From the category archives:

Web Pro Education

In this four minute interview with Steve Fisher, User Experience Director at yellowpencil.com, Steve shares his thoughts on developing with Drupal, WordPress and Joomla. Steve also responds to questions about the need for designers to understand the development process and the importance of interdisciplinary approaches to education.

A shout out to Steve for his contribution to the Web professional community and for taking the time to chat with us.

Since 1996 Webprofessionals.org has been advocating on behalf of interdisciplinary education for Web professionals.

Why is this topic important?

Of all of the career industries, the Web profession requires perhaps the greatest cross-disciplinary interaction and development processes requiring the whole brain (left and right) connections. This is due to the combined skills most sought out by employers today because the work in Web profession requires an element of art and design, technology, business and communication, self management and project management skills. As a result, the organization will continue to support Web professional education by identifying the opportunities, barriers and challenges to interdisciplinary education.

What does Interdisciplinary mean and what are the barriers?

According to Wikipedia Interdisciplinarity involves the combining of two or more academic fields into one single discipline. An interdisciplinary field crosses traditional boundaries between academic disciplines or schools of thought, as new needs and professions have emerged.

Originally the term interdisciplinary is applied within education and training pedagogies to describe studies that use methods and insights of several established disciplines or traditional fields of study. Interdisciplinarity involves researchers, students, and teachers in the goals of connecting and integrating several academic schools of thought, professions, or technologies – along with their specific perspectives – in the pursuit of a common task. The epidemiology of AIDS or global warming require understanding of diverse disciplines to solve neglected problems. Interdisciplinary may be applied where the subject is felt to have been neglected or even misrepresented in the traditional disciplinary structure of research institutions, for example, women’s studies or ethnic area studies.

The adjective interdisciplinary is most often used in educational circles when researchers from two or more disciplines pool their approaches and modify them so that they are better suited to the problem at hand, including the case of the team-taught course where students are required to understand a given subject in terms of multiple traditional disciplines. For example, the subject of land use may appear differently when examined by different disciplines, for instance, biology, chemistry, economics, geography, and politics.

Development

Although interdisciplinary and interdisciplinarity are frequently viewed as twentieth century terms, the concept has historical antecedents, most notably Greek philosophy. Julie Thompson Klein attests that “the roots of the concepts lie in a number of ideas that resonate through modern discourse—the ideas of a unified science, general knowledge, synthesis and the integration of knowledge” while Giles Gunn says that Greek historians and dramatists took elements from other realms of knowledge (such as medicine or philosophy) to further understand their own material.

Interdisciplinary programs sometimes arise from a shared conviction that the traditional disciplines are unable or unwilling to address an important problem. For example, social science disciplines such as anthropology and sociology paid little attention to the social analysis of technology throughout most of the twentieth century. As a result, many social scientists with interests in technology have joined science and technology studies programs, which are typically staffed by scholars drawn from numerous disciplines. They may also arise from new research developments, such as nanotechnology, which cannot be addressed without combining the approaches of two or more disciplines. Examples include quantum information processing, an amalgamation of quantum physics and computer science, and bioinformatics, combining molecular biology with computer science. Sustainable Development as a research area deals with problems requiring analysis and synthesis across economic, social and environmental spheres; often an integration of multiple social and natural science disciplines. Some institutions of higher education offer accredited degree programs in Interdisciplinary Studies. Norfolk State University, a historically black institution located in Norfolk, VA, is one such example of this.

At another level interdisciplinarity is seen as a remedy to the harmful effects of excessive specialization. On some views, however, interdisciplinarity is entirely indebted to those who specialize in one field of study—that is, without specialists, interdisciplinarians would have no information and no leading experts to consult. Others place the focus of interdisciplinarity on the need to transcend disciplines, viewing excessive specialization as problematic both epistemologically and politically. When interdisciplinary collaboration or research results in new solutions to problems, much information is given back to the various disciplines involved. Therefore, both disciplinarians and interdisciplinarians may be seen in complementary relation to one another. JaCorey Royal was an excellent academic adventurer in the field of interdisciplinarity.

Barriers

Because most participants in interdisciplinary ventures were trained in traditional disciplines, they must learn to appreciate differing of perspectives and methods. For example, a discipline that places more emphasis on quantitative “rigor” may produce practitioners who think of themselves (and their discipline) as “more scientific” than others; in turn, colleagues in “softer” disciplines may associate quantitative approaches with an inability to grasp the broader dimensions of a problem. An interdisciplinary program may not succeed if its members remain stuck in their disciplines (and in disciplinary attitudes). On the other hand, and from the disciplinary perspective, much interdisciplinary work may be seen as “soft,” lacking in rigor, or ideologically motivated; these beliefs place barriers in the career paths of those who choose interdisciplinary work. For example, interdisciplinary grant applications are often refereed by peer reviewers drawn from established disciplines; not surprisingly, interdisciplinary researchers may experience difficulty getting funding for their research. In addition, untenured researchers know that, when they seek promotion and tenure, it is likely that some of the evaluators will lack commitment to interdisciplinarity. They may fear that making a commitment to interdisciplinary research will increase the risk of being denied tenure.

