Pitching a new way to show technology

My nephew, Forrest Carr, was the starting pitcher at his baseball game at Veterans Park on Grand Island. His Mom and Dad, his grandma and I were very proud of him! I made this slideshow in Kizoa as a tribute to his fine efforts on the ballfield!

Happy Mother's Day!

Goodbye, technology fears - hello, brave new online world!

Course Reflection Essay

My goals in taking the course

This course, as they say in one of my favorite shows, "American Idol," has been a "Journey" with a capital "J"! But success in this particular journey is not a recording contract or a Grammy. For me, it is simply to be comfortable enough in Web Technology to try new tools and to become sufficiently fluent in them to contribute some creativity to the media that I learn to produce. As a journalist for many years, I have communicated with newspaper readers primarily via the printed word and two-dimensional photos as part of a team of professionals, each with a job to do. Communicating through Web animations, avatars, audio podcasts, video slideshows with music - this is a real treat! This course has opened up new vistas for me. I have gained a new appreciation for the Web and its possibilities. This appreciation and greater understanding would be a gift in itself. If I can take it further and use the Web tools in projects, freelance work, or even just more enjoyable interaction in social media - that would be wonderful.

Overview: Tools of the trade

Some of the Web 2.0 tools we have used this semester are amazing, captivating and produce surprisingly pleasing results. I have loved learning and using Voicethread, Blogger, Wordle, Glogster, Animoto, Kizoa, AudioBoo and Voki. Going back over previous blog posts, I see that my attempts at Jing and Screencast were laughable, and even getting to a novice level in those "skills" was a really a struggle. But, for the most part, I have had a blast with these new technologies. Prof Dubuc's Screencast tutorials have been the touchstone for learning these tools. I sometimes have played them over and over and taken notes, before diving into the hands-on experience of using - and messing up with these tools. My mistakes were many, and the course did not come naturally to me. But eventually (and with helpful email answers to technical questions from our professor), I was able to complete each task. I have especially enjoyed and learned from the different ways my fellow students used many of these tools in their final projects. It was a real privilege to be part of such a creative group.
I hope to continue to gain new skills once the course has concluded. 

The companion piece to the splashier 2.0 tools has been gaining the ability to navigate the Web more effectively and safely, to do online research and to understand the Internet history and infrastructure behind the browsing experience. I didn't know even the basics about  setting browser preferences when I began this course. Now, I have more confidence in doing online research and in branching out in social media applications. I might even get a smart phone! 

My starting point

I began Intro to Web Technology with specific and narrow knowledge of newspaper Web technology that evolved after decades of being in the business. I could update a newspaper Web site whose framework had been created by our corporate office - with new stories, photos and YouTube videos. I could install a "widget" according to instructions written in "tech" language, after intensive efforts to teach myself the lingo and procedures. I worked the night shift for more than half of my career, so after the newspaper was "put to bed," in the later years of my employment, I would do my web updates and tinker with html language, peeking at code others had written to change the color of fonts or the size of a picture. I often stayed on by myself in the newsroom 'til 3 and 4 a.m. trying to figure out a particular puzzle presented by a Web task I didn't understand. I was hungry for useful knowledge about the Web - with no time to take a course, and no real mentoring or training available on the job. Everybody was just scrambling to get by, just like me. Retirement presented a new possibility - learning in a classroom environment, with a whole different take on deadlines!

Stepping off the beaten path

In better economic times for newspapers in the past decade, there would be an IT person AND a web editor on staff, so news editors like myself did not have to know much if any about the back-end structure of a Web site. Then, the IT department where I worked was reduced to a single staffer shared between four newspapers — and the Web tech position was eliminated altogether. That forced the wordsmiths to become Web savvy and tech savvy enough to get by and get the job done.

But I always wondered about the online world beyond the proprietary software I had to know for the job. My first steps - baby steps - were to start a Facebook account for a family group so we could share news between our annual reunions. Then - I decided to take this course, and I have been very happy that I did.

It has been a very hard course for me - but the rewards have been worth it.

Structure of the course

The textbook lessons were a good foundation for building skills and understanding the formation, growth and development of the Internet. I was nervous about launching into the Web 2.0 tools, but the tasks were well-structured from the easier to the more difficult, and we kind of built up our tech "muscles" gradually for the harder tools.

I liked the fact that the readings, quizzes and cyberlessons gave us a knowlege base, and the use of one tool helped us to gain skills on the next one. The What's On Tap," Web Labs, Assignments and Learning Journal assignments were spaced just far enough apart to let me catch my breath and get ready for the next challenge.

