The corridor of uncertainty

Credit where credit's due

alastair.creelman@lnu.se (Alastair Creelman) — Mon, 08 Feb 2010 08:09:00 +0000

I try to be careful about using other people's material in my presentations and blogs. I often use my own photos and if I use something from the net I go to sites with stock photos with CC licenses and try to link to and acknowledge the source. I may have failed to do this properly sometimes but I try. The trouble is that it's seldom clear exactly what should be written under a photo or a film so that it is correctly used. I'd love to find a ready line to paste in that gives due credit and links to the original. I've spent a long time on various sites trying to find the right way to credit and in the end was forced to guess. Maybe it's blindingly obvious to many of you but I'm afraid I haven't found the magic formula.

I read with great interest two good blog posts on the confusing area of using digital material in education; one by James Clay entitled Are you stealing stuff? and the other by Simon Finch entitled Proper tea is theft. Both posts of course resulted in lengthy discussions. The main point for me from these excellent posts is that since we're all putting so much material on the net we should simply show a bit more respect for each other when we borrow. If you use someone else's material just say so and give credit. Some might argue that it's a battle between us poor ordinary people in the street and the faceless might of big business and its protectionist laws. However, in the world of the social web most of the creative work is coming from just those ordinary people in the street - us! As Simon Finch writes:

"Web 2.0, and the rest, is making us a world of creators and publishers. We’re uploading pictures, music, videos, Flash activities, personal writing, presentations, teaching resources and more – and so are our learners. That image that you’ve found, is just the thing to add value and impact to the learning activity for that needy class of yours. But that image doesn’t belong to an international image company – no, it belongs to someone like you.."

So the moral is to give credit where credit is due, not terribly difficult really. Isn't embedding a photo similar to quoting from a book or article? There are established formulae for text references that we teach carefully to all students so why not photo or film references? A standard format for media references would be very handy. On Creative Commons sites I would like the attribution to automatically follow when I embed a photo or a film. Make it easy and most people will follow.

Free education can be profitable

alastair.creelman@lnu.se (Alastair Creelman) — Thu, 04 Feb 2010 19:45:00 +0000

There are mountains of free educational resources out there for anyone to use for their own development via OER Commons, Wikiversity, OpenCourseWare, iTunes U, Academic Earth etc. Free and open higher education is now available from the fledgling University of the People and Peer 2 Peer University though in a very limited form so far. This seems to threaten the academic mainstream but can the established universities actually benefit from adapting to the wave of openness?

Several universities are now experimenting with a concept which only recently would have been considered sheer madness; letting students participate in courses for free. An article in Ars Technica, University finds free online classes don't hurt enrollment, reports on a study carried out by Brigham Young University indicating that their free courses actually help to recruit new students. BYU (BYU Independent Study) offer a limited selection of online courses free in the hope that having tried them students would be tempted to sign up for the "real thing". This seems to hold true and even if many free students never become paying customers the general feeling seems to be that the university gains so much positive publicity by opening up their material that the scheme pays its way.

According to David Wiley of BYU (in an article in Wired Campus) the study was:
"the first piece of empirical work I am aware of that demonstrates clearly that a distance-learning program can simultaneously (1) provide a significant public good by publishing open courseware and (2) be revenue positive while doing it."

Universities openly publishing their course material and lectures also see a massive surge in interest from all over the world as Open University and MIT clearly show. Millions of people now regularly view free lectures and whole courses from top universities via iTunes U or universities' own YouTube channels and reputation for good content travels fast. Although American universities have been highly prominent on this front it's not simply a western phenomenon; see, for example, the Virtual University of Pakistan's YouTube channel.

It seems that maybe you can have your cake and eat it. By putting material on the net you contribute greatly to informal learning all over the world, helping to build your reputation for quality. But those in search of qualifications and the guidance of the university's teachers will still be willing to sign up for the full university experience. The one does not necessarily threaten the other.

To see ourselves as others see us

alastair.creelman@lnu.se (Alastair Creelman) — Sun, 31 Jan 2010 19:17:00 +0000

I meet a lot of people who are sceptical about the possibilities offered by technology in education. My enthusiasm to explain and encourage the use of open educational resources, wikis, blogging, social networking and social bookmarking is sometimes met by a lack of interest that I find hard to counter. How can they not see the benefits that are so obvious to me? Are they not even curious to see what the fuss is all about?

I read two very relevant reality checks last week. One was a discussion thread on Cloudworks, Motivating teachers to use technologies, and the other was a post on the excellent blog The Tempered Radical entitled Why teachers "give up". Both stressed the problem of getting a reasonable return on invested time and that in many cases new shiny technologies just end up taking too much valuable time to be worth the effort. As Bill Ferriter writes on The Tempered Radical:

"Like professionals in any field, teachers judge the transaction costs that change requires before taking action. When new practices or strategies require tons of investment - complicated planning, intensive research, sophisticated interactions with colleagues, specialized resources or tools - teachers must be convinced ahead of time that the benefits are going to outweigh these new costs of action".