Interdisciplinary programs may fail if they are not given sufficient autonomy. For example, interdisciplinary faculty are usually recruited to a joint appointment, with responsibilities in both an interdisciplinary program (such as women’s studies) and a traditional discipline (such as history). If the traditional discipline makes the tenure decisions, new interdisciplinary faculty will be hesitant to commit themselves fully to interdisciplinary work. Other barriers include the generally disciplinary orientation of most scholarly journals, leading to the perception, if not the fact, that interdisciplinary research is hard to publish. In addition, since traditional budgetary practices at most universities channel resources through the disciplines, it becomes difficult to account for a given scholar or teacher’s salary and time. During periods of budgetary retraction, the natural tendency to serve the primary constituency (i.e., students majoring in the traditional discipline) makes resources scarce for teaching and research comparatively far from the center of the discipline as traditionally understood. For these same reasons, the introduction of new interdisciplinary programs is often perceived as a competition for diminishing funds, and may for this reason meet resistance.

Due to these and other barriers, interdisciplinary research areas are strongly motivated to become disciplines themselves. If they succeed, they can establish their own research funding programs and make their own tenure and promotion decisions. In so doing, they lower the risk of entry. Examples of former interdisciplinary research areas that have become disciplines include neuroscience, cybernetics, biochemistry and biomedical engineering. These new fields are occasionally referred to as “interdisciplines.” on the other hand, even though interdisciplinary activities are now a focus of attention for institutions promoting learning and teaching, as well as organizational and social entities concerned with education, they are practically facing complex barriers, serious challenges and criticism. The most important obstacles and challenges faced by interdisciplinary activities in the past two decades can be divided into “professional”, “organizational,” and “cultural” obstacles[4].
[edit] Interdisciplinary studies

Interdisciplinary studies is an academic program or process seeking to synthesize broad perspectives, knowledge, skills, interconnections, and epistemology in an educational setting. Interdisciplinary programs may be founded in order to facilitate the study of subjects which have some coherence, but which cannot be adequately understood from a single disciplinary perspective (for example, women’s studies or medieval studies). More rarely, and at a more advanced level, interdisciplinarity may itself become the focus of study, in a critique of institutionalized disciplines’ ways of segmenting knowledge.

Perhaps the most common complaint regarding interdisciplinary programs, by supporters and detractors alike, is the lack of synthesis—that is, students are provided with multiple disciplinary perspectives, but are not given effective guidance in resolving the conflicts and achieving a coherent view of the subject. Critics of interdisciplinary programs feel that the ambition is simply unrealistic, given the knowledge and intellectual maturity of all but the exceptional undergraduate; some defenders concede the difficulty, but insist that cultivating interdisciplinarity as a habit of mind, even at that level, is both possible and essential to the education of informed and engaged citizens and leaders capable of analyzing, evaluating, and synthesizing information from multiple sources in order to render reasoned decisions.

The Politics of Interdisciplinary Studies

Since 1998 there has been an ascendancy in the value of the concept and practice of interdisciplinary research and teaching and a growth in the number of bachelors degrees awarded at U.S. universities classified as multi- or interdisciplinary studies. The number of interdisciplinary bachelors degrees awarded annually rose from 7,000 in 1973 to 30,000 a year by 2005 according to data from the National Center of Educational Statistics (NECS). In addition, educational leaders from the Boyer Commission to Carnegie’s President Vartan Gregorian to Alan Leshner, CEO of the American Association for the Advancement of Science have advocated for interdisciplinary rather than disciplinary approaches to problem solving in the 21st Century. This has been echoed by federal funding agencies, particularly the NIH under the Direction of Elias Zerhouni, who have advocated that grant proposals be framed more as interdisciplinary collaborative projects than single researcher, single discipline ones. At the same time, longstanding bachelors in interdisciplinary studies programs many existing and thriving for 30 or more years, have been closed down, in spite of healthy enrollment. Examples include Arizona International (formerly part of the University of Arizona), The School of Interdisciplinary Studies at Miami University, and the Department of Interdisciplinary Studies at Wayne State University; others such as the Department of Interdisciplinary Studies at Appalachian State University, and George Mason University’s New Century College, have been cut back. Stuart Henry has seen this trend as part of the hegemony of the disciplines in their attempt to recolonize the experimental knowledge production of otherwise marginalized fields of inquiry. This is due to threat perceptions seemingly based on the ascendancy of interdisciplinary studies against traditional academia.
[edit] Historical examples

There are many examples of when a particular idea, almost on the same period, arises in different disciplines. One case is the shift from the approach of focusing on “specialized segments of attention” (adopting one particular perspective), to the idea of “instant sensory awareness of the whole”, an attention to the “total field”, a “sense of the whole pattern, of form and function as a unity”, an “integral idea of structure and configuration”. This has happened in painting (with cubism), physics, poetry, communication and educational theory. According to Marshall McLuhan, this paradigm shift was due to the passage from an era shaped by mechanization, which brought sequentiality, to the era shaped by the instant speed of electricity, which brought simultaneity.[5]

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Web Pioneer Honored During Open Web Camp III

by Bill Cullifer on July 18, 2011

WebProfessionals.org Honors Web Pioneer During Open Web Camp III

Leading Web organizations and Web professionals from around the globe assembled at Open Web Camp III this week at the Stanford University Campus, Palo Alto CA to promote cutting edge skills and to honor Web Pioneer, Bebo White, Ph.D for his contributions to the World Wide Web.