The mileposts in developing the final topic and project were helpful. I was forced to pick a topic, express it in a Voki, track  down resources, incorporate tools we'd learned and carry out a theme through web design concepts we had read about. Then, sharing progress reports and reviews with classmates was a culmination of the other Facebook group discussions we had shared about a variety of interesting and controversial aspects of Web technology. Without those internal deadlines, the project would have been even more intimidating!

Evidence of progress

I realized, once I began the final project, that it was possible to synthesize and combine the knowledge we'd gained into an ACTUAL Web site - awesome! I used iMovie, another tool I had never tried, in order to assemble the video interviews I shot. This wasn't a 2.0 tool, but if I hadn't learned the other tools, I would not have had the patience or confidence to try new software like this.

Tips for taking the DIG 110 course

1.) Don't save the cyber lessons - or any other of the learning module activities - to the last minute. Try to do a little each day. I am a procrastinator by nature and I am used to crashing toward a deadline as midnight approaches - just like I am doing right now! But you will enjoy and get more out of the course if you allow yourself extra time to go through all the side resources listed in the cyber lessons, for example. Similarly, you will enjoy blogging more if you give yourself enough time to collect your thoughts and review your previous posts.

2.) Pick a final topic you are REALLY interested in, so you're more motivated to do the research and so your Web site is something that you'll get lasting value from. As you do the lessons leading up to the final project, use your project topic as the theme for your Animoto, for instance, or your Glogster, so you have some of the material for your project prepared in advance.

3.) Have fun when you are doing the lessons. You will learn more cool stuff than you could have imagined - and your friends will be impressed with the results when you send them an Animoto or post a Voki on your Facebook page. You'll end up teaching them how to use some of these tools!

Summary

This has been a great course that will be helpful in learning almost anything in the digital information age. I highly advise taking this course as a prerequisite to develop your ability to navigate on the Web, do effective scholarly research and express yourself creatively with cutting edge Web tools. Never stop learning!

This is a listening post! Audio Boo is a little bit scary

listen to ‘Audioboo journal by Karen Keefe’ on Audioboo

I fixed a typo and added a photo credit to my Animoto, and it is slightly longer now, since to edit these things resulted in a remix.

Animoto - producing a movie trailer at high-speed

I put together this Animoto to eventually use in my final project

Avatar - Coming Soon to a Screen Near You

UNIQUE TOOLS: This learning module has been a lot of fun. I kind of envy the people who thought up some of these Web 2.0 tools we are using. If I had invented Voki or Kizoa, I'd be so thrilled at developing and introducing a new application like this, I would be buying air time on TV and radio - even putting it on a video billboard along the I-190, just to tell everyone how cool it is! Oh, wait a minute, those old media choices like radio and TV have negative Web status (maybe Web minus 4.0)! People who use social network sites will likely find Voki and Kizoa on the Web through other users they know and follow, whether on Facebook, Twitter or other site.

KIZOA and WEBRESIZER:  I have used PowerPoint to make a couple of slideshow presentations with audio, and it was not an easy tool to learn, but it had a lot of bells and whistles. Kizoa, on the other hand, is relatively easy to use, but unless you upgrade to a premium account, it has fewer options than PowerPoint. With Kizoa, you have to use their music (or pay more for an account that lets you upload your own) - and it's one-song-only, for the entire slideshow. I would not have been able to use Kizoa effectively without another of the Web 2.0 tools we learned about in this module - Webresizer. It is a very effective way to reduce the image/file size of photos, which helps your slideshow and Web page or blog load and launch more quickly. Photoshop, once again, has a lot more editing capability and nuances than Webresizer, but the latter seems FAR better at optimizing images for the Web.

RELEVANCE OF WEB 2.0 to JOURNALISM: Now that I have chosen my topic for the final project — advances in technology in the field of journalism — I am beginning to evaluate all the Web 2.0 tools with respect to their applicability to newspapers and their online presence. Some of the tools are relevant and already in use, some may not be — yet! Slideshows are an attractive presentation method for some feature news stories, especially in arts reporting. Video uploads to a newspaper's website are standard in both spot news and feature reporting. I have also used FTP to upload news stories and photos to a website for the daily newspapers I worked for. Voki - that's another story. It's kind of whimsical and more suited to student use. But perhaps when readers add their comments to an online news story, and wish to retain some anonymity, they could record a Voki!

