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Web 2.0

Chapter Two: Publishing Online

A Guide to this Instructor’s Manual:

We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary.

This document is organized chronologically, using the same heading in red that you see in the textbook. Under each heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section, if any, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software.

In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students:

Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to where they can download the most recent CourseCast onto their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast.

Table of Contents

Chapter Objectives / 2
21: Overview / 2
23: The Structure of Web-based Applications / 3
26: Understanding blogs / 3
29: Exploring the blogosphere / 4
33: Searching Frequently Updated Web Content / 5
38: Web-Based blogging Applications / 5
41: Interacting with a blogger blog / 6
41: Posting to a blog / 6
43: Configuring a blog’s Settings / 7
47: Specifying a blog’s Layout / 7
51: blogging with Multimedia / 8
51: Including Images in blog Posts / 8
53: Embedding Multimedia Content on a blog / 9
57: Video blogging / 9
58: Extending a blog’s Value / 10
59: Publicizing Your blog / 10
62: Making Money from a blog / 11
64: Understanding Wikis / 11
67: Web-Based wiki Applications / 12
70: Interacting with a wiki / 12
73: Wikipedia / 13
74: Google Wave / 13
75: Summary / 14
End of Chapter Materials / 14
Glossary of Key Terms / 14

Chapter Objectives

Students will have mastered the material in Chapter Twowhen they can:

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Define blog

Define wiki

Discuss how blogs and Wikis contribute to the Web 2.0 culture of participation

Discuss differences among blogs, Wikis, and Websites

Explain the structure of Web-based applications

Differentiate among the three tiers of Web application architecture: presentation tier, middle tier, and database tier

Differentiate between traditional news sources and blogs

Search for a blog entry using Google blog search, Blogosphere, or Technorati

Discuss the anatomy of a blog

Create and configure blogs

Post text and multimedia to a blog

Define permalink

Define World Live Web

Define Authority Value

Discuss the anatomy of a wiki

Create and configure Wikis

Post text and multimedia to a wiki

Define Google Wave

Web 2.0Page 1 of 17Chapter Two

21: Overview

LECTURE NOTES

  • Explain that this section provides a brief overview of Wikis and blogs, two Web 2.0 tools that allow users to publish content online.
  • State that blog is the abbreviation of Web log.
  • State that the term wiki comes from the Hawaiian word for quick.
  • State that both blogs and Wikis contribute to the Web 2.0 culture of participation.
  • State that blogs and Wikis enable users to easily share knowledge and ideas about the world.
  • Explain that blogs contain news, images, videos, and personal stories.
  • Explain that Wikis organize information into a collection of searchable, linked Web pages.
  • Explain that organizations, companies, and educators use Wikis to promote collaboration and create a central location for managing shared information.
  • Use Figure 2-1 to show how blogs and Wikis involve readers in the process of creating online content and, as a result, build online communities.
  • Emphasize the fact that users create the content of both blogs and Wikis using Web-based applications which make it easy to update their content.
  • Point out that many blogs and Wikis have a rich user interface.
  • Point out that users do not need extensive technical knowledge to provide content for Wikis and blogs.
  • Explain that a Website is a collection of related Web pages that are usually hosted on the same server.
  • Use Figure 2-2 to show the growth in popularity of blogs and Wikis.

CLASSROOM ACTIVITIES

  • Break students into small groups and have them visit one of the blogs listed in the chapter, some of which are shown below. Have students discuss what features of blogs they find with the class.
  • Huffington post
  • Life Hacker
  • Tech Crunch

