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This article is presented on famousboggers.com a blogging site dedicated to academics publishing writing on current events. In this article Mohamed Osam (network and computer engineer) talks about the technological factors leading up to the revolution in Egypt. The "eRevolution" was sparked by a group of young activists on Facebook, they were pushing for reform on freedom and social injustice (Osam, 2011). These Facebook groups attracted more than 85,000 protestors via group posts, and comments, while communicating heavily on twitter and sometimes cell phone SMS services (Osam, 2011). Other Facebook groups were initiated before and during the protests to support the logistics and the massive demonstrations that erupted all over Egypt. The "Rasd News Network (R.N.N)" Facebook group was one of the main contributors to the revolution, sending protest updates, news updates and politician and media reaction (Osam, 2011). With such a public outcry the Egyptian government shut down all Internet communication in Egypt, but by this time things had already escalated beyond the governments repair (Franco, 2011). After a few more days of the increasing number of protestors, high national and international pressures, and a total of 18 days of protesting, Omar Suleiman (the recently appointed Egyptian vice president) resigned his position (Franco, 2011). This article brings up interesting points around the effects of online collaboration and communication. What is the future for these types of online political movements? The factor that seems to be most interesting is the fact that there was social action and results gained by taking the fight online just as offline. The power of online collaboration has obviously proven its point with these recent events in Egypt, so where too next? Could this type of political movement be a stepping-stone for further political activism or just like many other tools be used for both positive and negative behavior? Some see this as

References: Avaaz.org. (2011). Stand With The People Of Egypt. Avaaz - The World in Action. Retrieved from https://secure.avaaz.org/en/democracy_for_egypt/?fpla Avaaz.org. (2011). Freeze Mubarak's stolen fortune. Avaaz - The World in Action. Retrieved from http://www.avaaz.org/en/mubaraks_fortune/ Findlay, T. (2011). eRevolution on Diigo - oua_net308_2011 group. Retrieved from http://groups.diigo.com/group/oua_net308_2011 Osam, M. (n.d.). Articles by Mohamed Osam. The eRevolution. Retrieved from http://www.famousbloggers.net/author/mohamedosam Osam, M. (2011). The eRevolution. Retrieved from http://www.famousbloggers.net/the-erevolution.html

This is a great article that describes the technological and social influences that allowed millions of people to network and collaborate online during the protests in Egypt earlier this year. It shows how many citizens of Egypt successfully used various online services and tools in maintaining communications and mobilizing massive group actions throughout this time. The author explains how this was "the first revolution sparked, managed and orchestrated by social networking, by Facebook, twitter, blogs and YouTube"(Osam, M. 2011); and questions any potential harm that may arise from such seemingly powerful tools of social and political change. This supports the article 'Anonymous Uses Collaborative Document Sharing Tool for Social Survival' that I have posted to Diigo. These works investigate the widespread use of both public and anonymous web services in the coordination of information, communications and group movements during social and political protests in the Middle East. They show how these platforms were used as flexible networking and collaborating tools which effectively reached large numbers of people. While the Anonymous article focuses on the creation and distribution of their 'Revolution Survival Guide' for Tunisians - using tools that allowed "simple, free, and publicly "anonymous" way(s) to share and collaborate on information" (Clay, K. 2011); the Egyptian protests were initially "sparked by a group of young activists on Facebook"(Osam, M. 2011). These different networking and collaboration platforms were successfully used as social and political tools against oppressive regimes. References Clay, K. (2011). Anonymous Uses Collaborative Document Sharing Tool for Social Survival. Social Media and Technology. 25th of February 2011. Available from: http://www.lockergnome.com/social/2011/02/25/anonymous-uses-collaborative-document-sharing-tool-for-social-survival Osam, M. (2011). The eRevolution. Retreived, April 13, 2011. From

This article presented on msnbc.com highlights the importance that social network platforms provide as an effective collaboration/organisational tool. With the recent events in Egypt and Libya that have been labelled the "Twitter Revolution" this article highlights the fact that these social networking sites are now being recognised and praised by influential figures such as UN ambassador Rice Townhall. Townhall states "Governments are increasingly cognizant of their power," (Townhall, 2011) and praises Twitter and their employees with knowing that their platform is having such an influential effect throughout the world, "The power of this technology, the power of social networking to channel and champion public sentiment, has been more evident in the past few weeks than ever before" (Townhall, 2011) "I hope you have the satisfaction of knowing that it's having real time real impact in parts of the world as far flung as Zimbabwe, where I just learned you have 66,000 users, to of course the Middle East and so many other parts of the world." (Townhall, 2011). Critics of social networks use for activism see these types of protests as inevitable and have been occurring long before the use of the Internet as a form of communication (Popkin, 2011). While protests continued well after the Internet was shut off in Egypt the impact and power of social media can no longer be dismissed, especially when it is acknowledged by the UN (Popkin, 2011). What is interesting about this article is the video that is attached, a questions and answer conference that is being hosted by Twitter to a live audience. Live questions are being posted to the Twitter site from all over the world addressed to Rice. She proceeds to answer these questions sharing information and addressing peoples concerns from all over the globe. This in itself shows the power of such social networking sites, this platform allows peoples opinions to be express and acknowledged for such influential figures to take

take notice of. Popkin, H. (2011). Power of Twitter, Facebook in Egypt crucial, says U.N. rep. Retrieved April 12, 2011 from http://technolog.msnbc.msn.com/_news/2011/02/11/6033340-power-of-twitter-facebook-in-egypt-crucial-says-un-rep. Townhall, R. (2011). UN Ambassador, Rice Townhall. Live in San Francisco. Retrieved April 12, 2011 from http://technolog.msnbc.msn.com/_news/2011/02/11/6033340-power-of-twitter-facebook-in-egypt-crucial-says-un-rep.