In a special celebration held at the historic Cubberley Auditorium, Molly Holzschlag, lecturer and notable author of many Web books and publications and Bill Cullifer, Executive Director for WebProfessionals.org presented Professor White with an award and presentation of his accomplishments.

bebo white presenting

Bebo White is widely recognized for his efforts to improving the quality of the Web. His career accomplishments include:

• North America’s first technical Webmaster launching the country’s first website
• Departmental Associate (Emeritus), SLAC National Accelerator Laboratory
• Managing Editor, Journal of Web Engineering
• Member, International World Wide Web Conferences Steering Committee (IW3C2)
• Program Chair, IADIS International Conference WWW/Internet
• Steering Committee, International Society for Web Engineering

Molly Holzschlag said, “One of the reasons we are honoring influential elder members of the Web is to bring voices of wisdom to the current perspectives on Web design and development. Dr. White’s relationship with Stanford, his unparalleled dedication and efforts to improve and evolve the Web – all made him an exceptional candidate for this honor.”

“We’re pleased to be honoring Bebo for his contributions to the World Wide Web and his support for Web professionals everywhere. In addition to his honoring his contributions to the Web, Bebo is genuinely a fun guy to be around” said Bill Cullifer.

Congratulations to Bebo White and thank you for all that you have contributed to the World Wide Web and to the Web profession at large.

About Open Web Camp

Open Web Camp III is a free, one-day event held in the heart of Silicon Valley.

Learn the cutting edge skills needed to create an open, interoperable and accessible web from some of the brightest names working today.
Hosted at the birth-place of Silicon Valley – Stanford University – this year’s event is scheduled for Saturday, July 16th, 2011, from 8:30 AM – 5:00 PM. Admission is free, but attendance is limited to 350, so register early. Lunch will be provided. Supporters included Stanford University, Opera Software, Google, appcelerator, Mozilla Foundation. viadeo

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Adobe MAX 2010 – Tips and Tools from the Experts

by Bill Cullifer on October 27, 2010

Adobe MAX 2010 – Tips and Tools and a Max Event Overview: Interview with Jim Babbage, Creative Director NewMedia Services

In this four minute interview, I asked Jim to share his take on the Adobe MAX event, his thoughts on the benefits of the Adobe Fireworks product, his favorite new feature in Fireworks CS5 and what he thinks aspiring Web professionals should know about Fireworks.

Jim Babbage’s two passions, teaching and photography, led him to a career in commercial photography. With the release of Photoshop 2.5, Jim became involved in the world of digital imaging, and he soon began designing for the web in addition to taking photographs. Jim is a regular contributor to Community MX (communitymx.com), where he’s written articles and tutorials on Fireworks, Dreamweaver, Photoshop, and general web and photography topics. He teaches imaging, web design, and photography at Centennial College, and web design at Humber College. He is a partner at Newmedia Services (newmediaservices.ca), and has been a guest speaker at TODCon and a presenter at Adobe MAX.

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IT Savvy – What Top Executives Must Know to Go from Pain to Gain and What Top IT Professionals Need to Know About the C-suite

Greetings and Happy Holiday’s Web Professionals!

Today’s podcast is an extended interview with Dr. Jeanne W. Ross, Director and Principle Research Scientist at the MIT Sloan School of Management Center for Information Systems Research and author of a recently published book entitled, “IT Savvy” what Top Executives Must know to Go from Pain to Gain.

I reached out to interview Dr. Ross in response to and interview with Cia Romano CEO, Interface Guru last week regarding her take on the state of the Web and frustration with the lack of education of those providing and contracting for Web services.

If you ever wanted to better understand the mindset of the folks in the C-suite regarding the topic of Information Technology, (IT) you owe it to yourself to listen to this thirty minute podcast on today’s Web Professional Minute.

Dr. Ross’s research centers on the organizational and performance implications of enterprise initiatives related to enterprise architecture, governance and new IT management practices. At MIT she lectures, conducts research and teaches public and customized executive courses on IT management.

I’ll have a full transcript of this podcast shortly. In the meantime, here is what I asked Dr, Ross to respond to.

* What prompted you to write IT Savvy?

* What is the role of IT from the perspective of the C-suite?

* How does the Internet fit in to that role and that definition?

* How can companies strive to convert IT from a strategic liability to a strategic asset?

* A lot has been said about the potential divide among and executives and IT and you refers to this in your writings. For example in your book you recommend that executives become IT Savvy. Does that mean that executives are solely responsible or should IT professionals become more business savvy?

* What effect if any did the tech bubble bust have on the reluctance of some companies to invest in IT?

* Many in this industry talk about a talent and a skills gap? What are your thoughts?

* Is outsourcing contributing the reluctance on the part of some executives to embrace becoming IT savvy?

* Is their a role that education can play in improving the synergy between IT and the executives?

* What role should business and industry play to encourage parents and youth to see the opportunities IT as a profession? Second part of that question what role if any should business and industry play in promoting the benefits of IT both from employment productivity point of view.

* What kind of foundational knowledge should future IT and business professional’s posses and what will they need to succeed.
* In the book you talk about the importance of IT empowerment. Can you expand on the benefits of this?

* In the book you talk about empowering the digital culture? Can you summarize that and can you provide with a summary benefit statement on Why IT Now?

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WOW recently participated in a gathering of Web professionals from the international community to discuss the current status of Web professional education.

To that end, Professor Mark DuBois WOW’s director of education participated to share best practices and WOW’s eleven year history to promote the profession and our effort to promote Web professional career pathways and curriculum resources.