FIGURES: 2-1, 2-2

23: The Structure of Web-based Applications

LECTURE NOTES

  • Explain that this section provides introduces the structure of Web-based applications.
  • State that HTML is the abbreviation for Hypertext Markup Language.
  • State that HTML uses a set of codes called tags in order to instruct a browser how to display Web content.
  • Explain that HTML tags describe how to format text, multimedia and links on a Web page.
  • State that CSS is the abbreviation for Cascading Style Sheets.
  • Explain that CSS is a technology that contains specifications for the fonts, colors, layouts, and placement of other elements on a Web page or across a Web site.
  • Use Figure 2-3 to show HTML code for an image, a header, a paragraph, an unordered (bulleted) list, and several hyperlinks.
  • Explain that Web applications are organized into functional components and the interactions among them constitute the architecture of a Web application.
  • State that many Web applications are designed using a three-tiered architecture.
  • Use Figure 2-4 to show the three-tiered architecture used to design Web applications.
  • Explain that the presentation tier deals with the presentation of information and the user experience in the browser.
  • Explain that the middle tier, also known as the business logic tier, is responsible for processing user input from the presentation tier, interacting with information from the database tier, and delivering the formatted information to the browser.
  • Explain that the database tier is responsible for retrieving the required information from the database.

FIGURES: 2-3, 2-4

26: Understanding Blogs

LECTURE NOTES

  • Explain that this section provides an overview of blogs.
  • State that users update their blogs using a blogging application.
  • State that the term blogosphere describes the online community of all bloggers and their blogs.
  • Use Figure 2-5 to show the anatomy of a blog page.
  • State that users who post to blogs are referred to as bloggers.
  • Explain that many bloggers configure their blogs to allow readers to comment on posts and that commenting on posts encourages discussion within the blog, thereby a sense of public opinion and contributing to the Web 2.0 culture of participation.
  • Point out that one way to promote ablog is by getting other bloggers to posta link to it on their blogs.
  • State that a permalink, or permanent link, is a link to a Web page that displays a specific blog post.
  • Explain that by using permalinks, bloggers can link to other blog posts from their own blogs.
  • Use Figure 2-6 to show an example of a permalink page.
  • Point out that a blog often has a sidebar that contains archives, search box, list of readers who follow the blog, hyperlinks to the bloggers’ favorite blogs, and functionality offered by the blogging application.
  • Use Figure 2-5 to show the anatomy of a sidebar.
  • State that the term blogRoll refers to hyperlinks to a blogger’s favorite blogs or Websites.

CLASSROOM ACTIVITIES

  • Break students into small groups and have them search for examples of corporate blogs. Have students share their findings with the class.

LAB ACTIVITIES

  • Have students visit one of the blogs listed in this chapter, take a screenshot of the front (home) page, and label its various components.

FIGURES: 2-5, 2-6

29: Exploring the Blogosphere

LECTURE NOTES

  • Explain that this section explores the blogosphere.
  • Use Figure 2-7 to show examples of blogs.
  • Point out that many corporations use blogs to communicate with their clients/customers.
  • Note that while most corporate Websites change infrequently, corporate blogs are continuously updated.
  • Use Figure 2-8 to show the anatomy of a corporate Website and corporate blog.
  • State that the term citizen journalist refers to bloggers who share their thoughts about news and events.
  • Use Figure 2-9 to show an example of citizen journalism.
  • Point out that news, once available only via traditional media, such as television, radio, newspaper, and magazines, is now available via blogs.
  • Use Figure 2-10 to show popular online news blogs.
  • Use Figure 2-11 to show examples of blogs that extend traditional media.

CLASSROOM ACTIVITIES

  • Have students visit Web sites for a news outlet such as the New York Times, CNN, NBC, CBS, or ABC News, and look for blogs hosted available on these sites.

FIGURES: 2-7, 2-8, 2-9, 2-10, 2-11

33: Searching Frequently Updated Web Content

LECTURE NOTES

  • Explain that this section introduces the term World Live Web and explores ways to search frequently updated Web content.
  • State that the term World Live Web refers to the ever-changing nature of the World Wide Web.
  • Use Figure 2-12 to show Websites that continuously display popular, recently updated, user-generated content.
  • State that Google Blog search is a capability of Google that limits search results toblogs.
  • Use Figure 2-13 to show search results using Google Blog search.
  • Explain that Technorati assigns each blog an authority value to describe how influential the blog is in the blogosphere.
  • Use Figure 2-14 to show Technorati, a dedicated blog search engine and directory.
  • Use Figure 2-15 to show the Technorati search results page.
  • Use Figure 2-16 to show how to use BlogCatalog to search blogs by category.