I've been lucky to have had the opportunity to spend time learning new tools as part of my work. However there have been cases when I've given up with some technologies that just didn't live up to expectations. One fine example at present is Google Wave which I had a look at but didn't get hooked on and that lies cast into a dark corner waiting to see if I will return. I like the idea but have no need for it for the time being. I'm sure many tech-sceptical colleagues will recognize the feeling. You have to see the immediate benefits.

One comment on the Cloudworks discussion interestingly compared the use of ICT in education with losing weight in that, to be successful, you need a supportive environment and a permanent change in your way of life:
"For long-term weight loss the changes have to become "standard practice" - their way of life - for the person. If they don't become their way of life, the change won't last. They will revert. If the environment doesn't help, encourage and support people to maintain this way of life, the change won't last. The environment within higher education is not conducive to help achieve and maintain long-term weight loss".

The key is the supportive environment. If technology is seen as an integral part of everything that goes on at an institution and there's plenty of support and encouragement amongst colleagues even the most reluctant will get involved. The opt-out choice is simply not interesting any more. The most innovative groups/departments/schools are the ones that have reached this level. Getting there is the hard part.

Another iThing for your collection

alastair.creelman@lnu.se (Alastair Creelman) — Thu, 28 Jan 2010 18:51:00 +0000

Apple's new iPad (watch Apple's iPad video) has been unveiled and the media coverage has of course been immense. No point in including links to the countless number of articles and blog posts on the subject, in comparison to which this humble contribution is a mere speck. One article described the iPad as an "iPhone on steroids" (Wired Campus) and certainly iPhone users will feel immediately at home with the layout and feel.

My immediate reaction was that this could be the device that will finally get e-books and e-magazines into centre stage. The screen size, resolution, feel and graphics would seem to completely blow away competitors like the Kindle. Magazine stands could also disappear fast as we download multimedia versions of our favourite publications in preference to the static paper versions. I can see a case for such publications continuing to differentiate, as they do today, between two types of publication: the free web site and the e-magazine. If the e-magazine has a clearly defined role and offers excellent material in innovative ways I'm sure people will be willing to continue to subscribe. Maybe one way of providing subscribers with added value is to give them full access to back numbers (even those from the days of paper).

However, just like the Kindle the iPad is locked into a proprietary mode where you access your books via iBooks, your music via iTunes and so on. For students the idea of having all your course literature on one A4 size tablet is very attractive but I wonder how the iPad handles other types of digital publication from sources other than iBooks. No chance of buying from Amazon I suppose or downloading the increasing amount of free literature available. It's a wonderful garden but it's still a walled garden and that is what a lot of the critics are concerned about. When we get an unbundled version of the iPad that can acces material from all suppliers then I think we'll really have a breakthrough. This is of course a business decision, not a technical one.

The iPad fits in somewhere between a laptop and an iPhone and does the job extremely well. I don't think that the iPad is the answer to all our tech dreams but, like the iPhone, it points the way for the whole industry. We're freeing computers from their wired shackles, moving from geek-friendly to intuitive commands as well as making computing truly ubiquitous. It's only a matter of time before this type of device can take over the role of the laptop and handle all the office applications as well. The future of computing looks more like an iPad than anything else around at the moment (I may regret that statement in a year or so, let's see).

One thing's for sure, if they can keep their promise of selling them at $499 they should sell like hotcakes. I may well be there in the queue.

Sleeve notes to make a comeback?

alastair.creelman@lnu.se (Alastair Creelman) — Sun, 24 Jan 2010 19:48:00 +0000

One of the joys of youth was spending hours in dingy record stores checking out all the new albums and listening to a few tracks on the headphones that generally hung in a dark corner. Hundreds of artists to choose between and often interest in a new band was awoken by the album cover. Sometimes the artwork was enough to motivate a listening and often a purchase. I confess to being particularly fond of Roger Dean's fantasy art that appeared on the albums of bands like Yes, Uriah Heep and Budgie. I also enjoyed thumbing through friends' album collections looking at the covers and sometimes reading the sleeve notes.

That pleasure has gone now that my entire music collection is stored on a thin little box called an iPod. Admittedly the player downloads a photo to go with the track but it's not much to look at, especially in the small window on the player. I've downloaded plenty of music that I know very little about and sometimes miss the old album covers with artwork to admire and sleeve notes to read. The mp3 format is music stripped bare; just the track and its title.

But wait, help is at hand according to an article on Wired.com, Is the world ready for the successor of the MP3? The mp3 format has been enhanced into musicDNA, a format that allows the automatic downloading of photos, notes and updates on the artist as well as the track itself. The battered and groggy music industry suddenly sees some relief in that there may be a way after all to provide added value for those willing to pay for their music. According to the musicDNA site the format allows legal sites to bundle other services with the format whereas the free mp3 download will be "naked".