Virág Molnár is an Assistant Professor of Sociology at the New School for Social Research in New York. Her interest is in the impact of mobile communications on urban culture. This article first puts flash mobs into an historical perspective by suggesting that its roots lie with the Italian Futurists of 1910 and further cultivated during the 20th century by avant-garde art groups such as Dadaists . More recently there have been the Youth International Party (Yippies) in the US. (Molnár, 2009) As Molnár points out the things that all these groups have in common with modern flash mobs is that there is no formal membership or hierarchy and they are able to utilise the media effectively. The difference lies in the use of new media such as blog, social networks and mobile phones (2009). Rheingold points out that these tools lower the threshold of participation as it no longer required participants to actually know each other (2003, p. xii). Molnár then identifies and describes 5 types of flash mob based either on their form of sociality or their function. They are: 'atomised' flash mobs, interactive flash mobs, performance flash mobs, political flash mobs and advertising flash mobs (2009). Flash mobs, although organised online are only able to be carried out by people in close proximity to one another or as Molnár describes it "able to make the leap from cyberspace to urban space" (2009). These events are generally recorded and posted to sites like YouTube in order to both popularise the event and to get feedback. "Online reporting has indeed largely been responsible for the rapid global diffusion of flash mobs," and "has been crucial in institutionalizing and legitimizing this new form of sociability"(Molnár, 2009).

Continuation of original comment. As a blog post on Turtle Sociology wrote "The globalization of flash mobs underscores two vital notes: the viral-like nature of technology, and the universal desire to break free from social norms… all flash mobs seem to elicit joy in their bold, unprompted natures"(2010). References: Molnár, V. (2009). Reframing Public Space Through Digital Mobilization: Flash Mobs and the Futility(?) of Contemporary Urban Youth Culture. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic497840.files/Molnar_Reframing-Public-Space.pdf Rheingold, H. (2003). Smart Mobs : The next socal revolution. New York: Basic Books. Retrieved from http://books.google.com.au/books?hl=en&lr=&id=lX9QKNbO0nkC&oi=fnd&pg=PR9&dq=smart+mobs+the+next+social+revolution&ots=wvkWcKOAIx&sig=00EWrYtEyAwqRmnYNth77Sclr8o#v=onepage&q=smart%20mobs&f=false Turtle Sociology. (2010, October 6). The Universal Phenomenon of Flash Mobs [Web log post]. Retrieved from http://turtlesoc.wordpress.com/2010/10/06/the-universal-phenomenon-of-flash-mobs/

Thanks for continuing your comment Hans. That last quote really sums it up well. I quite like how you have highlighted the fact that flash mobs underscore the 'viral-like nature of technology' in addition to the joy flash mobs elicit as a result of their impromptu nature. All that is needed is a quick search through YouTube for 'flash mobs' to see the views of popular flash mob videos reach the millions, as well as to read how well they have been received globally. Thanks again, Tessa

[Part 1] This article brings together a number of links to UK student protest sites. Reading this and related articles it becomes clear that the students protesting about the UK government's fee cut policy are willing to use any tools at their disposal. Their primary aim has been to collaborate with, and inform supporters of offline physical protests; predominantly marches and occupations. The article itself is posted on the movements.org website, a non profit organisation whose stated mission is to identify, connect and support grassroots digital activists from around the world. The support offered by movement.org goes beyond the mere publication of articles and offers advice to individuals and groups on how to choose and best use digital tools. It is interesting to see the number of freely available digital tools that student protesters have used to disseminate information: Facebook, Twitter, websites, blogs, Google maps, YoutTube, open calendars and Flickr are all part of the student protesters' arsenal. Fast adoption of new technologies seems to be one of the strengths of the UK students' movement. Recently, for instance, student protesters in London used the new "Sukey" application, a conglomeration of tools like google maps, twitter and SMS, to avoid clashes with police (Kingley 2011). Google Maps too have been a useful tool and have been utilised to show the locations of upcoming protests, the map posted at http://www.feesprotest.com/ gives a good indication of the nationwide spread of student dissatisfaction, while at the same time hyperlinking to fairly detailed information for each locality and directing viewers to facebook protest pages for up to date information and interaction.

