Last spring - prompters for teachers to evaluate student created pages (Steve Rutledge)
last summer - prompters for students to evaluate web pages created by others (EdPsy 387 Su 98)
(these teachers modified a "template" Javascript file, without knowing any Javascript)
Heuristics for evaluating web sites
convergent validity - is the content consistent with that found on other sites? on other information sources, including those not on the web?
credibility - does it make sense, given what you already know?
the length - shorter is more credible?
credibility of the base IP name - uiuc.edu vs. mycompany.com
credibility of the domain - ".edu" vs. ".com" vs. ...
web of credibility
Web of Credibility
"Trusted sites"
Those linked FROM trusted sites acquire much of the same "trust"
Those linked TO trusted sites acquire some of the same "trust"
THose linked FROM untrusted sites acquire much of the same "mistrust"
Those linked TO untrusted sites acquire some of the same "mistrust"
the degree of trust is the sum of all the incremental positive and negative contributions from links
"trust" propogates through the network of web sites
The Web as a Distributed Network Learning Framework
web as a network of interlinked geographically distributed servers
information flowing dynamically through the network
mediator roles in determining the flow of information and the creation of structure (links) / knowledge
incremental and distributed nature of this network learning
Spectrum of knowledge spaces
Personal internal
Personal external (own files)
Narrowly shared (email to one other)
More widely shared (email list or small group conference or web pages)
Yet more widely shared (Intranet or larger listserve)
Very widely shared (widely advertised and linked web pages)
Incremental construction of expert systems
Specification of local rules (Eudora "filters", for example)
Gradual movement of those rules outward toward where they are needed
Standing answers
Standing questions (agents/avatars)
"push" technologies on the web (Pointcast, etc.)
from procedural to object-oriented to agent-oriented
externalization of the most routine, most boring leading to a local "expert system" assistant
movement of that knowledge outward toward repeated requests
movement of this knowledge as organizational learning