other potential distractions.
  • Come prepared. Read any related material before the session starts.
  • If calling into the session via phone, do not put your phone on hold if doing so plays music or a message.
  • In most cases, headsets are best. If you are using your laptop’s built-in microphone, realize that any typing you do will be heard by everyone. It will also pick up your speakers and everyone but you will hear an echo of everything coming from your speakers. Some software does a much better job of noise cancellation than others.
  • If you will have the opportunity to interact, a microphone is much better than typing in the chat window. If you don’t have a microphone, everyone has to wait for you to type.
  • If it is a video conference, have a camera. If you are the only one without a camera, your input will have less impact and influence. It’s much easier to talk to a face than a blank screen.
  • Connect early enough to configure your microphone and speakers. If this is the first time using the software, connect at least 20 minutes before the start of the conference. There may be software required for you to install. If it only takes you a few minutes to connect and get setup, feel free to do something else until the meeting starts. Just leave the conference window open.
  • If someone else is in the conference early – ask them if your sound level is okay and to say something so you can verify your speakers volume level.

During the session

  • Mute your microphone when you are not talking so your breath, background noise, etc. is not being picked up.
  • Use the chat feature to ask questions or make comments without interrupting the speaker.
  • Keep chats on topic. Remember that everyone can see the public chats.
  • Give feedback. If you don’t have a camera on you, all the speaker knows is that you are signed in. They are assuming you are keeping up with them and understanding everything that is said. They can’t see you yawning, falling asleep or walking away from your computer or your body language. You have to let them know if they are going too fast or have lost you.
  • If you have to leave early, type something in the chat window (private chat if possible) to let the speaker know why you left. Otherwise, they won’t know if you were mad, disinterested, confused or had an emergency.
  • Stay engaged! Resist the temptation to check your email, surf the net, balance your checkbook, etc.

Guidelines for Moderators, Presenters, and Discussion Leaders

Before the session starts

  • Know how to use the web conferencing software you will be using and how to configure your microphone, speakers, and how to use any features you will be using.
  • Practice using the features of the software.
  • Connect early to configure your mic and speakers and make sure everything is loaded properly.
  • Connect early to help others with technical difficulties. If you don’t feel confident enough to answer basic technology questions invite someone  to help you.
  • Change your screen resolution if you will be sharing your whole screen or resize the window to the smallest size that will show what you want to show if sharing just a window.
  • Have the windows you will be sharing open and sized correctly.
  • Turn off IM, auto email notifications, and any other possible interruptions – especially if you will be sharing your screen
  • Have a helper who can alert you to problems such as audio or desktop resolution issues or chat questions/comments you may have missed.
  • Welcome people as the join the session.

At the start of the session

  • Start and end on time (people usually don’t mind if you end early).
  • Make sure the attendees can see your screen or slide before you start.
  • Let everyone know if you are recording the session.
  • Set the ground rules for the session. Explain how you want the participants to participate. Will you be taking questions via chat as they come in or at the end?
  • Be aware that the participants may not have a screen with the same resolution as yours and they probably have only one monitor.

During the session

  • Go slow. Slower than normal, especially when showing content on your screen. Often there are latency issues that cause your audience to be a few seconds behind you.
  • Keep an eye on the chat discussion.

At the end of the session

  • Thank the participants for coming.
  • Tell where the recording will be found if there is one.

What ‘rules’ would you add? What are your pet peeves when attending or leading a conference?

This post was published on the Military Families Learning Network blog on March7, 2013.

The Frank Kovac Effect and What It Means for Your Future

Thursday, September 6th, 2012

This is part of the “Hi AleX,” series — advice to AleX NetLit about enhancing her levels of network literacy through day-to-day personal and professional social networking. AleX Netlit is a fictional persona created by Network Literacy Community of Practice to serve as a guide to Military Families Service professionals, Cooperative Extension educators and others seeking to learn more about using online networks in their work.

@AlexNetLit on Twitter
More about Alex NetLit

 

Hi AleX,

This may strike you as an odd question: What does a middle-aged Wisconsin paper-mill worker possibly have to do with your professional future?

Short answer: everything.

The worker’s name is Frank Kovac, and a few years ago, he did something extraordinary. 