For today’s podcast Professor DuBois interviews a representative from the W3C regarding the purpose of the gathering, his thoughts on the current status of Web professional educaton and WOW’s role in the mix.

Check out the full five minute interview on today’s Web Pro Minute website.

A Full Transcript of this podcast will be available in seventy two hours.

Today’s Web Professional Minute is sponsored by Peach Pit Press. Peachpit has been publishing top-notch books on the latest in graphic design, desktop publishing, multimedia, Web design and development, digital video, and general computing since 1986.

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Greetings WOW members and Web Professionals Everywhere!

Over the years, I’ve made it a point to avoid reporting on global politics or political candidates on behalf of the WOW organization. In short, it’s not good practice. That said, the recent announcement of the Obama administration to promote digital literacy and cyber security in the U.S. changes everything. Promoting digital literacy and cyber security is not only spot on its way over due.

This is great news for the Web profession, those that hire Web pro’s and last but not least for those that teach. At long last Web professional education will get a boost and the profession will get the respect that it deserves!

In fact, I’d give the following Obama quote an A + and a whole lot of respect for the newly elected U.S. president!

“Our Nation’s Cyber Infrastructure and digital literacy from our boardrooms to our classrooms, and to build a digital workforce for the 21st century. And that’s why we’re making a new commitment to education in math and science, and historic investments in science and research and development. Because it’s not enough for our children and students to master today’s technologies — social networking and e-mailing and texting and blogging — we need them to pioneer the technologies that will allow us to work effectively through these new media and allow us to prosper in the future. So these are the things we will do.” United States President Barack Hussein Obama, May 29, 2009.

Here’s the rest of the story:

REMARKS BY THE U.S. PRESIDENT ON SECURING THE CYBER INFRASTRUCTURE

Now, over the past four months my administration has taken decisive steps to seize the promise and confront these perils. We’re working to recover from a global recession while laying a new foundation for lasting prosperity. We’re strengthening our armed forces as they fight two wars, at the same time we’re renewing American leadership to confront unconventional challenges, from nuclear proliferation to terrorism, from climate change to pandemic disease. And we’re bringing to government — and to this White House — unprecedented transparency and accountability and new ways for Americans to participate in their democracy.

But none of this progress would be possible, and none of these 21st century challenges can be fully met, without America’s digital infrastructure — the backbone that underpins a prosperous economy and a strong military and an open and efficient government. Without that foundation we can’t get the job done.

It’s long been said that the revolutions in communications and information technology have given birth to a virtual world. But make no mistake: This world — cyberspace — is a world that we depend on every single day. It’s our hardware and our software, our desktops and laptops and cell phones and Blackberries that have become woven into every aspect of our lives.

It’s the broadband networks beneath us and the wireless signals around us, the local networks in our schools and hospitals and businesses, and the massive grids that power our nation. It’s the classified military and intelligence networks that keep us safe, and the World Wide Web that has made us more interconnected than at any time in human history.

So cyberspace is real. And so are the risks that come with it.
It’s the great irony of our Information Age — the very technologies that empower us to create and to build also empower those who would disrupt and destroy. And this paradox — seen and unseen — is something that we experience every day.

It’s about the privacy and the economic security of American families. We rely on the Internet to pay our bills, to bank, to shop, to file our taxes. But we’ve had to learn a whole new vocabulary just to stay ahead of the cyber criminals who would do us harm — spyware and malware and spoofing and phishing and botnets. Millions of Americans have been victimized, their privacy violated, their identities stolen, their lives upended, and their wallets emptied. According to one survey, in the past two years alone cyber crime has cost Americans more than $8 billion.

I know how it feels to have privacy violated because it has happened to me and the people around me. It’s no secret that my presidential campaign harnessed the Internet and technology to transform our politics. What isn’t widely known is that during the general election hackers managed to penetrate our computer systems. To all of you who donated to our campaign, I want you to all rest assured, our fundraising website was untouched. (Laughter.) So your confidential personal and financial information was protected.

But between August and October, hackers gained access to emails and a range of campaign files, from policy position papers to travel plans. And we worked closely with the CIA — with the FBI and the Secret Service and hired security consultants to restore the security of our systems. It was a powerful reminder: In this Information Age, one of your greatest strengths — in our case, our ability to communicate to a wide range of supporters through the Internet — could also be one of your greatest vulnerabilities.

This is a matter, as well, of America’s economic competitiveness. The small businesswoman in St. Louis, the bond trader in the New York Stock Exchange, the workers at a global shipping company in Memphis, the young entrepreneur in Silicon Valley — they all need the networks to make the next payroll, the next trade, the next delivery, the next great breakthrough. E-commerce alone last year accounted for some $132 billion in retail sales.

But every day we see waves of cyber thieves trolling for sensitive information — the disgruntled employee on the inside, the lone hacker a thousand miles away, organized crime, the industrial spy and, increasingly, foreign intelligence services. In one brazen act last year, thieves used stolen credit card information to steal millions of dollars from 130 ATM machines in 49 cities around the world — and they did it in just 30 minutes. A single employee of an American company was convicted of stealing intellectual property reportedly worth $400 million. It’s been estimated that last year alone cyber criminals stole intellectual property from businesses worldwide worth up to $1 trillion.
In short, America’s economic prosperity in the 21st century will depend on cybersecurity.