Sounds reasonable though it's probably only a matter of time before the new format gets pirated too. Those who want everything for free will always find a way but the developers of this technology are hoping there are enough people out there willing to pay a little for the extra service.

Horizon report 2010

alastair.creelman@lnu.se (Alastair Creelman) — Tue, 19 Jan 2010 20:32:00 +0000

The publication of the annual Horizon Report has become one of the highlights of the edtech year. Which technologies will be in the spotlight this time? What challenges does higher education face? This year NMC actually released a sneek preview version of the report in December to set the discussion in motion. Now the full version has hit the streets and this will no doubt be one of many reviews and summaries that appear in the coming weeks.

The format of the report is as ever: six technologies are nominated that will have a major impact on higher education in the short, medium and long term. However I find the most interesting parts of the report are the pages where they list the challenges facing universities today. In the face of the social web revolution of today the very role of universities is being questioned:

"Institutions must consider the unique value that each adds to a world in which information is everywhere. In such a world, sensemaking and the ability to assess the credibility of information are paramount. Mentoring and preparing students for the world in which they will live, the central role of the university when it achieved its modern form in the 14th century, is again at the forefront. Universities have always been seen as the gold standard for educational credentialing, but emerging certification programs from other sources are eroding the value of that mission daily."

Ubiquitous learning has become a reality with students able to access information anywhere, any time and in many ways. Informal learning and alternative education paths are challenging traditional forms. According to Horizon the critical challenges today are:

Role of academy - adapting education and teaching methods to the needs of tomorrow. Implementing and integrating new technologies.
New forms of scholarly publication using net-based collaboration
Digital media literacy vital in all disciplines and levels
Financial constraints hit higher education. How to innovate and adapt despite the crisis.

I'd like to add another major challenge and that is the growing digital divide in higher education; those who understand the social web and are trying new models and methods and those who still work with the tools of the last century. When Horizon talks of technologies becoming mainstream they are talking about the edtech front runners. I suspect the majority of institutions today are still grappling with establishing LMS, using one way web sites and use mostly e-mail for communication. How do we win over the edtech sceptics?

The technologies

It's no great surprise that mobile computing and open content are the two technologies that occupy this year's category Time to adoption: one year or less. The advent of the iPhone and Android have brought mobile computing to everyone's attention even if there are still concerns with security, privacy and classroom implementation. They symbolise the concept of ubiquitous education and are becoming the devices of choice for many students. The challenge is for universities to harness this potential and find ways of integrating this technology into courses. The report, as ever, provides plenty of inspiring examples of universities using these technologies.

Open content is another disruptive technology that threatens many traditional activities like academic textbook publishing but which is judged to have sufficient momentum to have a significant impact this coming year. Having so much open content available increases demands on digital literacy and so-called 21st century skills:

"Open content shifts the learning equation in a number of interesting ways; the most important is that its use promotes a set of skills that are critical in maintaining currency in any discipline — the ability to find, evaluate, and put new information to use."

On the 2-3 year horizon the report nominates e-books and augmented reality. E-books are of course already evident but as more versatile, attractive and reasonably priced devices appear they will become mainstream enabling students to store all course literature onto one device and forcing radical changes in the publishing business as well as libraries. The report gives links to universities that are already using e-books and e-journals and have encouraged the uptake of e-book readers amongst students.

Augmented reality is being driven by the mobile computing boom with apps available already in both the iPhone and Android. Pointing the camera at an object, building or person will activate icons on the screen that can be touched for information. Google's SkyMap allows the user to see AR information on stars and constellations by pointing mobile device at them. There are also apps (see video TAT augmented ID) that will show you information about people, such as which social networks they belong to. There is massive potential in this technology but already the personal integrity warning lamps are flashing.

On the far horizon are gesture based computing and visual data analysis both of which are already evident but which will take a few years to become everyday technologies. Gesture based computing is already available in gaming with Nintendo Wii and the new challenger Xbox Natal but will no doubt become the natural way for us to interact with devices.

"The kinesthetic nature of gesture-based computing will very likely lead to new kinds of teaching or training simulations that look, feel, and operate almost exactly like their real-world counterparts."

Visual data analysis deals with presenting complex data in advanced graphical representations and manipulated in real time. At present this is restricted to fields like physics, chemistry and advanced mathematics since it requires enormous amounts of processing power.

Copyrighted punctuation

alastair.creelman@lnu.se (Alastair Creelman) — Fri, 15 Jan 2010 13:58:00 +0000

It's hard to avoid smilies/emoticons in net-based communication these days but they haven't managed to break through to being accepted punctuation marks yet. However one mark hopes to make it on to your keyboard, namely the sarcasm mark or SarcMark. This looks a bit like a variation on @ and should be used to show the reader that your statement should not be taken too literally. There's an article on this on Telegraph.co.uk, Sarcasm punctuation mark aims to put an end to email confusion. Personally, I'm quite happy using the well-tested ;-) in informal communication.