[Part 2] References: 30th November Here We Come. (2010). Retrieved from: http://www.feesprotest.com/ Cullum, B. (2010). NETWORKED PROTESTS IN THE UK: hOW OLD AND NEW TACTICS ARE BEING USED TO FIGHT RISING TUITION FEES. Retrieved from: http://www.movements.org/blog/entry/networked-protests-in-the-uk-how-old-and-new-tactics-are-being-used-to/ Kingsley, P. (2011). Inside the anti-kettling HQ. Retrieved from:  http://www.guardian.co.uk/uk/2011/feb/02/inside-anti-kettling-hq?INTCMP=SRCH

This is a comprehensive blog entry introduction to the potential of Google Docs as a collaborative tool for students. These potential uses are also valuable in work places or other group work. The value of this resource is the well-written way Wetzel articulates the advantages of Google Docs for collaborative practice. His argument is that such a system, aside from being free, is valuable to go beyond the e-mail sharing culture to a full real-time collaborative environment. Wetzel then proceeds to give examples of the potential for the application of Google Docs in education contexts and classrooms. To summarise, he argues three main points in using Google Docs for collaboration:  The ability for Google Docs to provide instant feedback to students on their work  To conserve expenses on school projects such as printing costs  Encouraging the working together of students on a projects in a systematic and orderly manner The tone of the article is clearly very much in favour of using Google Docs for collaborative practice in educational settings. However, though this may not be an issue in educational contexts, there are disadvantages using Google Docs that are not reported. Two bloggers highlight those weaknesses which may be of concern when trying to use more features in Google Docs that are not there but are part of the Microsoft Office Suite:  The speed of internet connection is vital; if it is slow the collaborator may not be able to keep up with others' postings (Bukisa, 2011)  Most of the time you cannot work offline with Google Docs, you must be online to create and update documents (Creative Marketing Solutions, n.d.) However, the article does put a compelling list of features that make Google Docs a good system to use for educational collaboration.

References Bukisa. (2011). Google Docs review. Retrieved April 13, 2011, from http://www.bukisa.com/articles/480255_google-docs-review Creative Marketing Solutions. (n.d.). How to use Google Docs. Retrieved April 13, 2011, from http://knolt.com/creative-marketing-solutions/2010/10/20/heading-2/ Wetzel, D. R. (2009). Google Docs are a free online educational tool: Web-based productivity software for teacher or student collaboration. Suite101.com. Retrieved April 2, 2011, from http://www.suite101.com/content/google-docs-are-a-free-online-educational-tool-a105900

Kumar's work has a reasonable amount to offer in terms of a resource; his research gives more clues to the perceived effectiveness of Google Docs users have towards it as a collaborative tool. He has chosen to use the effective research method focus groups with semi-structured questions. Perhaps the useful part of investigating Google Docs as a collaborative tool is how he selected students at the university site who were in many disciplines. Thus he was able to elicit some good insights into why Google Docs is so praised as a collaborative educational tool. One finding was that students preferred Google Docs as a time saving tool where no formal meetings took place. Although the students were on campus, it was surprising that they felt they would rather use Google Docs then all meet to work on a project. The other finding was that the acceptance of this Web 2.0 collaborative technology was greater amongst students that had previous experience with Google Docs or other similar software. Another major advantage found by Kumar (2009) was that overall using such collaborative tools increased interest in the subject matter of their particular discipline. The concept that new technologies add value to existing practice was also interesting. Although Kumar was not clear on this concept, what students indicated this was the case, such a statement suggests that using Google Docs is linked to increased interest in a subject and in turn a desire to succeed. The weakness of this resource is Kumar is not clear of this link; however, as an article to show that Google Docs is of value equating collaboration tools with increased productivity shows how potentially valuable using them can be.

References Kumar, S. (2009). Undergraduate perceptions of the usefulness of Web 2.0 in higher education: Survey development. In D. Remenyi (Ed.) Proceedings of 8th European Conference on E-learning, Italy, 308-314. Retrieved April 13, 2011, from http://web2integration.pbworks.com/f/Undergraduate+Perceptions+of+the+Usefulness+of+Web+2.0+in+Higher+Education.pdf

This article takes a case study approach using qualitative and quantitative survey questions to measure the difference between pre and post uses of Google Docs. The research problem was based on the observation that Web 2.0 collaborative technologies were initially causing hesitation. However, upon consistent use in the context of an online course, students changed their minds about the usefulness of Google Docs. Both researchers intended to measure undergraduate levels of self-efficacy and undergraduates perceptions of using these collaborative technologies. The study had 18 respondents to the survey. Although the researchers acknowledged Google Docs limitations in the robustness of the software, they argued that this would make no difference to the perceptions of the undergraduates using it. The results of the study are somewhat unremarkable and predicable, yet support the idea that Google Docs is very useful for collaborative student work. There were major differences pre and post use of Google Docs that were significant. A majority of students felt their level of self-efficacy, that is confidence to use the software, was much higher after undertaking the course. The second hypothesis also showed the majority had positive perceptions of using Google Docs both in the course but significantly in future studies and workplaces. Although the researchers reported mostly positive results about the use of Google Docs, one issue clouded the results. Not being able to access the documents when offline is perceived as a major impediment in the collaborative process. Overall this study may seem somewhat bland and predictable; however, it supports much positive and negative criticism of Google Docs in the ability to foster and impede the learning of the students using it.