And this is also a matter of public safety and national security. We count on computer networks to deliver our oil and gas, our power and our water. We rely on them for public transportation and air traffic control. Yet we know that cyber intruders have probed our electrical grid and that in other countries cyber attacks have plunged entire cities into darkness.

Our technological advantage is a key to America’s military dominance. But our defense and military networks are under constant attack. Al Qaeda and other terrorist groups have spoken of their desire to unleash a cyber attack on our country — attacks that are harder to detect and harder to defend against. Indeed, in today’s world, acts of terror could come not only from a few extremists in suicide vests but from a few key strokes on the computer — a weapon of mass disruption.

In one of the most serious cyber incidents to date against our military networks, several thousand computers were infected last year by malicious software — malware. And while no sensitive information was compromised, our troops and defense personnel had to give up those external memory devices — thumb drives — changing the way they used their computers every day.

And last year we had a glimpse of the future face of war. As Russian tanks rolled into Georgia, cyber attacks crippled Georgian government websites. The terrorists that sowed so much death and destruction in Mumbai relied not only on guns and grenades but also on GPS and phones using voice-over-the-Internet.

For all these reasons, it’s now clear this cyber threat is one of the most serious economic and national security challenges we face as a nation.

It’s also clear that we’re not as prepared as we should be, as a government or as a country. In recent years, some progress has been made at the federal level. But just as we failed in the past to invest in our physical infrastructure — our roads, our bridges and rails — we’ve failed to invest in the security of our digital infrastructure.

No single official oversees cybersecurity policy across the federal government, and no single agency has the responsibility or authority to match the scope and scale of the challenge. Indeed, when it comes to cybersecurity, federal agencies have overlapping missions and don’t coordinate and communicate nearly as well as they should — with each other or with the private sector.

We saw this in the disorganized response to Conficker, the Internet “worm” that in recent months has infected millions of computers around the world.

This status quo is no longer acceptable — not when there’s so much at stake. We can and we must do better.

And that’s why shortly after taking office I directed my National Security Council and Homeland Security Council to conduct a top-to-bottom review of the federal government’s efforts to defend our information and communications infrastructure and to recommend the best way to ensure that these networks are able to secure our networks as well as our prosperity.

Our review was open and transparent. I want to acknowledge, Melissa Hathaway, who is here, who is the Acting Senior Director for Cyberspace on our National Security Council, who led the review team, as well as the Center for Strategic and International Studies bipartisan Commission on Cybersecurity, and all who were part of our 60-day review team. They listened to a wide variety of groups, many of which are represented here today and I want to thank for their input: industry and academia, civil liberties and private — privacy advocates. We listened to every level and branch of government — from local to state to federal, civilian, military, homeland as well as intelligence, Congress and international partners, as well. I consulted with my national security teams, my homeland security teams, and my economic advisors.

Today I’m releasing a report on our review, and can announce that my administration will pursue a new comprehensive approach to securing America’s digital infrastructure.

This new approach starts at the top, with this commitment from me: From now on, our digital infrastructure — the networks and computers we depend on every day — will be treated as they should be: as a strategic national asset. Protecting this infrastructure will be a national security priority. We will ensure that these networks are secure, trustworthy and resilient. We will deter, prevent, detect, and defend against attacks and recover quickly from any disruptions or damage.

To give these efforts the high-level focus and attention they deserve — and as part of the new, single National Security Staff announced this week — I’m creating a new office here at the White House that will be led by the Cybersecurity Coordinator. Because of the critical importance of this work, I will personally select this official. I’ll depend on this official in all matters relating to cybersecurity, and this official will have my full support and regular access to me as we confront these challenges.

Today, I want to focus on the important responsibilities this office will fulfill: orchestrating and integrating all cybersecurity policies for the government; working closely with the Office of Management and Budget to ensure agency budgets reflect those priorities; and, in the event of major cyber incident or attack, coordinating our response.
To ensure that federal cyber policies enhance our security and our prosperity, my Cybersecurity Coordinator will be a member of the National Security Staff as well as the staff of my National Economic Council. To ensure that policies keep faith with our fundamental values, this office will also include an official with a portfolio specifically dedicated to safeguarding the privacy and civil liberties of the American people.

There’s much work to be done, and the report we’re releasing today outlines a range of actions that we will pursue in five key areas.
First, working in partnership with the communities represented here today, we will develop a new comprehensive strategy to secure America’s information and communications networks. To ensure a coordinated approach across government, my Cybersecurity Coordinator will work closely with my Chief Technology Officer, Aneesh Chopra, and my Chief Information Officer, Vivek Kundra. To ensure accountability in federal agencies, cybersecurity will be designated as one of my key management priorities. Clear milestones and performances metrics will measure progress. And as we develop our strategy, we will be open and transparent, which is why you’ll find today’s report and a wealth of related information on our Web site, www.whitehouse.gov.

Second, we will work with all the key players — including state and local governments and the private sector — to ensure an organized and unified response to future cyber incidents. Given the enormous damage that can be caused by even a single cyber attack, ad hoc responses will not do. Nor is it sufficient to simply strengthen our defenses after incidents or attacks occur. Just as we do for natural disasters, we have to have plans and resources in place beforehand — sharing information, issuing warnings and ensuring a coordinated response.