From a very early age, Kovac dreamed of becoming an astrophysicist. Difficult college math courses ended this dream, but it didn’t stop him from building his own planetarium in his free time — a facility he proudly describes to his visitors as the “world’s largest rolling, mechanical globe planetarium.”

In fact, the Kovac Planetarium, located in the tiny, unincorporated northern Wisconsin community of Monico, has become a popular tourist attraction.

Kovac has demonstrated that in terms of knowledge empowerment, people no longer have to wait on someone else — a teacher or a mentor, for example. They can tap into the enormous generative capacity of the Web to educate themselves.

Call it the Frank Kovac effect.

This holds major implications for you, AleX, because in spite of all the passion and commitment you pour into your job, people no longer have to wait on you. Thanks to the enormous generative capacity of the Web, they, like Frank Kovac, have the means of empowering themselves.

Granted, your passion and commitment will always be key professional assets — that’s the good news.  The part you need to worry about is how you’ve been taught to conceive and deliver your products.

You and millions of other professionals were trained to think about and deliver information in linear terms — through programs such as lectures, seminars, and workshops, with your students serving more or less as passive recipients of this instruction. Your work has been defined by those methods for the bulk of your career.

The problem is that a growing number of people around the world no longer want to acquire knowledge this way. Thanks to the technological advances that have occurred within the last generation, they don’t have to anymore.

In this respect, your methods are quickly rendering you obsolete.

Yes, there is still a place for these methods. The growing numbers of people learning to empower themselves still like to enhance what they’ve learned with occasional face-to-face interactions with similar-minded people.

Consequently, face-to-face interaction will always comprise a facet of your work. But make no mistake, AleX: Traditional face-to-face interaction will largely be supplanted by these emerging forms of learning.

Pretty soon, you and everyone else will be challenged to think and work in ways that reflect the new, flattened information order that prevails in the 21st century.

We’ve talked in the past about how acquiring networking skills will enable you to aggregate and curate vast amounts of online information for the benefit of those you serve. (I’m reluctant to use the term client because in this new information order, the people you serve are not clients in any conventional sense. They are equals — “co-learners” who are now equipped to engage in two-way dialogue with you and to collaborate on the design and distribution of your end products.)

No doubt about it: Aggregating and curating information will be valuable skills in the future, but in this new information order, you will be valued even more for the role you serve in contributing to networks — virtual spaces where people can exchange information and, equally important, where ideas can meet, mate and morph into even bigger, more innovative ideas.

Some Net experts and others prefer to describe these new virtual venues as ecosystems rather than networks— take your pick.

The people who master skills and who see themselves as both co-learners and contributors to these networks will be the most highly valued and successful professionals of the 21st century.

This is your professional charge, AleX. Good luck.

 

Author: Jim Langcuster (@extensionguy)

 

This article (The Frank Kovac Effect and What It Means for Your Future) was originally published Thursday September 6, 2012 on the Military Families Learning Network blog, a part of eXtension.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.

Is that so? – Assessing the reliability of online information

Monday, August 20th, 2012

If you are interested in learning a bit more about “Assessing the reliability of online information”,  join Kristen Mastel and Stephen Judd for a free eXtension webinar on Tuesday August 21, 2012 at 2 PM EDT. The webinar will also be conducted on the DoD/DCO Adobe network on Wednesday August 22, 2012 at 2PM EDT to facilitate participation by military family service professionals.

When the information we sought was contained in books and journals that had authors, editors, proofreaders, and fact-checkers, we had a sense of comfort that the material was reliable. (I admit that this is an arguable point.) However, with online publishing, we are left wondering who the author is, where the information came from, and if it’s true.

Assessing the reliability of online information is a critical skill for each of us to develop and hone. Using or citing inaccurate online information can be embarrassing, expensive, and perhaps dangerous. Consider someone trying to fix an appliance, based on information they got from a random webpage – if the instructions aren’t right, the result could be further damage to the appliance, injury, etc.

C.R.A.A.P.