I have used Google Docs on many occasions for education purpose both as a teacher and a student. As a teacher I had found that Google Docs provided a tool that created group work with ease. Student where able to contribute to ideas and develop learning outcome far more than the unit outline proved for. The article here proves that through the efforts of many working on the same document improves as more contribute ideas and ads greater value to the document. Your comment about the uselessness of Google without online access does provide problems when it comes to the digital divide. We in the western world still have areas that suffer from digital divisions as well as those in less fortunate countries. However tools like Google docs can contribute to the cost of entry to CMC as there are no licensing fees required and programs such as the one laptop per child that aids in the narrowing of the digital divide(OLPC, n.d). As a student I have done one project with Google docs and currently using Google docs in another project. The reason for the choice to use Google Docs was mainly the reason cited in this article. Although the article was limited in what Google docs can actually do and takes on the assumption that we know what it can do. It is more about how it can be used in education. I recently used Google docs to collaborate with my family in arranging my mother's funeral. The outcome was very smooth as each member collaborated amicably on the document that may have been a family feud if handled face to face. References OLPC. (n.d). OLPC's mission is to empower the world's poorest children through education. Retrieved 15th April 2011, from http://one.laptop.org/about/mission Edwards, J.T., & Baker, C. (2010). A case study: Google collaboration applications as online course teaching tools. Journal of Online Learning and Teaching, 6(4), Retrieved April 3, 2011, from http://jolt.merlot.org/vol6no4/edwards_1210.htm

Your comment about the uselessness of Google without online access does provide problems when it comes to the digital divide. We in the western world still have areas that suffer from digital divisions as well as those in less fortunate countries. However tools like Google docs can contribute to the cost of entry to CMC as there are no licensing fees required and programs such as the one laptop per child that aids in the narrowing of the digital divide(OLPC, n.d). - that is 100 % right and that causes some disadvantages yet being free if connectivity can be gotten in any form then it has the potential to educate in any society that has networking. More work needs to be done to get to those areas, but I also argue that income might also be a factor and age. Nevertheless, GD if networking is there can provide the benefits of sharing and working on projects, it is just a case of making sure those that need it can get access to it in some form.

This study by Blau and Caspi is valuable for seeing how using Google Docs in a sharing and collaborating environment has on perceived student learning. The credibility of this study is enhanced by a wide survey of 118 students at an Open University in Israel. Ownership meant the degree to which the student using Google Docs felt responsible to work on and update project documents. This quantitative study also sought to measure the perceived learning and quality of project outcomes students felt were a result of using Google Docs. The implications from the study suggested the importance of owning the document, but also to make sure others knew of changes to the document. A document creator felt they lost ownership of the document when editing was done on it. They became the reader of the document. Such a change in hierarchy shows the importance of communicating changes done on Google Docs to every team member. A second implication was that the value of the document seemed to increase when more revisions was done. This suggested that more work on the document resulted in a more credible and trustworthy document as the project document was improved towards its final presentation. In fact most survey respondents seemed to not think the document got worse as more things were added to it. Overall, there was a correlation between document quality and revision, with Google Docs being perceived as quite effective in producing trustworthy documents which add to the learning process. The researchers' main advice from the study is that revising documents and suggesting improvements is far more effective than editing another's documents. Whilst this is not always possible it does suggest the importance of communication in the collaboration process. Google Docs is not a passive collaboration media; therefore, care in making sure all team members communicate changes is vital to a much better collaboration process.

References Blau, I., & Caspi, A. (2009). What type of collaboration helps? Psychological ownership, perceived learning and outcome quality of collaboration using Google Docs. Proceedings of the Chais conference on instructional technologies research 2009: Learning in the technological era. Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair (Eds.), Raanana: The Open University of Israel. Retrieved April 2, 2011, from http://74.125.155.132/scholar?q=cache:bBVQbNfm4-MJ:scholar.google.com/+google+docs&hl=en&as_sdt=0,5

Spencer Ackerman is an American national security reporter and blogger. This article appeared in Wired magazine's national security blog, Danger Room. In this article, Ackerman describes how in late January, 2011, the Egyptian president, Hosni Mubarak, responded to hundreds of thousands of anti-government demonstrators protesting on the Egyptian streets by shutting off the internet and mobile phone access. The purpose of this was to keep the activists from organising further protests. This move did not work however, and the protesters didn't disperse. They did not have access to Facebook and Twitter, but instead took to the streets and protested in the traditional way. Al Jazeera, and other satellite news networks kept the public worldwide focused on the events. Mubarak then "began a brutal crackdown, with regime loyalists targeting dissidents and foreign journalists alike." (Ackerman, 2011) Despite the crackdown, says Ackerman, "the world still had viral-ready video footage of the truth of Egypt's precarious uprising", some of which can be viewed by clicking on the images in the article. A particular comment by a young female street protestor featured in one of the videos was interesting: "It's not about the internet," she said, "it's about the needs and demands of the Egyptian people". REFERENCE: Ackerman, S (February 4, 2011) Prayers, Protest, Police Brutality: Raw Videos From Egypt's Uprising Wired Retrieved 8th April, 2011 from http://www.wired.com/dangerroom/2011/02/cairo-protest-videos/?pid=345

References: Ackerman, S. (2011). Prayers, Protest, Police Brutality: Raw Videos From Egypt's Uprising. Wired. Retrieved from http://www.wired.com/dangerroom/2011/02/cairo-protest-videos/?pid=345 Kravets, D. (2011). What's Fueling Mideast Protests? It's More Than Twitter. Wired. Retrieved from http://www.wired.com/dangerroom/2011/01/social-media-oppression/