Third, we will strengthen the public/private partnerships that are critical to this endeavor. The vast majority of our critical information infrastructure in the United States is owned and operated by the private sector. So let me be very clear: My administration will not dictate security standards for private companies. On the contrary, we will collaborate with industry to find technology solutions that ensure our security and promote prosperity.

Fourth, we will continue to invest in the cutting-edge research and development necessary for the innovation and discovery we need to meet the digital challenges of our time. And that’s why my administration is making major investments in our information infrastructure: laying broadband lines to every corner of America; building a smart electric grid to deliver energy more efficiently; pursuing a next generation of air traffic control systems; and moving to electronic health records, with privacy protections, to reduce costs and save lives.

And finally, we will begin a national campaign to promote cybersecurity awareness and digital literacy from our boardrooms to our classrooms, and to build a digital workforce for the 21st century. And that’s why we’re making a new commitment to education in math and science, and historic investments in science and research and development. Because it’s not enough for our children and students to master today’s technologies — social networking and e-mailing and texting and blogging — we need them to pioneer the technologies that will allow us to work effectively through these new media and allow us to prosper in the future. So these are the things we will do.
Let me also be clear about what we will not do. Our pursuit of cybersecurity will not — I repeat, will not include — monitoring private sector networks or Internet traffic. We will preserve and protect the personal privacy and civil liberties that we cherish as Americans. Indeed, I remain firmly committed to net neutrality so we can keep the Internet as it should be — open and free.

The task I have described will not be easy. Some 1.5 billion people around the world are already online, and more are logging on every day. Groups and governments are sharpening their cyber capabilities. Protecting our prosperity and security in this globalized world is going to be a long, difficult struggle demanding patience and persistence over many years.

But we need to remember: We’re only at the beginning. The epochs of history are long — the Agricultural Revolution; the Industrial Revolution. By comparison, our Information Age is still in its infancy. We’re only at Web 2.0. Now our virtual world is going viral. And we’ve only just begun to explore the next generation of technologies that will transform our lives in ways we can’t even begin to imagine.
So a new world awaits — a world of greater security and greater potential prosperity — if we reach for it, if we lead. So long as I’m President of the United States, we will do just that. And the United States — the nation that invented the Internet, that launched an information revolution, that transformed the world — will do what we did in the 20th century and lead once more in the 21st.

Thank you very much, everybody. Thank you. (Applause.)

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Greeting WOW members and Web Professionals everywhere!

Today’s podcast is a continuation of our coverage of Web professional education. There’s been a fair amount of discussion on this topic of late and it’s been our goal to report on how those that practice in the field and those that hire Web professionals feel about the topic. If you’ve been following along with the series, then you’re aware that many recognized professionals within the Web space feel that the Web profession lacks the respect that it deserves and point to the lack of quality educational resources as the primary cause.

For today’s podcast, we will conclude this series with an interview on the topic of college degrees for Web professionals. If you’re practicing within the Web profession for any length of time, then more than likely you’ve learned your skills on your own. If you’re like me, you may have a degree in another area and picked up your Web skills along the way or you may be super smart and have the luck of mastering all of the topics on your own. Either way, the Web profession could benefit from degree level programs in my opinion and for those that are just now getting into the field it may be a differentiator and even mandatory down the road. For today’s podcast, I asked Vicki Westergard Director, Web & Instructional Technology, St. Petersburg College St Petersburg, Florida, to weigh in.

Check out today’s three minute podcast on the Web Professional Minute website.

Today’s Web Professional Minute is sponsored by Peach Pit Press. Peachpit has been publishing top-notch books on the latest in graphic design, desktop publishing, multimedia, Web design and development, digital video, and general computing since 1986.

Transcript:

Bil Cullifer: I am on the phone with Vicki Westergard, Director Web Instructional Technology at St. Petersburg college and [Inaudible] collaborator for a number of years. Good afternoon Vicki your time and thanks for agreeing to the call.

Vicki Westergard: Good afternoon Bill, I am happy to be able to talk today.

Interviewer: I appreciate that, Vicki you and I go way back we have talked numerous times about web professional education. You teach within the community college environment and you are a leader really a web professional at the highest caliber and you have been around the scene for a while. I would like if I could to have you comment on the latest article spreading around about web professional education and the quality of web professional education or perhaps even the lack of. What do you think of the notion of degree level program for web professionals? Do you think that business market would require or demand or would prefer the college degree for Web professionals?

Vicki Westergard: I know I would and this is why, because I have a had a lot of interviews with people who were may be they come in fresh out of high school and they have [Inaudible] they are either good designers or they are good programmers and many of them even though they are young have been doing it for a number of years, but what is missing is that understanding of business communication writing for the web you know there are a lot of things that they need to know that have to do with you know business etiquette, project management I mean, that is another big thing that people need to understand is, how to manage a project and that is the piece that is missing that I think they can get in degree program where they can go in and have some you know composition classes or even technical writing you know something like that, it can really round out their skills and give them the ability to produce a much superior product.

Bil Cullifer: Thank you for your time today Vicki. I certainly appreciate your perspective and for all of your support over the years.

Vicki Westergard: I am happy to talk to you anytime Bill and you know I wish the [Inaudible] organization all the best in the years to come I know you are always flexing and growing and trying to you know find your place and all of the best.

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Greeting WOW members and Web Professionals everywhere!