The Meriam Library at California State University, Chico developed the CRAAP test to give users a set of questions to ask when assessing information sources and their accuracy. CRAAP is an acronym that stands for currency, relevance, authority, accuracy, and purpose. By applying the questions in these categories to the source in question, a user can decide for themselves whether a source is reliable or not. (PDF version of CRAAP test from Indiana University)

Some example questions are:

  • Is the information current?
  • Who is the author or publisher? What are their qualifications?
  • Is the information supported by evidence?
  • Can you verify the information from another source?
  • What is the purpose of the information? to inform? teach? sell? entertain? persuade?

In his excellent book, Net Smart: How to thrive online (2012, MIT Press), Howard Rheingold uses the term crap detection to discuss how to decide if online information you find is true. Rheingold says, “Don’t refuse to believe, refuse to start out believing. Continue to pursue your investigation after you find an answer. Chase the story rather than just accepting the first evidence you encounter.” In other words, be skeptical.

Rheingold links to a blog post (In the context of web context: How to check out any Web page) by Scott Rosenberg, co-founder of salon.com, that offers some practical tips for beginning to assess web pages. Understanding who operates a site, how long it’s existed, whether the content is unique or not, and who links to it are all important components of figuring out how reliable the site is.

How confident?

You may not need to ask these questions every time you visit a new website. Instead, how much time and effort you choose to spend digging into the reliability of the information will be dependent on your purpose.

What you plan to do with the information should guide how rigorously you need to verify its accuracy. If you’re just curious about something and won’t be making decisions based on the information you find, then you might be more casual about verifying its accuracy. However, if you plan to stake time, money, reputation, health, etc. on the information, then you should take the time to assess the information’s validity.

Role for online networks

Given the vast amount of information accessible to us, having a filter or guide can be valuable. Online networks can serve this purpose, if we intentionally cultivate our networks to include people who are knowledgeable in areas that we aren’t, that share diverse interests, and whose judgement we trust. Curation is a term now applied to the intentional act of collecting and sharing information and links in an online environment. Using our online networks to connect with curators, is one way to apply an initial test to information. Taking Howard Rheingold as an example; if you are interested in this subject, you might use Rheingold’s curated links on crap detection which he maintains on scoop.it as a jumping off point. I trust that he has done, at least, an initial vetting of these sources, so I’m more comfortable with their reliability.

Search engines, such as Google and Bing, sometimes include information in search results that indicate if others in your networks have “liked” or “+1’ed” a page. This implicit endorsement by your connections may influence how reliable you believe a site is. Of course, you need to take into account the person, their expertise, and the ambiguity of what it means to “like” or “+1” a page.

Ultimately, it’s up to you

It’s your reputation, time, money, health, or well-being that’s at stake when you make decisions or publish based on information you discover online. How carefully you vet that information and its source is up to you.

Author: Stephen Judd (@sjudd)

 

This article (Assessing the reliability of online infomation) was originally published Monday August 20,2012 on the Military Families Learning Network blog, a part of eXtension.

 

Creative Commons License This work is licensed under a Creative Commons Attribution 3.0 Unported License.

 

LinkedIn Password Breach: Protect Your Passwords!

Thursday, June 7th, 2012

 

cc licensed ( BY NC ) flickr photo by totumweb

LinkedIn, a networking site for professionals, has confirmed that some of the passwords in a set of over six million hashed passwords uploaded to an online forum by a hacker, correspond to LinkedIn accounts (full story from PCMag).

The security breach at “the world’s largest professional network on the Internet, with 161 million members in over 200 countries and territories” (link), provides an opportune moment for users to think about their personal password policy.

If you use LinkedIn

If you are a member of the LinkedIn network, you should change your password. If you use the same password on other sites, you should change your password on those sites, as well.

If you don’t use LinkedIn

While the currently reported breach involves passwords from LinkedIn and eHarmony, all users should reflect on their current use of passwords. If you can answer yes to any of the following questions, you should change the passwords you are using:

  • I use a common word for my password.
  • My password is less than eight characters long.
  • I use the same password on multiple sites.
  • My password is among those most commonly used.