The spotlight on the Northern Africa has been reignited on 15 April 2011 by release of the letter signed by US, British and French leaders. US President Barack Obama, British Prime Minister David Cameron and French President Nicolas Sarkozy have said in a joint letter that there can be no peace in Libya while Muammar Gaddafi stays in power. They want to put a stop to the terrible horrors at Gaddafi's hands. The joint letter holds out the prospect of reconstruction for Libya with the help of the "UN and its members" (http://www.bbc.co.uk/news/world-africa-13090646). The 'domino effect' political situation in Northern Africa has been closely watched by the whole world. The Egypt attracted attention not just for its political protests but how the country's Internet and its services were shut down by its government during the protests. This demonstrates a level of power government can have over its people and communication. At the time of revolution the Egypt's dictator Hosni Mubarak messages and intentions were clear to grasp by anyone paying attention to politics: It is me 'Hosni Murabak' who controls the power in this country including the media; shutting down of the Internet and its services will put a stop to a fast communication platform for Egypt's people and connection with rest of the world; Egypt doesn't want any interferences from other countries, this is 'our revolution'; we will sort it out and I will stay in power as long as possible. According to Spencer Ackerman 'Suddenly, a protest movement that used Facebook pages and Twitter hashtags to coordinate and push its message out was back to the old-fashioned methods of street politicking'. However, according to other media coverage the Twitter was found as most powerful tool in network communication during the Egypt's Internet service government shut down. (e.g. Bergstrom, G. (2011). Egypt: The First Twitter

[Please Note: This comment is in two parts due to Diigo restrictions on length] Topic: Flash Mobs Anderson conveys the self-fueling model of global innovation he calls "crowd-accelerated innovation," which is assisting individuals to improve in many areas as a result of watching videos online. The phenomenon of "Flash Mobs" has made use of global video facilities on popular sites such as "YouTube" to spread their message. One example of a self-fueling model of global innovation given by Anderson is of a group of extreme dancers who performed at the 2010 academy awards despite not having any formal dance training. Their dance moves were inspired by and copied from watching videos online. These isolated individuals have been able to connect and collaborate to share their new innovations due to the assistance of free online sites such as YouTube. Videos pack a huge amount of data into a few minutes. However our minds are more suited to understanding information from a few minutes of video as opposed to the traditional method of learning based on books and scientific peer-reviewed papers. Anderson believes that online video will one day surpass the ideas printed in books. He believes that there are a multitude of non-verbal subconscious cues that enhance the delivery of information through video publication that cannot be conveyed as adequately through a book or written transcription. These ideas are one of the reasons that TED talks have gained popularity in global education. The power of globally available videos has enhanced the popularity and effectiveness of flash mobs, which assists the organizers to spread their message more effectively. People are more likely to remember an idea or product if it has been delivered in an unusual way such as through a flash mob.

[Continuation of comment above] These ideas are one of the reasons that TED talks have gained popularity in global education. The power of globally available videos has enhanced the popularity and effectiveness of flash mobs, which assists the organizers to spread their message more effectively. People are more likely to remember an idea or product if it has been delivered in an unusual way such as through a flash mob. REFERENCES Anderson, C. (2010). How Web Video Powers Global Innovation. TED Talks. Filmed July 2010. Posted September 2010. Retrieved April 5, 2011, from: http://www.ted.com/talks/chris_anderson_how_web_video_powers_global_innovation.html

This article, written by Ethan Zuckerman, a senior researcher at the Berkman Center for Internet and Society, discusses the role of social media in the events that led to the Tunisian President Zine el-Abidine fleeing the country on January 14th this year. Zuckerman compares the media coverage and online community support received by Iranians during the 2009 protests and the coverage in Tunisia, which didn't receive anywhere near the same amount of attention. As Zuckerman puts it, "the irony is that social media likely played a significant role in the events that have unfolded in the past month in Tunisia, and that the revolution appears far more likely to lead to lasting political change." (Zuckerman, 2011) The protests in Tunisia began after the suicide of an unemployed university graduate whose informal vegetable stall had been "shuttered by the police" (Zuckerman, 2011). Protests began spreading from city to city. Although Ben Ali's government tightly controlled all forms of media, Facebook remained uncensored throughout the protests. This meant that Tunisians were able to follow unfolding events on Facebook. They were then able to share what was happening with the rest of the world by posting videos to YouTube, and the end result was that "a popular revolt toppled an Arab dictator" (Zuckerman, 2011). One important point that Zuckerman makes is that it is wrong to attempt to credit "a massive political shift to a single factor -- technological, economic, or otherwise --... Tunisians took to the streets due to decades of frustration, not in reaction to a WikiLeaks cable, a denial-of-service attack, or a Facebook update." (Zuckerman, 2011)

protests but as recent events have shown, a platform that can organise and communicate with over 85,0000 people to take part in a political protest should never be underestimated (Hauslohner, 2011). References Ingram, M. (2011). Was What Happened In Tunisia A Twitter Revolution? Retrieved April 13, 2011. From http://gigaom.com/2011/01/14/was-what-happened-in-tunisia-a-twitter-revolution/ Morozov, E. (2009). Moldova's Twitter Revolution. Retrieved April 13, 2011. From http://neteffect.foreignpolicy.com/posts/2009/04/07/moldovas_twitter_revolution Hauslohner, A. (2011). Is Egypt About To Have A Facebook Revolution? Retrieved April 13, 2011. From http://www.time.com/time/world/article/0,8599,2044142,00.html