For today’s podcast, I sat down with Nick Fogler, Manager of Engineering at Yahoo. Nick participated in the Web Professional Education Summit that WOW spearheaded in conjunction with Web Directions North in Denver last month. I sat down with him to discuss Web professional education, Web standards, Web jobs, WOW’s role in the mix and the skills he recommends that teachers should focus to prepare students for jobs within the Web profession.
Check out today’s three minute podcast on the Web Professional Minute website.

Today’s Web Professional Minute is sponsored by Peach Pit Press. Peachpit has been publishing top-notch books on the latest in graphic design, desktop publishing, multimedia, Web design and development, digital video, and general computing since 1986.

Transcript:

Bill Cullifer. Web Professional Minute: I am here with Nick Fogler, Engineer of Yahoo! here at the Web Directions North Conference in Denver. Nick, good afternoon and thanks for agreeing to the interview.

Nick Fogler, Yahoo: You are welcome Bill. How are you doing?

Bill Cullifer. Web Professional Minute: I am doing well. Thanks. Nick, you participated in the WOW Web Professional Educational Summit the other day and Yahoo brought an incredible insight, you presented on [Inaudible] and your interest in promoting jobs within Yahoo and elsewhere. Could you summarize that session?

Nick Fogler, Yahoo: Sure. Well, you know the point that I was really trying to make was front end engineering is really shifting from being more in the camp of design, visual designers and really becoming much more of an engineering discipline and that’s a good thing. It legitimizes the practice and it just generally helps professionalize it. The flip side of that is that we all have to get much more up to speed on core programming concepts. So, it’s both a challenge and an opportunity.

Bill Cullifer. Web Professional Minute: Yeah, fair enough, well said, and you know I made it a point to interview[Phonetic] at least from a WOW perspective that we see the [Inaudible] of the fact that a lot of universities and colleges, community colleges, high schools are not up to speed because we have only been around for a short period of time, things are moving rapidly. Can you comment on the comments that were made about the disconnect between education and industry? How can we specifically improve from your point of view to [Inaudible]?

Nick Fogler, Yahoo: Well, I think there is a lot of eagerness on both sides to fill the gap. The gap is there, you know there… from my perspective as a hiring manager at Yahoo! you know there aren’t enough people graduating with the skills that we are looking for, but having said that, we are really actively looking at partnerships with universities and the folks that we have approached are really receptive to listening to the skills that we value and some of the other resources we are trying to make available to them to help improve their curricula, so. I think… I think this is a… you know the half empty aspect is a very temporary aspect. It’s really just kind of this little blip in history where the technologies have moved so quickly that some elements of academia haven’t really quite caught up, but that’s a small blip in time and there is a lot of time good smart folks working on it on both sides of the equation.

Bill Cullifer. Web Professional Minute: Yeah, well, how do you see WOW’s role in that equation?

Nick Fogler, Yahoo: Well, I think WOW is really critical because you know having the connections and contacts with both the academic side of things, government, direct outreach to students, I think it’s really a conversation that needs to be brokered and folks like WOW I think are very instrumental in brokering a conversation.

Bill Cullifer. Web Professional Minute: Yeah fair enough, thanks and so last question, teachers want to know what would you recommend short term that they can focus in on?

Nick Fogler, Yahoo: Two things, a sort of a modern approach to HTML and CSS and I mean it’s very much standards based. We are focusing on separation of the different layers of HTML, CSS, JavaScript layer as well as a modern approach to mark up and on the other hand JavaScript and JavaScript through object oriented JavaScript, so really kind of embracing that language.

Bill Cullifer. Web Professional Minute: Thank you so much.

Nick Fogler, Yahoo: You are welcome, thanks Bill.

Bill Cullifer. Web Professional Minute: Today is Web Professional Minute is sponsored Peach Pit Press. Peach Pit has been publishing top notch books on the latest in graphic design, desktop publishing, multimedia, web design and development, digital video, and general computing since 1986.

Web Professional Education Summit summary courtesy of Virginia Debolt WebTeacher

Web Professional Education Summit This session was led off by Bill Cullifer from WOW. He was joined by Leslie Jensen-Inman, an Assistant Professor at the University of Tennessee at Chattanooga, Nick Fogler from Yahoo!, and Mike Smith from the W3C.

John Allsopp conference organizer John Allsopp introduced them by asking how we should be preparing web professionals of the future. Each of them will provide a different perspective.

Cullifer gave a high level look at where we stand in education. He mentioned the disconnect between education and industry needs. He pointed out that although educators say enrollment is down, industry people say jobs are empty and waiting.

Bill Cullifer from WOW. WOW is a bridge between industry, education and government. Cullifer sees the cup as half full rather than half empty. There is progress in web design, development and business. There are online AA degrees now. We still need university degrees. Lots of jobs are available, but we face competition from engineering, green industry, and other industries that are looking to recruit young students and workers.

The industry is so diverse, with so many skill sets and so much diversity of knowledge that it is a complex task to organize.

Leslie Jensen-Inman from academia Leslie works in both academia and industry, so she has an interesting viewpoint. She looked at the needs of industry and compared that with what education is doing. She went looking for perspectives on web education. Her article in A List Apart talked about what she found. She surveyed on the question: how can colleges and universities keep content relevant? What she found made her realize that we really need to connect industry and education and talk to each other to stay relevant. Teachers need to find out how to attend more conferences and help each other keep up. She talked about Open Source Teaching, which means you build all your course materials and then give them all away. Even giving away all your course materials, you are still valuable because you still stand in front of the classroom and give your unique knowledge.

