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1131 days ago
Unfiled. Edited by Narinee Halajian , Erin , John 1131 days ago
Narinee H Group members: Vim Naidoo & Narinee Halajian
Title: I Heard It Through The Grape Vine Leaves
Erin Group members: Nafishe Adibi and Erin Stashin 
Title: LinkedIn: From Lax to Love in 1 minute
John Title: How to Break the Stress Cycle
Group members: Renee Cohen and John Murray
1107 days ago
Unfiled. Edited by John 1107 days ago
John Crowd Around workshop follow-up and feedback
A big thank-you for all your awesome participation in our crowdsourcing workshop activity! You can now view the Codigital analytic reports for both groups at https://crowdaroundworkshop.wordpress.com/2014/12/02/group-challenge/ (There are word clouds and various graphs and charts.) And we hope our other website resources prove useful to you in your next crowdsourcing venture.
We would also really appreciate your feedback in our polls: https://crowdaroundworkshop.wordpress.com/feedback/ 
There's an open comment box if you would like to leave a comment or suggestion.
Have a wonderful break, everyone!
Take care,
John, Chelsey, Renee, and Ye
1107 days ago
Unfiled. Edited by John 1107 days ago
John Workshop Presentation:
We chose this topic based on a group member’s experiences with a very successful worldwide crowdsourcing initiative: CrowdOutAIDS. Some of the group members had no clue what crowdsourcing was, and as a group, we decided that the class would appreciate discovering this exciting and fast-growing area. In particular, we chose to present the steps for crowdsourcing as they relate to the creation of a strategic plan (topic areas with key points beneath) because the strategic planning process is important to many areas of educational technology (creating a new course, new software, new policy and procedures manual, etc.). As future educational technologists, our classmates will be concerned with creating educational products and trainings that match the needs of various populations. Using crowdsourcing and online collaborative project management tools is an important way to ensure that this happens.
In addition, we received advice during our pitch about making it as easy as possible for workshop participants to access the Codigital crowdsourcing tool to be used for our activity. In response, we assigned one of our group members to contact Codigital and negotiate with them to provide two public links to our crowdsourcing projects within the Codigital tool in place of requiring individual sign-ups. 
Provide an infographic that defines crowdsourcing and its uses. An infographic is a more effective way to present a complex concept such as crowdsourcing than text. This provides a nice link to the workshop on infographic design and their tagline "one picture is worth a thousand words"
1138 days ago
Unfiled. Edited by John 1138 days ago
4. What are the objectives of your DiscoTech Project?
  • Define crowdsourcing in the context of education
  • Set a framework for engaging with a crowd online
  • Describe the steps for crowdsourcing input for an education-related project online
  • Practice using various online tools for crowdsourcing input and editing collectively
5. What concepts from class are you drawing from? Why?
Our workshop will elaborate on the concepts of ‘publicness’ and ‘audience’ in a social media context (Baym & Boyd, 2012) and the concepts of ‘social capital’ and ‘informational support’ within online communities (Baym, 2010). We are drawing on these concepts to explain how important it is for the team or individual managing a crowdsourced project to create and maintain a trusting and transparent dynamic/relationship with the crowd participants and also to foster positive interactions among all crowd participants.
6. Why are you creating this project? What is the purpose?
We are creating this project to provide workshop participants with an online problem-solving and content development procedure (crowdsourcing) that can be added to their toolbox of educational technology tools. As workplaces evolve and virtual teamwork becomes more and more prevalent within and across departments, knowledge of crowdsourcing will be an asset because crowdsourcing principles can be applied to work in virtual teams. The workshop will not discuss crowdfunding (e.g., services like Kickstarter) but will instead focus on crowd creation and crowd voting.
7. How is the workshop structured? What is the learning sequence?
5 minutes:
Icebreaker (using collaborative online whiteboard, individually share your definition of crowdsourcing)
10 minutes:
  • Definition of crowdsourcing (video and diagram)
  • Explanation of crowdsourcing as it relates to co-creation and virtual teamwork in the field of education (e.g., curriculum development and school strategy development)
  • Pros and cons of crowdsourcing
10 minutes:
Discussion of framework for keeping crowd participants engaged in a project (the do’s and don’ts)
  • Attitude and tone
  • Competition
  • Time management
  • Means of communication
  • Recognition
15 minutes:
Overview of four main steps of crowdsourcing
40 minutes:
Practicing crowdsourcing (need to determine how many groups and how many crowdsourced project scenarios to provide; also need to determine switching of roles between manager of crowdsourced project and member of the crowd)
  • Inputting ideas and voting on them using CoDigital platform
  • Taking top ideas, putting them into Google Doc, and getting final feedback
  • Resolving annoying or off-topic comments left by workshop organizers 
15 minutes:
Taking up group work and suggestions for crowdsourcing tools
1119 days ago
Unfiled. Edited by John 1119 days ago
John The Outernet
Have any of you heard about the Outernet? This article popped up on Gizmodo a few days ago and shows that there is another option to consider when faced with the network neutrality debate -- bypassing ISPs altogether and using satellites! 
Here's an explanation of the pocket-sized device that you need to access the Outernet. Looks like the retail price will be $149 according to the crowdfunding campaign that has now received more than the amount it was seeking.
More details on the official website: https://www.outernet.is/en/
Thanks again to Alex and Ye for their engaging presentation :)
1119 days ago
Unfiled. Edited by John 1119 days ago
John Great graphic, Dr. G :) Here's a short video that explains how we are actually more connected to the Deep Web than we think and the difference between the Deep Web and the Darknet.
1145 days ago
Unfiled. Edited by John 1145 days ago
John Activity - Snooping for Metadata
Group #1 – Video
1.      Go to http://vimeo.com/50491282 and look at the metadata provided in the video description.
2.      Download the SD MP4 file and compare its metadata (file properties) to the video description.
3.      Go to https://archive.org/details/stars and download the MP4 file.
4.      Look at its metadata (file properties).
5.      Note the differences between the two files. Which site would you choose to upload a video that you have created and why?
NOTE: If you are having difficulty downloading the videos, ask John for a USB key with the videos on it.
Group #2 – Image
1.      Go to https://plus.google.com/photos/of/110031535020051778989, select the second photo from the left of Obama drinking water, and look at the metadata provided beside the photo. 
2.      Click on the More tab at the top of the photo, download the photo, and then look at the metadata (file properties) of the downloaded photo.
4.      Look at its metadata (file properties).
5.      Note the differences between the two files. What are some positives and negatives of the differences you found?
Group #3 – Text document
2.      Open it in Word and find its metadata (properties).
3.      Open an assignment for one of your courses in Word and compare how much metadata you are sharing compared to the document above.
4.      How revealing is all this document metadata? What is one positive and one negative of the amount of metadata provided? Will you remove certain metadata from your documents in the future?
Group #4 – Email message
1.      Open your Gmail and select any email from a friend. Then, open it and select ‘Show original’ from the drop-down menu in the right-hand corner next to the Reply link.
2.      Search through the text for “Received from” fields and look for any IP addresses associated with these (written in the form
3.      Copy these one at a time and paste them into http://www.iplocation.net/  to see where your e-mails are being sent from.
4.      You can do further tests with emails from companies or mailing lists or even spam to see where it is coming from.
5.      Are you surprised by the amount of metadata that accompanies your emails? Has your view about governments collecting email metadata changed?

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