Ethan Zuckerman's article brings us closer to a political situation in Tunis during the peak of the reported protests. Included image of the woman protester in the front of a flag makes a headline more interesting and debatable. Zuckerman writes about what sparked the actual protests, reactions of the Tunisian government, Tunisia's protests influencing neighborhood countries and how media off and on line functioned during the events. Zimmerman also writes about the reactions from outside the Middle East - from those countries celebrating a peace oriented time such as Christmas Day and New Year's holidays and at the same time hearing and seeing headlines about a shooting in Arizona. Zuckerman says that more attention would be given to the Tunisian protests through media during slow news month. He then analyzes Iran's promoting the Green Movement to on online audience that followed the tweets and Facebook posts and compares it with Tunisia's support from the online community. According to Zimmerman, social media played a significant role in Tunisia despite government's having a tight control over on and off line media. Zimmerman writes that the Government prevented reporters from traveling to the protest hot spots and what I understood from the Zimmerman's words - the media reports were prohibited with titles like vandalism or terrorism. As an alternative, Tunisians had access to uncensored pictures from the Facebook and communicated the political protests to the rest of the world by using YouTube and Dailymotion. The article highlighted existence of online audience and usage of social networking applications throughout the Tunisian events; however to me as a reader the content did not support sufficiently its title 'The First Twitter Revolution'.

This article, written by Huffington Post writer, Catharine Smith was published shortly after the Egyptian President, Hosni Mubarak stepped down from power. The article is a report on an interview between CNN's Wolf Blitzer and activist Wael Ghonim (who is also a marketing manager for Google). Video footage of the interview is also provided. Ghonim played a key role in organising the January 25 street protests by "reaching out to Egyptian youths on Facebook" (Smith, 2011). Ghonim was arrested and imprisoned for 12 days after the protest, and since his release "has become a symbol for the Egyptian movement" (Smith, 2011). Ghonim argues this idea however and has stated that he is not a hero, "I was writing on a keyboard on the Internet and I wasn't exposing my life to danger." (Ghonim, 2011). Ghonim would however, like to thank Mark Zuckerberg. In the CNN interview, Ghonim relates how he believes the "revolution started on Facebook" (Ghonim, 2011). The revolution, according to Ghonim, started in June 2010 when Egyptians started collaborating content. "We would post a video on Facebook that would be shared by 60,000 people on their walls within a few hours" (Ghonim, 2011). The revolution has been dubbed "Egypt's Facebook Revolution" by the media. It would be naive to say that the revolution was caused by social media, however there is no doubt that social media such as Facebook and Twitter has played a significant role in mobilizing and engaging citizens in Egypt's political protests. ___________________________________________________ Reference: Smith, C. (February 11, 2011) Egypt's Facebook Revolution: Wael Ghonim Thanks The Social Network Huffington Post. Retrieved March 8, 2011 from http://www.huffingtonpost.com/2011/02/11/egypt-facebook-revolution-wael-ghonim_n_822078.html

[Part 1] Lemos' paper depicts map-making as a socio-political act, an expression of power. Maps themselves are a visual way of presenting geographic information, and have been traditionally controlled by technicians, governments and private companies, but since the advent of interactive online tools, some of the power inherent in map-making has shifted to ordinary people. Interactive tools such as Google Maps, allow the everyday person to experience a new practice of place, as Lemos writes "mapping our moves on the streets allows us to control the space; it is territorialization. […] The use of GPS and other devices for location and location-based services puts the emphasis on control and domination over a territory" (Lemos 2008, p.15). From the perspective of student protesters in London at the end of 2010, the use of an interactive Google map (see and example at: http://www.movements.org/blog/entry/maptivism-in-london), allowed protest organisers to control the flow of digital information between cyberspace and the urban environment. Protesters themselves, those armed with locative media such as smart phones, had access to near real time data superimposed upon street maps relevant to their own position. This allowed protesters to collaborate by providing feedback to organisers or by reacting geographically to reported police location and action.

[Part 2] The act of real time digital mapping and urban annotation by protest movements potentially creates a new dynamic where the distribution of power relative to a location is altered. The ways in which citizens perceive the city and interact with its structure is changed when citizens have access to information about proximity and distance, when they are kept informed of lines of escape from controlled spaces. The act of protesting creates a temporary urban space, changing a location's social meaning. With the use of digital mapping tools a mobile social network is created, one that has the potential to communicate more effectively than the police forces arrayed against them. References: Cullum, B. (2010). Maptivism in London. Retrieved from: http://www.movements.org/blog/entry/maptivism-in-london Lemos, A.(2008). Mobile communication and new sense of places: a critique of spatialization in cyberculture.  Retrieved from:  http://www.andrelemos.info/artigos/spatialization.pdf Live Protest Map (2010). Retrieved from: UCL Live Protest Map

Lemos' journal examines the notion that recent mobile innovations have facilitated new and socially focussed communication systems. Locative media is the primary focus of the article and Lemos argues that technology and its relationship with mobility, community and place are creating new forms of 'territorization' - a socio-political act that involves control, surveillance and tracking. The distinction is made that locative media creates new uses for non-virtual space and bridges the gap between the physical and the virtual. This is achieved through augmented reality, mobile information consumption, events and geo-mapping; all which reinforce collaboration and participation among real world communities. Examples of locative media and territorization include CitizenMap, a community focussed web service which utilises Google Maps, Twitter and news sources to identify and detail environmental incidents throughout Hong Kong and the South China region. Sukey, an anti-police kettling application is another example of locative media, this service aims to improve communications throughout demonstrations by feeding police tactics and information from an assortment of data sources such as Twitter, Google Maps, Flickr and directly aggregating it to mobile / SMS enabled devices (Sukey, 2011). What Lemos fails to expand on in the journal is the technical and participatory expectations required for the services to be successful. Without regular and active participation these services add little or no value to the community or the cause.