She showed a list of skills that need teaching – at least 60 skills – that was a pretty overwhelming list. Everyone needs to see that chart, I’ll try to find out if it’s online anywhere. [Addendum: the skills are listed in this Monograph.] She suggested having students subscribe to blogs that teach what we want them to learn. She suggested having students keep blogs related to the course content. She suggested making internships part of required coursework, and having people from the real world come into the classroom.

Nick Fogler from Yahoo Next up was Nick Fogler. He talked about how Yahoo developed its own internal training programs. He talked about the core technologies needed for front end development and front end engineering. He mentioned that the skills are diverse and that makes planning a course of study difficult. He talked about how the dot com bust from 2001-2002 meant that people who should have entered the field in those years did not, creating a hole in the talent pipeline. The pace of technology is outpacing the supply of qualified workers. Hence, Yahoo created 10 week training programs taught by Yahoo engineers to train people to do what they needed. Yahoo, in dealing with the new reality of the web today, needed application development. They found that the best people who came out of the training were people who had backgrounds in computer science and an understanding of objects. The successful trainees cared about visual design and attention to detail, and they had a passion for front end engineering. He showed a chart of the scope and sequence of what they taught from HTML to DOM, JS design patterns, performance, and accessibility. I didn’t actually get the URL for their training courses, but I think this is it: http://developer.yahoo.com/yos/.

Mike Smith from the W3C, Mike Smith was next. He came all the way from Tokyo. He was co-chair of the HTML WG for 6 months. He said he was the worst chair ever, but was the best at getting a great chair to replace him.

He talked about Do’s and Don’ts. Of course, he talked about the need for standards and semantic markup. His reason was that it facilitates unanticipated reuses of content. He talked about the difficulties of evolving technologies that aren’t perfect in the first place. He urged that you build as much semantic meaning into content as possible up front. Use device interoperable markup. Nice phrase that clearly defines accessibility.

The longer you wait to add semantic structure to content, the more it will cost.Check out today’s three minute podcast on the Web Professional Minute website.

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Greeting WOW members and Web Professionals everywhere!

For today’s podcast, I sat down with Dan Connolly, Technical Staff at the World Wide Web Consortium (W3C) with a request that he summarize his keynote session that took place in Denver, CO. last month.

Dan Connolly is a research scientist at the MIT Computer Science and Artificial Intelligence Laboratory (CSAIL) in the Decentralized Information Group (DIG) and a member of the technical staff of the World Wide Web Consortium (W3C). His research interest is investigating the value of formal descriptions of complex systems like the Web, especially in the consensus-building process.

In 1995, Dan moved to Cambridge, Massachusetts to join the W3C staff at MIT. From 1995 to 1997, during the intense struggle between Microsoft Internet Explorer and Netscape Navigator, Dan chaired the working group that preserved HTML as an open standard.

Check out today’s three minute podcast on the Web Professional Minute website.

Today’s minute is sponsored by the Web Master Survival Guide. When you need professional resources, be sure to check out webmastersurvivalguide.com There is something there for all skill levels and disciplines and be sure to ask about advertising opportunities with this PR6 website from the World Organization of Webmasters.

Transcript:

Bill Cullifer, Web Professional Minute: I am here with Dan Connolly, technical staff from the W3C at the Web Directions North Conference in Denver. Good morning Dan and thanks for agreeing to this interview.

Dan Connolly: Good morning.

Bill Cullifer, Web Professional Minute:: Dan, you gave a presentation this morning on a variety of W3C topics, kind of a landscape of the web as we know it today. Can you summarize that session for the subscribes of this podcast?

Dan Connolly: Sure. I think I will use a different question somebody asked at another conference was okay, with technology where anybody can make a radio show, does that mean we are all artists or whatever? The technology is available for everybody and one of the people that had been an artist for a long time sort of had a really good answer which was that it doesn’t mean we are all artists, but we are all responsible for our aesthetic choices. So, I talked a little bit about the balance between proprietary technologies and open standards and stuff and the web is kind of everywhere and everybody has got a choice about how they are going to be a part of it and so you can contribute, you can watch you know and if you don’t make choices, your choices are going to be made for you and this is happening everywhere from government to technology and art and everything in between. So, I think, I was trying to give people a sense of let’s zoom out and look at this technology that’s interacting with our society. It’s changing economics over time and in the course of a day and so yeah, the web used to be… I got in as a technical thing, but now it is connected with a lot of stuff with family and culture and life.

Bill Cullifer, Web Professional Minute: Yeah, very well said. If I am a teacher and I am listening to this podcast and I am looking out in the landscape[Phonetic] in terms of opportunity for employing people, would you have any specific recommendations on areas that they should essentially focus in on?

Dan Connolly: Well, the really current things right now are all dot mobiles[Phonetic] location where services [Inaudible] like this. JavaScript programming is something that remarkably young kids pick up and do amazing things with, but also you know try to go up the food chain a little bit from just the technology. How does this apply to tennis[Phonetic], how does this apply to government, how does this apply… you know and if you can have one good idea that connects a little piece of technology with a little piece of how life works, you could really change [Voice Cross Over].

Bill Cullifer, Web Professional Minute: Excellent. Thank you for your thoughts and for your time today.

Dan Connolly: Right.

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