weBLAB assingments for today: sign on to and read!

1. First — Here are the levels of sharing… understand what you are doing!


  • Can edit documents, spreadsheets and presentations, and invite more editors and viewers.
  • Can delete documents, spreadsheets and presentations, and thereby remove access for editors and viewers. Please note: To fully delete a document, spreadsheet or presentation, and remove access to it, you must delete it and then Empty Trash.


  • Can edit documents, spreadsheets and presentations.
  • Can invite or delete other editors and viewers (if the owner has given them permission).
  • Can export a copy of the document, spreadsheet or presentations to their local hard drive.
  • Can view the list of editors.
  • Can make a copy of a doc, and copy the list of doc’s editors.


  • Can see the most recent version of a document, spreadsheet or presentation, but can’t make any changes.
  • Can export a copy of the document, spreadsheet or presentation to their local hard drive.
  • Can not view the list of editors.
  • Can make a copy a doc, but can’t copy the list of doc’s editors.

Learn how to remove collaborators and viewers from your documents, spreadsheets, or presentations.

2. Invite the people with whom you speak  and question to join your site… Give them the URL, or invite them to share… They may do so in any of several ways, as explained above.

3. You are excused from blogs, BUT I must see youR contribution to the weblab five days a week (OR YOU LOSE ALL WEEKLY BLOG CREDIT.

4. You will follow this form when you comment inside your weblab: name and date: for instance, Shear 022410 — you must follow the date format after your name or lose credit for the week.

5. You must, as of the week beginning 1 March 2010, begin drawing conclusions from your work… each persons’ conclusions will appear each night. Each day in class, you will work together to fuse those conclusions into a daily evaluation of your individual conclusions and data. If this is not clear, speak to me.

5. I want to see better work on bringing in outsiders… we can devote a class in this if you wish.


Tuesday, 23 February 2010

Real improvement in weBLABs. Let’s go over each one, but first let’s try to figure out why Evan Turner’s group is meeting with success.

What makes YouTube tick?

1. Viral videos

2. Characters

3. Advice

4. How-to videos

5. Tutoring — Khan Academy

6. Fight videos

7. Accident videos

8. Booty calls

9. Musicians

10. How does YT deal with 9/11

What do these things tells us about ourselves as a people and as a nation? What if you placed certain videos against a timeline? Do they reveal something about the modern world, our changing psychology? Why would people speak to their computers and not to their friends, or do they sense their audience? Remember YouTube’s slogan: “Broadcast yourself.” Think of it, nothing quite like this has ever happened in American society, or anywhere else for that matter.

Advice for the lost — how to reach experts.

Friday, 19 February 2010

Let’s continue trying to break down the walls of the classroom. Open your pages and work on my comments.

I want to propose a possible alternative to those not that interested in studying YouTube. Don’t throw away what you’ve done, but consider trying to research the web using your weBLABs to understand why facebook is booming and myspace is shriveling… or at least changing it’s character. I am also open to other, alternative WeBLAB studies.

Thursday, 18 February 2010

Let’s begin by watching Sydney and Victoria’s introduction to YouTube.

Yesterday, we succeeded in making progress toward a complete, collaborative tool. All of our classmates, except Mr. Schreyack, have created gmail accounts and joined/were invited into their group’s .doc collaboration. (Joe, let me know if you have been invited or you need my help.)

Further, some of us actually began our research. Signing on to YouTube remains a problem, and I will deal with that on a case-by-case basis. But as I told you yesterday, by working at home, you can overcome the problem with just 15 minutes of homework time, while multiplying your work output by the number of contributors in your group who join the collaborative effort.

Today, we are going to “level” the classroom, and use our collaborative tools to tear down the walls. Your assignment today is to expand your project by inviting friends to comment (intelligently, maturely) on their YouTube experiences and impressions, offering you their favoriate sites, posts they’ve uploaded, information about how frequently they use YouTube, and whether they use it for learning and research — watching videos on how to build quarter pipes or do yo-yo tricks, etc.

Next, you will be expected to find experts to comment on YouTube. For instance, you might write a letter to Mike Wesch’s anthropology class, which studies YouTube, and invite them to your .doc page for comments. That will require an email explaining your project, your purpose and a polite appeal for help. Your work need not be limited to Wesch. There are lots of experts, professors and “thinkers/bloggers” you will be expected to contact for comments. Remember, the purpose is for you to bring smart outsiders in to join your collaboration. For now, I will expect you to identify at least 10 outsiders who are participating with your group.

Finally, I will ask Luke and Reed to join in Level3productions YouTube effort by creating a brief vlog for YouTube.

Wednesday, 17 February 2010

Okay, I got some of your .docs, but not all of you sent them correctly. I was not able to edit/comment on them.

Put the names of the members of your group on the .doc

We also ran into problems studying YouTube because we could sign into YouTube. Maybe we’re getting ahead of ourselves. Did anyone think to look for articles about YouTube in Google Scholar?

And what about this?

Tuesday, 16 February 2010

There are three (four?) projects before us:

1. Making “Student X” famous, by advertising, marketing and selling a song written and performed by his/her band. Proceeds from the sales we generate will be distributed three ways:  10 percent to the class (back office), 40 percent to the artist, and 50 percent to Mass Comm to purchase new equipment (capital investment). Or, that’s the plan, at least.

2. We are going to begin our own study of YouTube, in line with the work of Prof. Mike Wesch. His lecture is important to review and study:  Our goal, today, on the first day of this study, is to answer some “numbers” and “facts” questions about YouTube: I want to know the names of its founders; the year it was founded; the number of videos currently playing on YouTube; the number of videos uploaded each day; the number of videos taken down each day; and a list of the ten top individuals appearing on YouTube since January of 2010. Referring to the Wesch video, you must decide within your groups, what aspect of YouTube you wish to follow, study and analyze. I will assign study areas to those groups that fail to approach the study seriously, or who have difficulty on deciding on a study area.

How will we do this? Collaboratively. You will work in groups, and I will assign you computers. Each group is to use so that they can access their page from this class, the media center or from home, as you study and make notes on YouTube.

3. I want you each of you to introduce yourself on YouTube. I will first instuct you in making an iMovie. Take notes. You will be adding at least vlog a week to your personal collection. To help you think through this project, I want you to ask yourself: Do you wish to use your own first name; do you wish to create a real character; how will you develop your audience; what do you want to say about this “persona” you are devising for YouTube?

4. In turn, as I call you up, each of you will sign into your blog page and register.

Monday, 15 February 2010

Cool program, I think –Here’s what it looks like —

Here’s where to get it —

Okay, I want us to test how powerful social networks can be. First, let’s watch this film. Some of you may have seen it before. It won’t hurt to watch it again. Then we’re going to develop a strategy to test social media and the concept of the Long Tail.