CLASSROOM ACTIVITIES

  • Break students into small groups and have them visit the following Web sites to obtain general information about Technorati and BlogCatalog. Have students discuss what they have learned with the class.
  • LAB ACTIVITIES
  • Have students use Google Blog search to search for blog posts about topics of interest. Examine the search results to verify that they contain blog posts.

FIGURES: 2-12, 2-13,2-14,2-15,2-16

38: Web-Based Blogging Applications

LECTURE NOTES

  • Explain that this section provides an overview of Web-based blogging applications.
  • Explain that blogging applications allow bloggers to create, configure, and post new content to their blogs.
  • State that Blogger and WordPress are popular blogging applications.
  • Discuss the advantages and disadvantages of using a hosted blog application.
  • Use Table 2-1 to compare the features of popular blogging applications.
  • Use Figure 2-17 to display some of the WordPress features that Emeril’s blog uses.
  • Explain that blogging applications allow bloggers to create, configure, and post new content to their blogs.
  • Explain that when selecting software solutions, businesses often choose between proprietary and open source software.
  • Contrast proprietary software and open source software.

TABLES: 2-1

FIGURES: 2-17

41: Interacting with a Blogger Blog

LECTURE NOTES

  • Explain that this section provides an overview of the Blogger application.
  • Explain that most blogging applications include the ability to create and edit blog posts, to configure the blog’s settings and to select a design template and customize its layout, and that you will use the blogging application, Blogger, to explore how to use blogging applications.
  • Use Figure 2-18 to show how to use Blogger.
  • Explain that users must first create an account with the blogging application and then specify a name and URL for their blog.
  • State that the Dashboard page is the point of entry for managing a blog. From the Dashboard, users can create a new post in their blog, edit existing posts, change the settings for their blog, modify the layout or update their profile information.

CLASSROOM ACTIVITIES

  • Create a blog using the Blogger application ( to demonstrate how it is done.

LAB ACTIVITIES

  • Have students create a blog using the Blogger application.

FIGURES: 2-18

41: Posting to a Blog

LECTURE NOTES

  • Explain that this section covers how to post to a blog.
  • Use Figure 2-19 to show how to enter a post using Blogger’s text editor.
  • Explain that a text editor is a simplified word processor that supports basic text-formatting features, such as the ability to change fonts and bold text, and add bulleted lists.
  • Use Figure 2-20 to show how to enter a blog post using HTML.
  • Use Figure 2-21 to show how to edit posts view in Blogger.

CLASSROOM ACTIVITIES

  • Post to the blog you created using the Blogger application.

LAB ACTIVITIES

  • Have students post to the blogs they created using the Blogger application.

FIGURES: 2-19, 2-20,2-21

43: Configuring a Blog’s Settings

LECTURE NOTES

  • Explain that this section covers how to configure a blog.
  • Use Figure 2-22(a) to show how to configure a blog’s basic settings.
  • Use Figure 2-22(b) to show how to display the title and description of the blog.
  • Use Figure 2-23 to show how to configure the Formatting settings in Blogger.
  • Use Figure 2-24 to show how to configure the Comments settings in Blogger.
  • Use Figure 2-25 to show how to configure the Email and Mobile settings in Blogger.
  • Use Figure 2-26 to show how to configure the Permissions settings in Blogger.
  • Point out that Blogger offers other settings for customizing a blog under the Settings tab, including: publishing settings to specify whether the blog will be published using the domain provided by Blogger or at a custom domain; archiving settings to specify how often to group past blog posts from a specified time interval; OpenID settings to configure the blog’s URL so that it can be used as a common digital identity in order to access other OpenID-enabled sites.