Password tips

In response to the password leak, LinkedIn has a blog post recommending users change their passwords that includes some account security and privacy best practices. Some recommendations when choosing a password:

  • Longer passwords are better than shorter ones
  • Use a variety of character types (e.g., uppercase, numbers, punctuation marks, etc.)
  • Use a different password for each site
  • Periodically change passwords

Managing passwords

Remembering a different complex password for each site you use is a challenge. There are password management tools available to help, ranging from built-in browser tools to stand-alone applications. Whether or not you can use these tools may depend on the policies of your employer. While writing down your passwords with pen and paper is not generally recommended, it may be preferable to using the same weak password on multiple sites.

What was leaked?

The data uploaded to a forum contained 6,458,020 hashed passwords, but the associated email addresses were not included. It’s not clear if the people in possession of the hashed passwords also have the email addresses, which would be necessary to use the passwords to log in.

What’s a hashed password?

Most systems don’t store a user’s password in plain text, but instead store a value that results from applying a cryptographic algorithm (hash) to the password. The resulting value is referred to as a “hashed password.”

For example, the value “1234567890” when hashed with SHA-1 algorithm (the same algorithm  used by LinkedIn) results in a hashed password of “01b307acba4f54f55aafc33bb06bbbf6ca803e9a”. When a user enters their password, it is hashed, and the hashed values are compared to determine if it is the correct password.

Storing hashed passwords provides an additional layer of security, since a breach like this doesn’t result in the plain-text passwords being leaked. However, because the algorithm used to hash the passwords is known, it is possible for an attacker to create a table that contains possible passwords and their corresponding hashes. It is then a matter of looking for the hashed password in the table and matching it to the corresponding plain-text password.

Since it would be difficult to construct a table of all possible passwords, these tables will typically be constructed using short and common passwords (one reason users should select long and complex passwords.)

More information

Stay safe online – Passwords – Good to Know Campaign by Google

Create strong passwords – Microsoft Safety & Security Center

Password recommendations – CERN Computer Security

 

Author: Stephen Judd (@sjudd)

Creative Commons License This work is licensed under a Creative Commons Attribution 3.0 Unported License.

 

What is Open Source?

Friday, April 20th, 2012

In 1999, Rob McEwen, the CEO of a struggling Canadian gold-mining company named Goldcorp, Inc., did something totally unexpected and radical at the time, especially within his industry.

In an effort to locate more gold for extraction, he opened his company secrets to the world — all the geological data Goldcorp had compiled for decades — with an offer of $575,000 in prize money to the people who used this data to work out the best prospecting plans.

Picture of Linus TorvaldAs it turned out, a Finnish computer programmer named Linus Torvalds (pictured right) was a driving influence behind this radical idea.

A generation ago, before the Worldwide Web had been invented, the Helsinki programmer created a simple version of the UNIX operating system, dubbed it Linux, and shared it with other programmers on a computer bulletin board.

Anyone was free to use Linux and even to improve it, providing they shared these improvements with everyone else.  An informal structure emerged to manage ongoing improvements of this software.  In time, though, something even more significant occurred:  because it was free, reliable and convenient, Linux became the basis for many Web hosting services and ultimately, databases.

In time, it also became embedded in the technologies and products of many highly profitable companies.

Torvalds was scarcely aware of it at the time, but his creative inspiration formed much of the basis for one of the most far-reaching innovations in recent decades, and a new mode of economic production: open source.

Even so, while Torvalds was a major influence, the single biggest factor has been the advent of Web 2.0.

As Donald Tapscott and Anthony Williams contend in their bestselling book “Wikinomics: How Mass Collaboration Changes Everything,” the rapid acceleration of scientific and technological progress following the development of Web 2.0 has demonstrated  to growing numbers of companies and other entities that  holding resources and assets close to their chests is often self-defeating.

Indeed, as McEwen discovered more than a decade ago, companies are increasingly finding it more profitable to share information in hopes of enlisting the diverse expertise available through virtual networking.

One of the most noteworthy and potentially far-reaching examples of the new open-source approach is the Human Genome Project, an international research effort through which the sequence of human DNA will be stored in databases available to anyone on the Internet — an effort that is expected to benefit medical science in ways we can scarcely imagine.