Action for Australia GetUp! is a not-for-profit 'independent, grass-roots community advocacy organisation giving everyday Australians opportunities to get involved and hold politicians accountable on important issues' (About GetUp, n.d.). Rather than users starting individual projects and promoting them for donations from supporters, GetUp! hosts movements for causes of specific interest to Australians, including financial support for advertising and other schemes, to gain attention from politicians and the government at large, such as collecting 27,000 signatures petitioning the repeal of undemocratic laws preventing thousands from voting in the 2007 elections. A few dollars each from tens of thousands of supporters has produced high-profile ad campaigns that have helped raise awareness for issues important to the Australian people. GetUp! campaigns rely on social media and word-of-mouth to get the community informed and involved, requesting recommendations for new campaigns from everyday Australians concerned about government policies. According to Belleflamme, Lambert, and Schwienbacher (2011) this community involvement constitutes crowd-sourcing, where ideas and suggestions are sourced from the 'crowd', along with volunteers and appeals for solutions. In the spirit of transparency the movement advocates, GetUp! provides access to its annual reports as well as a 'real-time snapshot' of the donations members are contributing to campaigns, updated half hourly. This snapshot includes unique actions, new members, number of donations, the total collected from donations, average donation, and how many are first-time donors.

Financial donations are not required to participate in GetUp! campaigns, but the necessary funds to produce a commercial for exposure on national television is sourced from contributions by supporters: crowd-funding for a community cause. Unlike crowd-funding for individual projects, such as those found on online crowd-funding tools such as Pozible, investors in community campaigns may have no expectation of reward. The GetUp! website clearly indicates its intentions, guiding visitors to campaigns to inform, raise awareness and make contributions toward improving the Australian community through policy and reform. GetUp. (n.d.) GetUp! Retrieved from http://www.getup.org.au. Belleflamme, P., Lambert, T., & Schwienbacher, A. (2011). Tapping the Right Crowd. Retrieved from http://ssrn.com/abstract=157817.

by Paul Belleflamme, Thomas Lambert, and Armin Schwienbacher, February 13, 2011. This academic, peer-reviewed article defines crowdfunding as belonging within the broader concept of crowdsourcing, in which a 'crowd' is used for gaining feedback, solutions, and ideas. The objective is to use the crowd to collect investment money in cases of financing individual projects (Pozible), or to raise social awareness in community-minded ventures (GetUp!). Belleflamme, Lamber, and Schwienbacher equates crowdfunding with pre-ordering, menu pricing, and price discrimination, and studies the circumstances under which crowdfunding is preferred to more traditional forms of acquiring funds. They describe crowdfunding as sharing a model with pre-ordering due to the expectation of investors receiving some form of reward for their contribution, in much the same way as pre-ordering a product, such as a game, entails some reward for investor support and interest, such as receiving a copy of the game early, and at a better price. Price discrimination is the disparity between the cost for the investor and the consumer (someone who waits for official release before purchasing). The article describes the advantages of enhanced user experience for investors and the allowance of price discrimination for 'a larger share of the consumer surplus', and the disadvantage of constraints in the amount of initial capital required (Belleflamme, et. al, 2011). The article continues with an empirical survey analysis, and key features from the perspective of industrial organisations, including sourcing information, building communities, and generating product interest, as well as the success of non-profit organisations using the crowdfunding model.

It is suggested (Glaeser & Shleifer; Ghatak & Mueller, cited in Belleflamme, et. al, 2011) that 'crowdfunders care about social reputation and/or enjoy private benefits from participating in the success of the initiative'; a vital asset for charities and entrepreneurs alike. The article concludes with the implications crowdfunding has for market research, and that it may be viewed more broadly than simply raising funds. Belleflamme, P., Lambert, T., & Schwienbacher, A. (2011). Tapping the Right Crowd. Retrieved from http://ssrn.com/abstract=157817.

ABC LATELINE Michael Atkin Byline: "Australian website Pozible is helping to connect generous donors with needy projects, but there are concerns about how the website operates." The article introduces crowd-funding as an 'innovation of the internet age', bringing together donors and projects in need of funding, using an environmental group called Green Way Up as an example project, and a website called Pozible as an example of a crowd-funding resource. As an introduction to crowd-funding it presents Green Way Up as being both environmentally and socially conscious, as well as a good example of a crowd-funded project worth attention: Bob Miles and Chuck Anderson want to travel around the world on bio-fuel converted from recycled fats and oils obtained, in one case, from the waste of a chicken shop. However, Green Way Up may not have had such a start toward achieving this venture if not for Pozible; a crowd-funding resource whose Co-founder, Rich Chen, created the site 'because he was sick of hearing about exciting projects which failed to go ahead because they lacked money' (Atkin, 2011). Though it presents a hopeful opportunity to projects and financial benefactors alike, the article turns critical of the website's operations, suggesting Pozible may be 'violating the Corporations Act by raising money and offering rewards without issuing a prospectus' (Atkin, 2011).