CLASSROOM ACTIVITIES

  • Modify the appearance of the blog you created using the Blogger application to demonstrate how blogs are configured.

LAB ACTIVITIES

  • Have students modify the appearance of the blogs they created using the Blogger application.

FIGURES: 2-22,2-23,2-24,2-25,2-26

47: Specifying a Blog’s Layout

LECTURE NOTES

  • Explain that this section covers how to specify a blog’s layout.
  • Explain that when specifying a blog’s layout, users can configure page elements, including the header, footer, blog posts and sidebar areas of their blog, and can also specify fonts, colors and a design template.
  • Use Figure 2-27 to show how to add and arrange page elements.
  • State that when using Blogger, users can choose from hundreds of gadgets to add content to their blog.
  • Explain that gadgets are mini Web applications that instruct the Web server to access content from the application’s database or from an external Web site and display the requested information in the blog.
  • Use Figure 2-28 to show how to add a gadget to a blog.
  • Use Figure 2-29(a) to show how to edit the Profile gadget.
  • Use Figure 2-29(b) to show how to view the Profile gadget.
  • Use Figure 2-30 to show how to specify fonts and colors for a blog.
  • Use Figure 2-31 to show how to select a new template for a blog.

CLASSROOM ACTIVITIES

  • Modify the layout of the blog you created using the Blogger application.

LAB ACTIVITIES

  • Have students modify the layout of the blogs they created using the Blogger application.

FIGURES: 2-27,2-28,2-29,2-30,2-31

51: Blogging with Multimedia

LECTURE NOTES

  • Explain that this section provides an overview of embedding multimedia content on a blog.
  • Explain that blogs can be made more visually appealing by adding multimedia. Bloggers can upload, or transfer, images and videos directly to the blog application’s Web server for display on their blogs.
  • Explain that a blogging application, as part of its user interface for uploading files, will prompt the user to locate files on his or her computer and then transfer those files to the server so that they may be referenced within blog posts. Bloggers can also upload images and videos to a third-party multimedia sharing service, such as Flickr or YouTube, and then display the content on their blogs.

51: Including Images in Blog Posts

LECTURE NOTES

  • Explain that this section covers how to include images in blog posts.
  • Explain that blogs are enhanced with the addition of images.
  • Use Figure 2-32 to show how to upload and resize an image to display in a blog post.
  • Use Figure 2-33 to show how clicking the resized image displays the full-sized image in the browser.
  • Use Table 2-2 to compare common file formats for images.
  • Point out that when linking to an image posted on the Web by someone else, you have no control over how long the image will be available.

CLASSROOM ACTIVITIES

  • Create a post on the blog you created using the Blogger application and insert an image.

LAB ACTIVITIES

  • Have students create a post on the blogs they created using the Blogger application and insert an image.

TABLES: 2-2

FIGURES: 2-32, 2-33

53: Embedding Multimedia Content on a Blog

LECTURE NOTES

  • Explain that this section covers how to embed multimedia content on a blog.
  • Explain that bloggers may upload multimedia content to be hosted on the blogging application’s server or access external content (for example, news headlines hosted on a news service Web site, videos or photos posted on sharing sites such as YouTube and Flickr, photo slide shows or updates from social networking sites such as Twitter) that originates from other Web sites.
  • Explain that users can reference external content in a blog post by providing a hyperlink in the post to the multimedia content itself or by embedding the content as part page itself.
  • Use Figure 2-34 to show that content embedded in a bog may originate from different Web sites.
  • Use Figure 2-35 to show how a Web page loads embedded content.
  • Use Figure 2-36 to show how video-sharing sites provide code for embedding video in different ways.
  • Use Figure 2-37 to show how to embed video in a blog.
  • Use Figure 2-38 to show examples of streaming video players built upon Adobe Flash.

CLASSROOM ACTIVITIES