 

Author: Jim Langcuster (@extensionguy)

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Perspectives on privacy – foundation

Tuesday, March 6th, 2012
Disco ball

Disco ball - used under Creative Commons license from http://www.flickr.com/photos/30946603@N04

Headlines about privacy breaches, companies gathering data without informing users, and companies changing privacy policies seem to be a daily occurrence. While future blog posts will look at what you, as a user of online tools, can do to protect your privacy, I wanted to step back and examine what we mean by privacy. It’s important to know what privacy means and how we perceive the privacy of certain information to understand how we want to handle such information.

To help get at the ideas behind privacy, let’s use a fictitious example:

Joe

Joe is a mid-career civil engineer and construction manager at a large firm. He earned his degree from a Big 10 university and was active in intramural athletics and his fraternity. He is married to Cathy and has three children.

Joe loves the song “Dancing Queen” by the Swedish band Abba, but worries about what others would think of him if they knew. While he’ll sing the song when he’s alone in the car, he hasn’t shared his feeling with anyone else.

Joe’s love of “Dancing Queen” is private. As long as he doesn’t share that information, it will remain private.

Let’s look at some ways Joe might share that information, along with some possible ramifications.

Joe tells Cathy

Suppose Joe tells his wife Cathy that he loves the song. Joe trusts and loves Cathy, and her knowing about “Dancing Queen” doesn’t change the way she feels for or behaves towards him. Therefore, there’s no direct harm from Cathy knowing his private information. Indeed, he could benefit, because now she may let him know when it’s playing on the radio, buy him an Abba album for his birthday, etc.

Cathy tells a friend

At a party, Cathy hears “Dancing Queen” playing and tells her best friend, Nell, who’s married to one of Joe’s co-workers, that it’s Joe’s favorite song, but not to tell anyone. If Nell doesn’t tell anyone else, then there is still no harm to Joe. However, suppose Nell mentions to her husband that Joe loves “Dancing Queen” and the next day, as a joke, he blasts the song on the loud speaker at the construction site. Joe may feel harmed, because the information he considered private and embarrassing is now known by his co-workers and is being used to poke fun at him.

Joe uses the Internet

Goole search for Abba

Joe wants the lyrics to “Dancing Queen” so he goes to the Google website and searches for “Abba Dancing Queen lyrics.” He finds the lyrics, and also looks at some other sites related to Abba. He does a couple more searches for Abba information, and ends up buying an Abba compilation album from Amazon.com and downloads an MP3 of “Dancing Queen” from iTunes. Then he uses the online service Spotify, to listen to a bunch of Abba’s music.

Here we have moved away from the familiar interpersonal sharing of information, and are instead dealing with corporations and large databases. So what information has Joe shared, and what are the possible effects?

Because he did a bunch of searches for Abba-related information, it’s quite likely that Joe will begin seeing advertisements for Abba-related items on Google sites. The advertising services on the sites Joe visited probably set a cookie in his browser, so that when he goes to other sites they serve, they may present him with Abba-related advertisements. Amazon and iTunes may begin promoting to him items similar to the Abba album he purchased. Spotify will recommend similar music, and if he has connected Facebook and Spotify, his listening to the Abba music may be shared with his Facebook friends. In addition, there are other indirect players that know about his interest, including his Internet Service Provider and credit-card company.

The actions Joe took online have many diverse effects. Some may be viewed as positive, e.g., if Joe ends up seeing an ad for the Blu-Ray release of “Mamma Mia,” which features music by Abba. Other effects are neutral; e.g., the service or company having a record of Joe’s interest in a database somewhere has no measurable impact on Joe. But if his preference ends up being shared on a network like Facebook, Joe may view it as potentially harmful.

Use of information vs. possession

The above stories illustrate that having someone else simply possess information we think of as private is not the real problem. Instead, it is how that information is used. Does it change the possessor’s behavior or feelings? Does the possessor share that information with someone else? Are we even aware of how that information is used or shared? These are the real questions we should should take into account when we decide what we do with our private information.

The love of “Dancing Queen” is a silly example of information one might consider private, but it’s easy to see how this story might apply to other concerns such as health issues, financial information, and other important data. The only truly private information we have is information that we keep only to ourselves. Once it is known by others, we have to trust that they will use our information only in ways we wish.