Jennifer McKay, Professor at the University of South Australia is also concerned that Pozible infringes upon consumer protection laws and security laws, but when asked by Lateline, the Australian Securities and Investment Commission said they were 'considering whether crowd-funding poses any regulatory concerns' (Atkin, 2011). Green Way Up is presented as an exception rather than a rule for projects seeking crowd-sourced funding; '[p]rojects only receive the money if they reach their funding target within 90 days and currently two-thirds fail' (Atkin, 2011). Built upon and relying heavily on trust, the article concludes there is potential risk for all involved. Atkin, M. (2011). Website helps to make dreams come true. Lateline. Retrieved from http://www.abc.net.au/lateline/content/2011/s3180494.htm.

SETI@home and the various other projects that use BOINC rely on public contributions to achieve their computer processing goals. In a similar vein, the website Pozible.com.au also relies on public response to assist what would otherwise be unheard of projects. Pozible is a website that uses "crowd-funding" to get its donations. "Crowd-funding is an innovation of the internet age which links generous donors with needy projects" (ABC, 2011). In the example provided by this resource, the needy case is an environmental group called Green Way Up who want to fund an expedition to Norway using only bio-fuel. First shown on ABC's Lateline on the 1st April 2011, this interview discusses numerous aspects of Pozible. It talks through the set-up process, talks to a donator, and even questions the administration process from an ASIC/ACCC point of view. Not only does this website help otherwise unknown projects get up off the ground, it also helps connect them to "lounge-chair activists" looking to donate to causes they believe in. There are still a few problems with the donation process. Projects are required to generate 100% of their goal amount within 90 days to receive the money, meaning that currently only 1/3 of projects achieve this goal. There is also no formal follow-up process to ensure that the projects do what they have promised. On a positive note however, if a project fails to meet the requested total, no money changes hands. Donations work more on a pledge system, and even Pozible makes no profit from the projects, unless this total is met(Pozible.com, 2010). Projects like BOINC and Pozible are innovative ways of using current computer/internet usage to get public interest and participation in what could otherwise be undiscovered projects that could have positive implications in the future. ABC. (2011). Website Helps To Make Dreams Come True. Retrieved from http://www.abc.net.au/lateline/content/2011/s3180494.htm Pozible.com. (20

Crowdfunding creative projects and ideas Australia's 1st crowdfunding platform developed for creative individuals, groups and organisations. Pozible declares itself a new platform for crowd-funding community and creative projects; 'developed for artists, musicians, filmmakes, journalists, designers, entrepreneurs, inventors, event organises, software developers and all creative minded people to raise funds, realise their aspirations and make great things possible' (About Pozible, n.d.). As a design, the website is clean, clear, and dynamic, articulating its purpose and guiding visitors easily to content. However the most interesting content is concealed away upon first load and only exposed when a visitor 'uncovers' it, presenting a slideshow of success stories detailing the amount earned by each project from how many supporters, ranging from over $175k from 1145 supporters for an independent journalism project to $786 from 13 supporters for a short film production. The site instead displays by default the current, on-going projects in need of funding, including the amount raised so far, the percentage of the overall goal that amount equates, and how many days remain for the project to achieve their projects goal. A section below the featured projects displays the weeks Top Supporters, providing a reward for generous supporters through public recognition. On the first page visitors can find evidence of success stories, creative projects in need of their support, and see the acknowledgement afforded to supporters.

The 'Intro Video' does not give greater detail, but the website claims to have been featured in the Sydney Morning Herald, ABC, CREATIVE, and mybusiness. No direct links to these articles are included. Delving deeper into the site following the main menu links reveals more information and articles about crowd-funding, more projects and options to arrange and search, as well as guidelines, tips, and FAQs. 'Got a project. Need funding?' Follow the banner to get an invitation. You will need to apply for an invitation. Pozible. (n.d.) Hi. Meet Pozible. Retrieved from http://www.pozible.com.au.

Brainstorming is a method students can use to generate ideas for writing a paper. In the process of brainstorming you should suspend any concerns about staying organized. The goal is to pour your thoughts onto paper without worrying about whether they make sense or how they fit together.

This poster aims to provide the concept of Web 2.0 and its relevant tools in language teaching and learning. An online blog is served as an information kiosk and indicate possible instructional design and applications to language education. By experimenting with the Web 2.0 tool in a participatory community, we are hoping language teachers will learn about appropriate tools ready to be used and further think about the relationship of Web 2.0 and the four skills (listening, speaking, reading and writing) and 5 Cs (communication, culture, connections, comparisons, and communities) as well as the Wallace's framework for assessing its effectiveness.

MindMeister may not pack a lot of punch when it comes to visual panache, but the features and the versatility are there, and they bring together a powerful brainstorming tool. Perhaps the best part of MindMeister is its ability to connect with a cloud service, allowing for easy collaboration and syncing.