What is most amazing about this not particularly useful innovation is that it is copyrighted. To use the new punctuation mark you have to download it from the company SarcMark for $1.99. Watch their amazing commercial below and wonder. I can deal with a new punctuation mark but doing business with symbols seems rather absurd. By the way, the full stops in this post are sponsored by Acme Enterprises International ....

If only Darwin had Facebook

alastair.creelman@lnu.se (Alastair Creelman) — Tue, 12 Jan 2010 14:20:00 +0000

Social networking is nothing new really; we've always been doing it. We've just not had such powerful tools to help us as we do now. In the past I could write this and send it as a letter to a friend, who could in turn quote me to several friends and so on. The great thinkers of old networked intensively sending vast amounts of letters to colleagues around the country and even abroad. That's how ideas spread; slowly but surely.

There's a great video on this theme from Stanford University that I paste in here showing how many of the great names of the 18th century such as Darwin networked (evidently Darwin sent over 15,000 letters in his career). It's easy to draw the conclusion that these people would have been able to achieve much more if they had the instant mass communication we use today. However, maybe the slow method had some advantages; more time to formulate your ideas, more time for your colleagues to read and assimilate them, more time to think more deeply. Read more on this video on the blog post Networks and the information glut.

There's no doubt that today's ideas spread instantly and to a mass audience. Academic discussion was previously the domain of a privileged few whereas now anyone can access the thoughts of the experts. One major difference between the two approaches is that Darwin's correspondence is still there for us to read whereas much of today's correspondence is rather emphemeral and may be very difficult to trace in 100 years from now. What price The Collected Tweets of Charles Darwin?

Participation literacy

alastair.creelman@lnu.se (Alastair Creelman) — Sat, 09 Jan 2010 21:04:00 +0000

Most social networks and discussion boards I know tend to be dominated by a handful of people contributing over 90% of all content. This small core group (sometimes simply one enthusiastic individual) keeps the site alive by providing input and trying to encourage everyone else to contribute. The big problem is how to foster active participation.

For example, I'm involved in a Swedish education network (Dela! - which means "share") which has gathered over 800 registered users since its inception last spring. The problem is how to create a critical mass of discussion. Most users log in and read the latest news but only a minority make regular contributions and the question is how to spread the workload of keeping the network as active as possible.

The same phenomenon appears in course discussion forums where a few students dominate the discussion unless some form of incentive is provided (eg. make at least 2 significant entries in the discussion in the coming week). Without such pressure the general rule holds; 90% are passive, 8% contribute occasionally and 2% contribute a lot. How do we spread the load?

The problem is, I suspect, that people are used to being consumers rather than producers of information. Some students are uneasy about greater participation in the classroom, preferring to simply listen to the teacher's words of wisdom. Larger meetings at work or in the community follow the same lines. Just because social media offer everyone the opportunity to contribute doesn't mean to say that everyone wants to do so. It's so much easier to listen and observe.

Of course people are contributing on a massive scale to Facebook but there's a gap between the chatty social interaction there and the ability to discuss and reflect more deeply in an educational context.

What we need to develop is a kind of participation literacy; the ability to discuss and develop arguments on line. In many ways traditional debating skills are needed but we also an awareness of the rules of engagement on the net; so-called netiquette. The ability to contribute constructively to a discussion needs to be learnt and practiced in school. Those who master this skill will succeed in tomorrow's job market. According to Seth Godin, The future of the library, this type of training could be a new role for libraries to adopt

For more on this theme have a look at Howard Rheingold's interview with researcher Mizuko Ito (see Video interview with Mizuko Ito).

Always on

alastair.creelman@lnu.se (Alastair Creelman) — Fri, 08 Jan 2010 20:15:00 +0000

In the midst of all the discussion around the dangers of multitasking whilst driving, the latest must-have car technology is bigger dashboard screens with internet connection allowing you to browse the net, play music, watch films and navigate. An article in the New York Times, Driven to distraction (watch the video too), describes the latest in car gadgetry with impressive 10" screens right next to the steering wheel. Admittedly the videos and browser won't work unless the car is stationary but the distraction factor is potentially huge here.

The system can connect you to the net via your cellphone and is based around voice interaction to reduce the need for the dangerous distraction of pressing buttons. Cellphone dialling is voice activated as is the choice of music. However, even if the manufacturers insist that the new gadgets have been designed with safety in focus I can't help wondering if the distraction factor is going to increase dramatically. With all the technology available why not concentrate on designing a car that drives itself, automatically adjusting speed and keeping other cars at a safe distance? Then we can just sit back and concentrate on listening to our latest tweets or making Facebook updates.