The concerns about privacy are really concerns about what a person or company will do with our private information. Therefore, when we make a decision to share data we consider personal or private, we must consider how that information will be used. We trust (or don’t trust) other people based on our existing relationships with them and our expectations of what they will do with our information. Sometimes, but not often, we may have a written or spoken agreement about how our information will be used.

With companies, particularly online, we are dealing with entities that are typically, not a single person, and that we may not have dealt with before. We therefore rely on other factors before deciding to share personal data with them: reputation, transparency, written agreements, cost versus benefit, etc.

Consciously or not, each time we share information or browse sites, we weigh the risk that the information we’ve shared gets used beyond our desires compared to the perceived benefit we get from sharing the information or visiting the site.

Future blog posts will examine these issues in more detail, particularly the factors we consider when sharing information in an online space.

(If you’re not familiar with the song, you can view the music video of Dancing Queen on YouTube)

Author: Stephen Judd (@sjudd)

Creative Commons License This work is licensed under a Creative Commons Attribution 3.0 Unported License.

 

 

Explaining AleX NetLit: Fictional Personas & Online Learning

Tuesday, February 21st, 2012
A picture of the fictional Alex NetLit

Alex NetLit

The Network Literacy Community of Practice (NetLit CoP) has received some questions about AleX NetLit, the fictional persona we created to help military family service professionals, Cooperative Extension professionals and others learn more about using online networks in their work.

We thought it might be helpful to explain how and why we came up with AleX NetLit.

Background on fictional personas

Fictional personas are representations of a major user group of a particular device, system or product. They can also be representations of a major group within an audience. The purpose of a persona is to get away from generalizations about a group of users and focus on the needs of a specific representative user.

Personas typically have names, pictures, and demographic details based on the larger audience’s demographics such as age, education, ethnicity, and family status. Usability.gov, a guide to developing usable websites, says personas can also include “the goals and tasks they are trying to complete using the site and their environment (i.e., physical, social, and technological).”

Using personas in website design and in other areas of user experience design (architecture, software development and product design) has become accepted practice. Personas are also used in marketing to consider “the goals, desires, and limitations of brand buyers.” (Wikipedia, Personas (marketing))

Inventing AleX NetLit

The NetLit CoP has three target audiences: service providers who work with military families, Cooperative Extension professionals, and the general public. As Extension professionals ourselves, we felt we had a pretty good understanding of the extension audience, and we have experience reaching out to the general public through our extension work.

However, most of us involved in the NetLit CoP had little or no understanding of the work of professionals who work with military families. We wanted to learn more about this audience and its needs. We also wanted to find a way to connect extension professionals with military family service professionals and these professionals with one another.

As we learned more about the demographics of military family service providers, AleX NetLit began to take form. AleX’s gender, age, and education were all taken from what we learned about military family service professionals. AleX isn’t every military family service professional, nor is she an “average” of them. She is a representative of the audience designed to reflect characteristics of the audience that allows the NetLit CoP to connect with them.

AleX is a 30-year-old divorced mother of two who works as a federal agency professional, providing educational information and other types of self-help to her clients. She uses, but has been wary of, social media tools like Facebook and Twitter. She is skeptical about using social media in her work, but she is starting to see their potential for helping her clients.

That brief profile helped the NetLit CoP begin to develop a plan for helping military family service professionals understand and use social media tools and online networks. Instead of finding ways to help a faceless group of varying demographics, experiences, and abilities, we could focus on finding ways to help AleX, a busy single parent looking for ways she can grow in her profession. That’s the purpose of a persona.

Making AleX Public

Most personas for user-experience design and marketing serve as internal tools that guide development of products and messages, but never see the light of day. (e.g., Matthew Johnson Program Staff Director, USDA, is a fictional persona created by the  U.S. Department of Agriculture’s (USDA) Economic Research Service (ERS). You can read a portion of this persona at the bottom on the “Develop Personas” page on Usability.gov.)

We decided to take AleX public. We created a Twitter account for her and began writing blog posts addressed directly to her. Knowing how helpful AleX had been to us, we wondered how she might be able to help others.

AleX was made public in the hope that she would provide a persona military families service professionals and others could relate to. Let’s face it. Most of us in Cooperative Extension are used to being the expert, the educator. Try as we might, it’s difficult to avoid playing that role. AleX is intended to give people someone to connect with whose goal is not to teach them, but to learn with them.