Here's my Voki on choice of final project:



FACEBOOK DISCUSSION: The discussion on P2P network file sharing revealed a real diversity of opinions, based on our experiences, on how we personally obtain our music, and how we view the ethics of free downloading when it involves "piracy" or copyright infringement. This has been a fascinating discussion, with many well-thought-out responses! It's an excellent topic because it involves our lifestyles, our ways of enjoying and expressing ourselves through technology.

My view: (and one I will put into the discussion) is: The best things in life are free, it is said, and music is one of the most joyous things in life. But in our capitalistic economy, musicians, like other wage-earners, are entitled be fairly compensated for their work. What skews the perception of fairness or ethics in free downloading, however, is that successful musicians make scads of money. They also don't necessarily need compensation from song sales to get rich. But we need their music to be happy! There are concerts, licensed merchandise and related sales to bring wealth to the artists. The objective reality is that much of free downloading IS illegal, so we just can't do it yet without risking punishment under the law.

One fellow student kicked off the Facebook discussion with this observation, which I think has validity with regard to our wants, but not yet to society's rules:  "I know that stealing is stealing no matter what the object. I just cannot seem to equate what I consider my free downloads to theft." But our Facebook discussion, and the resources people bring to it, has the power to inform us and even change our opinions. I agree with those students who say change is in the wind on this topic, and I liked how Mark expressed it so succinctly: "Free downloading is the future. The industry can either change and adapt or die. Because that's how it's going to be."

I believe society is evolving toward a new model, and I hope it involves risk-free, legal sharing of music and other media.

DEFINITIONS:
Semantic Web (From Webopedia)
An extension of the current Web that provides an easier way to find, share, reuse and combine information more easily. It's based on machine-readable information and builds on XML technology's capability to define customized tagging schemes and RDF's  flexible approach to representing data.

RDF (From Webopedia)
Short for Resource Description Framework. RDF is a general framework for describing a Web site's metadata, or the information about the information on the site. It provides interoperability between applications that exchange machine-understandable information on the Web.

Folksonomy (From Cyberlesson 8): The practice and method of collaboratively creating and managing tags to annotate and categorize content. Collaborative tagging is the meta data that is used to describe the item and enabling keyword-based classification and search of information. 

Meta data (From Cyberlesson 8): The information about information on a website.

Ontology: A file that defines the relationships among a group of terms.

Karen Keefe's Slideshow

Kaycee Keefe Adirondacks WL11 - slideshows

Social media with an espresso jolt

The learning module on online communication and social media has, appropriately enough, been a way for classmates to get to know each other better online and through the use of Web 2.0 tools. The ongoing Facebook discussions have been a great way to share opinions, knowledge and resources about web technology. I call this entry "Social media with an expresso jolt," because our online communications as a class got a jolt of energy from interaction!

FACEBOOK GROUP: 

Our Facebook group has taken on greater importance in this module, and I really got a kick out of others' posts. We had a very interesting discussion  to kick off the module, on whether we, as a society, have put digital communication on a par with face-to-face communication. Overwhelmingly, our class felt that face-to-face communication is alive and well and essential, despite a growing use of digital communication, which, in my opinion, definitely is a good thing as well. An interesting post by one of our classmates showed groups of teens in various social situations looking down and texting on their mobile devices instead of interacting with each other. Very apropos! We're in good company to be wary of too much of a good thing, as David noted in his post. No less an intellect than Albert Einstein feared overuse of technology would spawn a generation of idiots! (I wouldn't go so far as to call the kids idiots - there's still hope they will actually look at each other and talk!)

COLLABORATIVE WORK:

In this module we did two projects together as a class.

1. Brainstorming: The first was a brainstorming activity to come up with ways we can incorporate the use of social media or other web tools into this course. The suggestions were eye-opening, wide-ranging and reflected unique interests. Suggestions ranged from creating a DIG110 channel in Youtube to creating a bulletin board in Pinterest to starting tumblr accounts for each other to follow, so we could share pictures, music, links and weekly blogs. Twitter, LinkedIn, dropbox and GoToMeeting.com were suggested as Web 2.0 tools to enhance the learning experience. I love some of the neat names these tools have, such as Orkrut, Xanga, RYZE and Techmeme.

2. Glogging: The second project was to create a Glog, or poster that conveys information on how to use one of the above tools. This was a tough assignment, because it involved research and use of a new technology. Several people shared comments about some of the "technical difficulties" encountered in getting this project to "work right." It was good to be able to encourage each other and share suggestions. The "Glogsters" the class produced were very informative. In this one, I got a chance to delve into Google Docs/Drive, something a friend and I had been exploring. We have been working toward incorporating my editing services into her ongoing advertising business. I created a Google Doc that we could both work on, built from our Facebook chats over a two-month period. Then I tried to describe that process in the Glogster that I built. I used pictures of the two of us, linked to our actual Google Document, and embedded links to three video tutorials about Google Docs/Drives. Here's one of the videos (I changed the size of it in HTML mode, but I believe when I publish this, I'll find that the envelope for the video got larger, but the video image, itself, may stay small):

And here's a screen capture of the Glogster, with a link to it, below. 

http://karenkeefe.edu.glogster.com/document-sharing-kkeefe/

For my new terminology in this blog, the first two are from my classmates' Web 2.0 use suggestions in the Google Doc we shared:

1. Use Digg, as a way to gather news articles pertaining to relevant course topics.  Digg does not allow comments, but you can digg a story and it will link to your facebook profile, which in turn could be shared with the course group. - Jason Morris

2. Tumblr- This is a good way to upload pictures and videos. You just have to create a free account and you can upload as many pictures as you want. There are so many people using this website that you can follow people and see what they’re uploading as well. - Shannon Crangle

3. Wiki: Web pages whose content can be edited, supplemented or deleted by authorized users with access to the Internet. Of course, we've all heard of Wikipedia and Wiki leaks, but I didn't know about the widespread sharing of knowledge in this way, such as Diplopedia - a wiki specializing in international relations and diplomacy, or another example in our textbook, a Harry Potter wiki.

4. Flaming: Responding online or in email with strong language or insults to a message about which you have very strong negative feelings.

ScreencastOmatic isn't automatic

My attempts to post a screencast in my blog have been a real case of trial-and-error. Mostly error. I seem to have at least two screencast accounts, each with a different one of the two videos (actually, one is a PowerPoint turned into a Jing video) that I have put together so far. Never the twain shall meet, unless I can figure out how to combine the accounts. This has been a frustrating effort to put into practice what, theoretically seems do-able. Update: A call to a tech person at screencast.com provided the answer I had been looking for: I had an account on ScreencastOmatic, another one on screencast.com and a third on Jing. I had thought the first two were one-in-the same, and now know that screencast.com is the one that provides cloud storage for Jing.

In preview mode, the video I included in my blog this time is just a placeholder, so I am going to publish this, and see if that turns the icon into an actual video. I have my doubts. This hasn't been my shining hour in terms of understanding technology.

I tried to use Jing to capture a very crudely assembled PowerPoint, which consists of just three photos I took while I was cross-country skiing at Beaver Island State Park, with some random music behind each. A bonus was when my husband woke up and started making his morning coffee while I recorded. The morning sounds were almost louder than the tinny music audio I had assembled and captured with my laptop's built-in microphone. It's funny. Kind of like making a campfire by rubbing two sticks together, compared to pushing a button and turning your furnace on.

The funny thing about Jing and PowerPoint - they don't go together very well. You have to define the capture area to frame the upcoming slideshow, then launch PowerPoint and execute the command "play slideshow"all while the 3-2-1countdown is going on. It's a juggling act that was never meant to be! Uploading a continuous video should be easier, I hope, than launching a program that I have a tenuous grasp on, at best.

Other aspects of this learning module that I'll write about in coming days should be a lot more upbeat, but here's an initial entry for Learning Module 3.




Now - to some of the other experiences in Learning Module 3: Efficient and Effective Searching/21st Century skills.

DOMAIN NAMES: I learned the process of registering a domain, the costs and the importance of creativity in conceptualizing the name as a marketing strategy for getting visitors to your Web site. I see this process as demystifying one of the steps to becoming your own boss in business, by taking a business concept and figuring out how to bring customers to your virtual doorstep.

SOCIAL BOOKMARKING: I never even knew this process existed. Before learning about how to collect, organize manage and post bookmarks, I did not realize that research resources could be shared in this way with academic colleagues. It is a great tool to build portability of your own resources— not as cumbersome as having a list of favorites that is specific to your own computer — and a great way to share things you've learned and gain insights from others' postings of their bookmarks.

SEARCH ENGINES: I learned that it's advisable to use more than one search engine to get the most reliable and complete results because, for example, even though search engines such as AOL and Netscape both use Google's database for their searches, additional content may be provided by the search engine, producing different results for the same query. I also was surprised to learn the extent to which Google, my favorite search engine, can collect information on me from the digital footprint I leave via gmail account, blogger account and Google searches. On the plus side, I also learned that Google has an advanced search function that allows you to determine parameters specific to your desired search, including the ability to search exclusively for PDFs, as well as a Scholar Search which, regrettably, turned up many articles in abstract form, for which you would have to pay extra to see the entire text.

DEEP WEB SEARCHES: This was an interesting lesson, once I was fully able to access the resources of the NCCC Library. At first, my barcode number was not activated in such a way as to permit entry into the library's databases. Once I got my temporary library barcode, a whole new world was revealed - with access to well-researched, thoughtful articles that would take days for me to study and fully understand. The ability to do an advanced search into academic topics was something I never thought possible on the Web. I previously was content to see what my search engine served up, make the best of it, then go to an actual physical library and look up periodicals or books. This is an awesome resource I plan to explore more fully.

DISCUSSION 5: Digital footprint: Once again, the discussion among my classmates was informative, in terms of students' research and their life experiences, and how the two relate. I especially liked the discussion about the quiz we took to see what the Web knew about us — and how large our digital footprint actually was. People were surprised that they found in Spokeo online evidence of who they are related to, what jobs they have and where they live, plus income and tax levels and the assessed value of their homes! Quite interesting, too, were comments about how much to post on Facebook.

TERMS I LEARNED:

LAST MILE: Delivering communications connectivity to retail customers - that closest connection that links your home computer to the Internet.

VERTICAL FORECLOSURE: A type of anticompetitive behavior in which a company purchases a supplier that supplies the company and several competitors with raw materials. The company then uses its leveralge over the supplier to receive a discount when it buys raw material and reduces quantity and raises prices when its competitors buy raw materials. This term was used in several of the articles about net neutrality and the unfair advantage some companies have.

ILEC: Incumbent local exchange carrier - companies that existed before the breakup of "Ma Bell." Usually used in laymen's terms to mean "telephone provider."

BOOLIAN OPERATOR: A conjunction, such as AND, OR and NOT, used in a logical expression. These terms, when used in a Internet search query, can specify which terms are to be included or excluded from the search results.

List of Life, Career, Media and Technology Skills required for the 21st Century:

LIFE AND CAREER: Skills needed:
To navigate and search on the Web effectively, gaining information for job searches, for entertainment, social communication and acquiring general and specific knowledge about the world. The goal of being a lifelong learner requires knowledge of the Internet. If you are doing a job search, and want to know more about a company, for example, you will want to know more about it than just the PR information the company puts on its home page. You need to be able to do deep web searches, find comments from customers, whistleblowers, if there are any, and to know about the research and development successes of the company in question, plus look at any scholarly research that may have been published about the company.

MEDIA AND TECHNOLOGY: Skills needed include being able to upload videos, post photos, write blogs and share opinions about topics and fields of knowledge important to you, and to use apps that connect you to others with sound, images and words.

Developing "Insider's View" of the web

I am beginning to get an insider's view of how to navigate the Internet, effectively use my favorite browsers and learn about Web security, threats and how to protect against them. This is coming a long way for me, because previously, I didn't want anything to do with adjusting browser preferences, downloading applications, clearing the cache or dealing with security threats. It all seemed too technical and esoteric for me. Before these lessons, I'd try something technical and sometimes get frustrated to the point where I wanted to throw my computer out the window. Literally. Or pound my fist on the desktop. Ouch!

Now, I know what cookies and pop-ups are and how to manage them to achieve the level of privacy and security that's appropriate.

HOW THE INTERNET  WORKS:
There was a ton of new information in this learning module about how the Web is set up and what kinds of equipment and software and cataloging are actually involved in having your browser bring up a web page that is stored on a server somewhere far away. Reading about and watching videos on the function of routers, servers and other Internet infrastructure was fascinating.

I enjoyed the textbook tutorial on how to trace the number of "hops" from the home computer to the Cengage Web server. I use a Macbook, but for this exercise, I had to hop onto our family home computer, which has a Windows OS, to do this one. This kind of made cyberspace a bit more "concrete" to me, like finally understanding calculus (although that may never happen for me.)

 BASIC BROWSER FUNCTIONS:
Doing the Web Lab on browsers was very interesting. I didn't realize that browsers had security features built in, such as ad-tracking capability. I also wasn't aware that there's no support anymore for mac use of Internet Explorer. I also look forward to the course lessons on efficient and effective searching. I don't feel I have enough expertise to do really good research on the web and would like to strengthen my skills on that — it's really needed in everyday living!

The screencast web lab on basic browser functions was a challenge. Doing a tutorial that could explain these functions to others was a great way to learn it, myself. Here's the link to my screencast. Talk about security — I regretted using my own email inbox as a screen image — that didn't work out as I thought it would, but once I finished one "take," I didn't want to do the screencast again, for fear it would turn out worse!

http://screencast-o-matic.com/watch/cInVV3VXOa


ONLINE SHOPPING:
I have always been reluctant to shop online, and took a shot at it with a couple of sites that I felt very comfortable with, like Avon and Land's End. But in my browsing and shopping, I never even thought to look for "https" in the Web address or the little padlock icon to indicate a secure Web site. And I never noticed a highlighted green section that ensures the site has an extended validation certificate, as seen in the screen capture below, of "Twenty things I learned about browsers and the web."

 Here are a couple of links to learn more online shopping safety tips:
bbbonline.org
us-cert.gov
mcafee.com

SECURITY RISKS: The material in videos, reading, cyber lessons and Facebook posts all stressed the importance of taking strong measures to avoid malware, hacking, Internet fraud, scams and security holes and attempts at identity theft (phishing). Some methods include strong passwords, firewalls, reliable anti-virus protection and an awareness of what new risks develop and how to fight them. I learned to be much more proactive in protecting my data and identity on the Internet.

ONLINE RISKS TO KIDS:
This is a useful topic or guiding kids. Certain risks I was already aware of, but the new piece of info for me was the need to talk to teens about their "tone" or "courtesy" online. There's been a lot of talk about avoiding cyber-bullying, but I was not sensitive about the nuances of expression that could elicit unwanted Facebook responses. The information that stood out most to me was that kids "need to be told there's a broader audience than they think" for their online postings.
A useful link in this discussion is:
onlineonguard.com
 
DOMAIN NAMES:
Deciding on and registering a domain name for your website is one of the more interesting topics in this learning module. Naming your domain is a crucial part of branding your online business, and it's a creative and fun part of creating your online presence. Almost as exciting as naming your own rock band. (The band fun. won lots of Grammys recently, probably in part because of its name!) It should be catchy, memorable and capture the essence of what your business or service is all about. Research on this made me realize it's affordable, too. Now to just develop the know-how to do this!
Here's a link to a very basic explanation of how to get a domain name, and some other useful definitions:
http://www.domainsforbeginners.com/index.html

D4 DISCUSSION:
My classmates' comments are extremely well-written and well-researched — and I learn so much by reading them. I loved the interchanges about how your smart TV can spy on you,  how to avoid falling prey to online banking scams, as well as the many cutting edge security measures my fellow students are taking. All of this was very helpful for my own online experience. Tyler's post on 2/4 advising that companies hire their own hackers to find security holes was a good one. In a more recent post, on 2/11, Seth shared information about password managers such as lastpass, which safely and securely stores your passwords and enables easy completing of forms online through personal information, also stored securely. Jason's response to this was so true, "I am often feeling a little stuck in password hell." This is a problem most everyone has, and discussions with great questions and answers is a big part of the learning experience.

I am learning from feedback to contribute more liberally to the Facebook discussion, but I still would like to follow more closely and comment throughout the discussion period. I try to take my time completing the web labs and cyber lessons, and I don't seem to have as much time leftover for the Facebook discussion, which should be a very enjoyable part of the learning.

NEW TERMINOLOGY:

Here's my "Worldle," with a couple of the terms and their definitions that I learned this time out.

/Users/karenkeefe/Pictures/karen wordle.png
ROUTER: A specialized computer with multiple ports that connects Local Area Networks or LAN segments, or multiple LANs on a wide area network (WAN). A router keeps track of all the nodes (each computer or device) on a network and can determine the best route for a packet of information to take to its destination.

TRACERT UTILITY: This is a way to trace the number of stops or "hops" of a packet as it progresses from one Internet router to the next in the path of traveling from the sending computer to the destination computer. The tracert utility can test the path to a destination internet site to see if any problems exist with making a connection at a particular point along the route.


ENCRYPTION: The process of translating readable data into unreadable data in order to prevent unauthorized access or use. The encrypted data is decoded at its destination using a special key, which can be created, for a fee, by a certification authority. Encryption on an online shopping Web site prevents unauthorized access to personal data that people enter when they are purchasing from that site.

HUB: An inexpensive hardware device used to connect multiple nodes on the same network.