Photo: Stockvault.com

Virtual worlds are not what they seem

alastair.creelman@lnu.se (Alastair Creelman) — Thu, 07 Jan 2010 20:24:00 +0000

After a couple of fairly intensive years I've become a rather irregular visitor to Second Life. I generally go there to meet someone or do something specific and I seldom spend time generally sightseeing as I did at first. All too often I visit old haunts only to find them completely empty. The crowds have quite simply moved on elsewhere because I can see that there are more people in SL today than there ever were in the hyped days of 2006.

One of the best SL blogs, New World Notes, effectively answers the common criticism that SL is a wasteland in a post entitled The crowded empty paradox. The users are there as a look at the in-world SL map will clearly show. The problem is that most users have created urban environments on their sims with large buildings, shopping malls, conference centres, castles and so on without a population to inhabit them. These buildings are simply impressive illusions of population. The users are not necessarily in the built up areas as we would expect in the "real world". In SL the presence of buildings is no indication of activity and since avatars do not need buildings at all some of the most popular gathering places in SL are open, rural environments.

Many companies built impressive corporate offices in SL with massive futuristic glass palaces that could never hope to be filled. Even if there were hundreds of avatars to fill these sims the server capacity of each sim only permits gatherings of around 40 avatars before serious lag sets in.

The moral of the story? There's plenty happening in SL but don't think it's happening where all the impressive buildings are. Maybe empty sims should be deleted after a while to reduce the feeling of desolation. It's the same story on the net in general where there are millions of dead or near-dead web sites that haven't had a visitor for months. The difference is that when you visit a web site you have no idea if you're alone or have company. In SL you can see who's there, or not.

Technology in the classroom - fond memories

alastair.creelman@lnu.se (Alastair Creelman) — Tue, 29 Dec 2009 10:01:00 +0000

The year was 1969 and Armstrong and Aldrin were soon to land on the moon using the computing power of the average modern cellphone. My primary school class were also making a giant leap by being allowed to follow the country's first TV-broadcast sex education series. Up till then there was little use of television in the classroom but this awkward subject seemed ideal for TV since it meant that teachers would be released from potentially embarrassing lessons to teach. Furthermore all pupils would get the same message.

As I remember, the series was very well done considering the taboos of the period and we got the message with a minimum of fuss. However, all parents had to give written consent to their children seeing the series and a small group were excluded, having to sit in another room and draw or read. Maybe some parents didn't like the idea of such a subject being taught by TV or maybe they thought we should remain sweet and innocent a few more years. Whatever the reason I think the medium was excellent for the purpose and stands in stark contrast to the more traditional method of sex education I encountered the following year.

I was in a new school then and only a few of the pupils had seen the revolutionary television series. So it was the job of the biology teacher to update us all on the facts of life. He was a decent teacher but on this subject he was rather shy. We first got a confusing lesson about all the vital organs with all the names in Latin and diagrams that reminded me mostly of marine invertebrates. Many didn't even realise we were getting sex education. The final and most memorable part of this process was when we watched a film about the mating habits of locusts. They touched each other with their antennae for a while before the male jumped up on the female and they stayed locked together and motionless for some time. I remember one lad asking the teacher if they enjoyed it and he said it was hard to tell. The lad replied promptly, " Look sir, I think that one is smiling!"

That was it. Goodness knows how the kids who hadn't seen the TV series managed to work out the intricacies of sexual intimacy. I'm not sure what the moral of this story is but it's a good example of how far we've advanced in tackling this sensitive subject and how the "good old days" of education were often less effective than we'd like to remember.

Photo: Cheryl Recca, Stockvault.com

Being bored

alastair.creelman@lnu.se (Alastair Creelman) — Mon, 21 Dec 2009 12:47:00 +0000

How often do you simply just sit staring into space, unable to think of anything to do? Or maybe you don't have an iPhone yet. The fact is that we are seldom in such situations nowadays since you can always watch, listen to or read something on some kind of mobile device. Failing that you're never far from a TV screen or piped muzak. Waiting for a bus or train used to be dull but now I can listen to music or podcasts, update Facebook or Twitter (eg I'm waiting for a bus), check the latest news or sport results and even watch highlights from a match. Now you barely notice that the bus went swishing past you ten minutes ago. The soundtrack of our lives keeps playing wherever we are.

In our always-on society we simply haven't any excuse for being bored. But boredom can be beneficial. Those quiet moments give us time to think and that may even lead to creative thinking. A blog post by Mattias Klang (in Swedish) lists a number of things he will miss in the future: bookshops selling more than just bestsellers, newspapers, notebooks and pens, letter writing and of course non-productive time. That non-productive, quiet time is under threat. It's becoming impossible to resist the temptation to connect.

Those of us brought up in the days of one or two TV channels and not many more options on the radio had plenty of media-free time to contemplate. Are we therefore better at handling silence and inactivity than today's youngsters? Is quiet time an essential part of our lives that is now under threat from media bombardment. I feel it may be and that we all need to be confronted with boredom now and again but it's not something we willingly volunteer to do. It's easy to say "just switch off" but much harder to do.

E-magazines

alastair.creelman@lnu.se (Alastair Creelman) — Fri, 18 Dec 2009 13:23:00 +0000

I read a lot of magazines and probably subscribe to one too many; I just can't kick the habit. It means that I seldom get down to reading so many books because magazines get in the way. I also enjoy visiting newsagents and browsing at the ever-increasing range of magazines on offer. There you really see the overwhelming volume of production available today. On the net you only look at one site at a time (mostly) but on the newstands you see them all side by side.

But is all this soon to go, swept away by the same forces that are undermining video hire stores and record shops? Magazines are glossy, attractive and full of top quality photography. Today's e-book readers like Kindle just can't compete with the paper versions but what happens when the tablet readers get the same graphics as the glossy mags? Plus links to video, animations and interactive content.

This film is a vision of a possible e-magazine reader from the Swedish publisher Bonnier (Digital magazines: Bonnier Mag+ Prototype). We're not there yet but soon will be and the big question is whether people will be willing to pay for this sort of attractive content. Could this be a way for publishers to earn money from content? The device is slim and no bigger than the average paper magazine but should of course be able to store hundreds of magazines. Now if that device can also act as a computer screen so I don't need to carry several devices then I'm very interested. When devices like this come on the market the newsagents could be in trouble.

Mag+ from Bonnier on Vimeo.

Putting it simply

alastair.creelman@lnu.se (Alastair Creelman) — Fri, 18 Dec 2009 13:17:00 +0000

I mentioned recently how hard it is to explain educational technology to friends and family and it's always good to get practical tips on how to explain our much-loved terminology in plain English.

Christopher D Sessums offers a wonderfully simple definition of web 2.0 that I'd just like to pass on (see A simple definition: Web 2.0). Make further suggestions on his blog.

Web 1.0 = me
Web 2.0 = me + you

Web 1.0 = read
Web 2.0 = read + write

Web 1.0 = connecting ideas
Web 2.0 = connecting ideas + connecting people

Web 1.0 = search
Web 2.0 = recommendations of friends/others

Web 1.0 = find
Web 2.0 = share

Web 1.0 = techies rule
Web 2.0 = everybody rules

Making the grade

alastair.creelman@lnu.se (Alastair Creelman) — Wed, 16 Dec 2009 08:51:00 +0000

Finding a reliable, objective and fair way of quantifying learning is the Eldorado of education. Grades are the standard way of showing how much you learned at school and of showing how well the school has taught you. There are plenty cries today to go back to more standardised tests so that schools' quality and efficiency can be assessed. Parents want to send their children to the best schools; those with the best results.

As a result students learn enough to pass the tests and constantly ask teachers if this information will be in the exam, otherwise it isn't worth learning. Teachers teach to ensure that the students pass the exams and the school remains high in the "league table" and gets generous funding. Students with good grades then naturally expect to get the good jobs.

I admit I was pretty good at the art of passing exams but when I look back I didn't really understand how to apply what I had learned until much later. The CV looked good but did that really mean much? I could have learned so much more if I had been more aware.

Clay Burrell's blog post, Why "academic excellence" no longer cuts it today, claims that mere grades are far from enough today. Passing the exam only takes you half way and Burrell names "withitness" as a vital factor; the ability to really learn and apply that knowledge. It's what gets you the job when there are several other candidates with top grades. It's about having a natural curiosity to find out more and to go beyond the limitations of the set curriculum. In most careers there is no textbook you can learn by heart, no set learning objectives. To succeed you have to go outside the walls and explore, take risks, sometimes fail and above all be open to new ideas.

Glass ceiling

alastair.creelman@lnu.se (Alastair Creelman) — Mon, 14 Dec 2009 14:56:00 +0000

Working with net-based education is fascinating and a never-ending learning process. I often have to revise my views and have no doubt displayed a few inconsistencies since this blog began. The frustrating side is that, despite so much evidence that education can benefit greatly from technology, there is so little enthusiasm from educational leaders. Edtech conferences are nearly always stimulating but tend to be gatherings of the converted; the top decision makers are conspicuous by their absence. As a result there's a massive disconnect between the edtech community and the leaders.

I read Bill Ferriter's blog post, Retaining net gen teachers: an impossible dream, with great interest, nodding in agreement at most of it. His point is that innovative, "net gen" teachers all too often leave the profession after getting little or no response for their creative ideas. I'm not sure about the net gen label he uses as there are plenty of older people who are much more net gen than many teenagers. Let's call them innovative teachers instead.

These innovators soon become frustrated at the built-in conservatism in education and leave to find more stimulating work in the business world instead. Maybe it's all part of the educational cycle where those who enjoyed and thrived in a traditional school environment then study to become teachers and continue the tradition. To break the circle we need more disruptive teachers, especially those who did not enjoy their schooldays. But how?

"Our senior leaders do a ton of talking about the power found in collaborative teams but do little to create the kinds of structures that might make achieving something worthwhile alongside motivated colleagues possible......... Not only will it be difficult within the current structures to find the resources to reimagine our profession, I see little political will to make the kinds of changes necessary to retain Net Generation teachers."

Internet safety - who needs most help, children or adults?

alastair.creelman@lnu.se (Alastair Creelman) — Thu, 10 Dec 2009 07:50:00 +0000

The UK Council for Child Internet Safety has launched an initiative to introduce compulsory lessons in internet safety for all primary school pupils from 2011 (see also a BBC article, Internet safety for children targeted). Good to see coordinated action being taken in this important field but it's not just a case of simply warning the children. Adults must be much more aware of what goes on on the net and the key skill of digital literacy for all comes to mind.

In response to the news there's a highly relevant blog post, So shoot me.., that looks at the real dangers facing children on the net but also stresses the need for adults to learn to become better role models (be sure to read the comments to this post). The net is just a reflection of society and there's a sad lack of respect for other people's feelings and beliefs, not just on the net but in other media. Net bullying, hate campaigns and abusive comments are there for all to see on many websites and children absorb these impressions. Let's help the kids to use the net responsibly but we adults have to radically clean up our act too. It's like insisting on your kids wearing a seat belt or cycle helmet and then not doing so yourself.

The texting myth

alastair.creelman@lnu.se (Alastair Creelman) — Tue, 08 Dec 2009 15:53:00 +0000

One of the most prolific urban myths in recent years is that teenagers' cellphone texting is seriously damaging their writing skills. Tales of students handing in school assignments full of text abbreviations are passed around the net but is there any truth behind them?

It's refreshing to get the answer from one of the most respected authorities in language and communication, David Crystal in his new book; the aptly named Txtng: The Gr8 Db8. There's an interview with him in Visual Thesaurus, David Crystal on the myth of texting where he states that the texted assignment was really a hoax put out on the net to stir up feelings and then became a truth that people were only too willing to believe. Internet myths are much stronger than myths of the past since they can become global "truths" in a matter of hours.

Abbreviations are used in SMS-texting and, indeed, in the more adult arena of Twitter due to space restrictions. We're forced to cut out all embellishments and focus on the bare bones. Teenagers, argues Crystal, are able to cope easily with different registers of language and realize clearly when texting language is appropriate. Interviews with many teenagers reveal that they can't believe how anyone would use texting abbreviations in school work. It simply doesn't belong there and they all realise that. In addition, by analysing large amounts of text messages Crystal found that only around 10% of words were abbreviated at all, thereby deflating the whole debate.

There's nothing new with abbreviated forms of course. I certainly used them in my note-taking at lectures at university and they certainly didn't get reproduced in my essays. Property terms like des res, all mod cons (desirable residence, all modern conveniences) have been with us for many tears without any fears for estate agents' literacy skills. Somehow the use of devices that many adults still feel uncomfortable with makes old habits suddenly seem threatening.

Distractions and their price

alastair.creelman@lnu.se (Alastair Creelman) — Mon, 07 Dec 2009 10:19:00 +0000

My favourite themes at present seem to be multitasking and backchannels and I return to the former once again. New and interesting articles on multitasking just keep coming and the latest one to catch my attention is new research into the effects of pop-ups on our computer screens. In this case it's not the brash, flashing pop-up ads that explode in your face on sites of a dubious nature, it's the pop-up alerts we get to tell us that a new e-mail, tweet or Facebook update has arrived. How much do such interruptions disturb our concentration?

That's the theme of research by Dr Helen Hodgetts and Professor Dylan Jones of Cardiff University entitled Now, where was I? Cognitive models and support mechanisms for interrupted task performance. They show that these interruptions break our cognitive focus and it can take a minute or two to get back on track even when the interruption was of little significance. Not surprisingly the louder or more obvious the alert the greater the disturbance. Evidently discrete audio warning alerts can give us time to decide whether to notice or ignore the coming message and thereby maintaining concentration. The moral of the story is that alerts should be as discrete as possible and that we should be able to personalize them according to situation.

I also plead guilty to allowing alerts to interrupt me while trying to concentrate on reading or writing (right now, though, I've only got background music). I think most of us find it difficult to turn off the e-mail, instant messaging, Twitter, cellphone etc when we really need to concentrate. I really must shut them down more often even if it is fun to communicate.

For more on this research read a report on Live Science, Workers should turn off visual alerts, and from Wales Online, Curse of the computer pop-up costs us so dear.

Backchannel guide

alastair.creelman@lnu.se (Alastair Creelman) — Sat, 05 Dec 2009 10:18:00 +0000

After several recent posts about the pitfalls of back channel communication at conferences I was pleased to find that someone has written a practical guide to this area. It's called The Backchannel Book and is a community wiki full of information on the various tools you can use (Twitter, Jammer, various IM tools, document sharing etc.), how to use them and related articles.

One page in particular that caught my attention with regard to the recent reports of Twitter heckling and disruptive behaviour, is the Backchannel Agreement. This is a list of guidelines outlining a conference code of conduct aimed at organisers, presenters and participants. A very relevant checklist for any conference and, with some adaption, the base of a code of conduct for any class as well.

Terms of participation

alastair.creelman@lnu.se (Alastair Creelman) — Fri, 04 Dec 2009 19:56:00 +0000

Howard Rheingold is a guy I'd like to meet but until that happens I enjoy watching his video contributions and therefore paste in his latest thoughts on digital literacy, The internet as playground and factory.

The Internet as Playground and Factory - Howard Rheingold from Voices from The Internet as Play on Vimeo.

Read also an article by him on Encyclopedia Britannica Blog, Is multitasking evil? Or are most of us illiterate?

So what line of work are you in then?

alastair.creelman@lnu.se (Alastair Creelman) — Fri, 04 Dec 2009 18:47:00 +0000

Do you have the same problem as I have when people ask what you work with? Explaining distance learning can be hard enough since a lot of people have no idea it exists but how do you start explaining social media and how they can be relevant for education? It can be quite a shock to the system to meet people who have no idea of what you're talking about. How do you get the message across clearly, briefly and without frightening them away?

I had such an experience today and I fear that in my enthusiasm to enlight I just succeeded in confusing. Most people still see the classroom as the model for all education and the net as, at best, a source of entertainment. The connection between the two is unclear. Many such people are teachers, working hard and teaching well in most cases. But the potential of the net for accessing knowledge and connecting with others hasn't become apparent to them. How to start explaining?

Then I saw an excellent blog post by Shelly Terrell called Most teachers don't live there which provides a convincing and positive set of arguments for teachers who are doubtful of the value of the net in education. If we are educators shouldn't we participate in discussions with our colleagues around the world? Shouldn't we compare our own work with others and learn from each other? Shouldn't we help students use the net responsibly? To do this we need to be out there reading and writing blogs, participating in forums and sharing our knowledge.

"Technology is not the enemy and ignorance is not bliss. If we don’t show students how to use social media and technology, then we cannot complain when they use this in unhealthy ways."

Let's talk

alastair.creelman@lnu.se (Alastair Creelman) — Mon, 30 Nov 2009 15:50:00 +0000

The debate on the misuse of Twitter back channels at conferences continues and I have to mention another good post on the subject from a participant at the Web 2.0 Expo, Michelle Riggen-Ransom, Web 2.0 Expo: Harshtags, Twecklers and the Silence of the Death Star. She suggests that Twitter flows at conferences should not simply be beamed up on the screen behind the speaker, there should be a moderator function. Admittedly the hecklers would still be able to send their wise cracks but at least they wouldn't be magnified on the big screen.

The other main point in this post is also worrying. The participants were so engrossed in their laptops and cellphones that there was very little direct conversation, one of the main attractions of going to a conference in the first place. I've had the same experience a few times; at break times you look around for people to meet but everyone is too busy typing to notice you. In the end you just find a corner and start typing, look as if you're busy.

Are we hiding behind our devices, afraid of real human contact? Social media can certainly extend the reach of a conference and I have "participated" in several via Twitter, Second Life or web meeting. We can also bring the delegates closer together by providing a pre-conference community site to make contacts. But the main event is actually meeting all these net contacts face to face and discussing over a coffee or an evening drink.

As Michelle concludes:
"Next time you’re at a conference, try putting away the iPhone or the Blackberry during breaks. If you disagree with a presenter, seek them out afterwards, write a thoughtful blog post or contact them via Twitter to start a conversation. Say hello to people. Be open. You could meet someone IRL (!) who could become a friend, a mentor or business partner, or even start a project that makes the world a better place for your being in it."

Spam spam spam

alastair.creelman@lnu.se (Alastair Creelman) — Thu, 26 Nov 2009 14:51:00 +0000

I read recently that over 90% of all e-mail in the world is spam. Despite this it's still the most popular means of written communication. I suppose the world's spam filters must be doing a good job otherwise we would have given up by now. However, even if the spam count is low many people feel engulfed by the sheer volume of non-spam e-mail. It's a long time since we actually enjoyed getting e-mail.

If e-mail has become passé then we get our pleasure in other services. I still think it's fun getting a comment on my blogs or someone mentioning me on Twitter (sad, I know). However there are signs that the spammers are taking over even there. There's a good post on James Clay's blog E-learning Stuff called Ten reasons why Twitter will eventually wither and die. He lists ten threats to Twitter mostly to do with spamming and sabotage which is already creeping in. The sheer openness of the service makes it extremely vulnerable to attack and if your identity gets used for spamming or worse you will of course stop using Twitter (or whatever other service). Similarly bloggers give up when their blog gets bombed by abusive spammers.

Could the openness of the social web be its ultimate downfall? The potential for constructive collaboration is enormous but also the potential for sabotage and trashing. How to we protect our net freedom without restricting it in some way?