The Debate

Trust, transparency and authenticity are important in building relationships in online networks. We debated whether launching AleX NetLit undermined those principles. The thought that AleX might be seen as an effort to trick people or a facade to hide behind definitely made us uncomfortable, but, at the risk of sounding like a self-help book, change doesn’t happen in your comfort zone.

We are making every effort to be sure people know AleX is a fictional persona. We intentionally gave her a name that was not typical. AleX’s Twitter bio clearly states she is a fictional creation of the NetLit CoP and links to our blog page explaining AleX and her purpose.

That’s not to say we have done everything right. We planned to send periodic tweets letting AleX’s Twitter followers know she is fictional, but we have not held to that plan. We also have not been clear about exactly who is tweeting on Alex’s behalf.

AleX’s Twitter followers will start seeing occasional reminders that she is a fictional persona. There will be information about who is tweeting for AleX in occasional tweets and in AleX’s Twitter bio.

AleX NetLit is an experiment. She is a new tool for learning in the changing knowledge and communication landscape. Will she make an impact? We’re not sure, but we will keep trying to use new and innovative tools to help people understand and harness the power of online networks.

What do you think?

Do you think that a persona like AleX NetLit could be an effective tool to help others learn as she learns?

Please share any feedback with us via the comments below, your social network of choice, or email.

Authors: The AleX NetLit Team – Anne Adrian (@aafromaa), Bob Bertsch (@ndbob),  Peg Boyles (@ethnobot), John Dorner (@jdorner), Molly Herndon (@MollyCHerndon), Stephen Judd (@sjudd), and Jim Langcuster (@extensionGuy)

Should I be a “Curator”?

Tuesday, February 14th, 2012

“to select and “preserve” or share resources, often within a particular topic area. The term is drawn from the work done by curators at museums, who use their knowledge and expertise to select particular works to bring to the museum, purchase, or organize for public display.” – Curation article, eXtension.org

Should you be a curator? If you can answer yes to any of these questions, then you should be curating.

  • Do you have an area of interest where others look to you for advice?
  • Is there a topic in which you would like to be perceived as an ‘expert’?
  • Is there a topic for which you would like to share information with others?

Tools to use to curate:

All of the tools mentioned here are free (or have free levels) and are incredibly easy to learn and use.

Pinterest Board screen capture

Pinterest

The new kid on the block and has been generating a lot of interest recently.  Pinterest lets you categorize web pages and write a little about each one.  You can also upload pictures and write about them as well.  One requirement is that the web page you “pin” has a picture larger than thumbnail size.  Followers can repin or post comments to what you’ve pinned.

WARNING: This site can be addictive.

Learning Guide: Pinterest from University of Wyoming Extension

Professional development opportunities:

Scoop.it

Create your own ‘gorgeous magazine’ with Scoop.it. Articles you scoop can have images or not.  They don’t have the ‘social’ aspect and are more formal than Pinterest. Followers can subscribe to your Scoop.it page and can get an email each day you post a new article.  You can post articles you find and get article suggestions that are relevant to your topic to add to your magazine for others to see.

Scoop.it sites that are relevant to Extension and education

Delicious & Diigo

Also known as social bookmarking, these sites have been around for years and have many of the same advantages as Pinterest and Scoop.it. They just don’t have the pictures and pretty layouts. You use these sites to bookmark particular webpages, and add tags and descriptions. You can chose to make the bookmark public, which enables others to see the pages you have bookmarked and tagged.

One advantage of Delicious and Diigo is that they use RSS to allow followers to use other tools (Google’s personal home page, feed readers, or many others) to get the content delivered to them without having to return to their website.

Learning Guide: Diigo from University of Wyoming Extension

Blogs

These have been used for years and are easy to create, maintain and post.  Some examples of popular free blog hosting sites are: Blogger, Tumblr, and WordPress. Many blogs have evolved to include static pages, content management and many more features so you can use a ‘blog’ as your own website.

Blogs also generate RSS feeds for followers to subscribe.
Learning Guide: Blogging from University of Wyoming Extension

General Curation Resources: