Here are some notes/links to things I may talk about.

- narrated vid (show in person)

- iPad ELFS three story summary (APHS)

- iPad ELFS blog posts (category)

- iPad ELFS images on flickr

- 10bigQuestions first iPad promo Video

- 10bigQuestions re-mixable video collection

- NMC Horizon 2011-2016 Aus Tertiary Outlook

- experimental TedED flip lesson

- iTunesU: Duke Core Concepts in Chemistry

- iTunesU: South Australian DECD

- OLDaily from downes.ca

- EdTechTalk network

-others?

Fang - Mike Seyfang

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I hope it won’t be too long till I can write a ‘thank you’ post to whoever it will be that allows me to co-create my own stories using all these tunes. Without being a ‘pirate’ that is.

Fang - Mike Seyfang

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UPDATE:

• The TedED flip is now live – give it a go. (best if you login to ted.com – accounts are free)

youtu.be/pYgqct9f8T8

Why did I do this?

I’ts a long (but important to me) story so sit down, grab a drink and see if you can join the dots with me…

Last week I was minding my own business when two announcements got my attention via Stephen Downes OLDaily newsletter - TedED ‘Flipped’ lessons and NASA’s DIY Podcast. Together, these two announcements sent my brain into a frenzy of “bloody hell, that’s what I’ve been trying to do since I left Microsoft in 2005″ activity. Before I try to explain all that, let’s take a look at each of the announcements.

TedED ‘Flipped’ lessons: Lots of hype and looks rather cool so I jumped right in to see what all the fuss was about. You can follow that journey in this post. No doubt there is a lot of potential here. The OLDaily readers / contributors were not so gushy with enthusiasm: New TED-Ed Site Turns YouTube Videos Into ‘Flipped’ Lessons & The Problem with TED Ed being just a tad cynical (in a very healthy way). I’ve always been a bit skeptical about YouTube as a platform for Video ReMix due to the lack of proper support for multi-format downloads and their walled garden approach to ‘Remix this Video” function.

NASA’s DIY Podcast:  NASA’s DIY Podcast really got my attention because this is *exactly* the approach I began to take with LearnDog back in 2005 and continue to push in my work for the Faculty of Sciences at the University of Adelaide. Ever since Stephen Downes ‘clued me in’ to the idea that video re-mix is in fact a kind of post-linguistic and sub-symbolic language via a podcast back in 2005(ish), I have taken a keen interest in all things Re-Mix or Mash-Up. I have dabbled in audio Re-Mix via various podcasts and try to have a crack at a video Re-Mix at least once a year. More importantly, in various jobs I have held since then, I have worked hard to try and convince educators that it would be a good idea to build a collection of digital ‘artifacts’ that learners could use to tell stories of their own. Sound familiar? this is *exactly* what the NASA DIY Podcast site is all about. You can see some of my own modest attempts to build libraries of re-usable digital artefacts:

• Institute for Photonics & Advanced sensing (IPAS) on blip.tv and archive.org
• The Environment Institute on blip.tv
• My own collection of Science Goodness on archive.org
• Faculty of Sciences “10BigQuestions” on archive.org

The hard part seems to be getting people to notice and to engage with all this re-mixable digital content. I’m guessing even NASA aren’t seeing vast numbers of Re-Mixes of their awesome, openly licensed digital content. Sure, it’s early days yet and it will be interesting to see how things play out over the next several years. Meanwhile, I will continue with my meagre efforts to blaze a trail through the unknown by using whatever technology and tools are available to help learners of all ages find a voice in this language of digital ReMix.

The next step for this little ROCKet Science clip will be to do some thinking and research on Newton’s laws of motion so that I can ‘FLIP’ my YouTube into a lesson on TedED. Maybe you would like to have a crack at ‘FLIP’ping it too. Go ahead, be my guest.

p.s. One last thing. You will notice I license my stuff cc:by. I know public domain is more open, I’m just trying to encourage/model good scientific practice – ‘FIND IT, USE IT, CITE IT’ (You know, standing on the shoulders of giants and all that stuff).

Fang - Mike Seyfang

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• Works best on a computer (not iPad etc) while logged into ted.com
• there is no facility to add or edit a ‘Quick Quiz’ section when starting with a YouTube
• but you can munge existing ‘Quick Quiz’ questions when flipping a featured lesson.
• The ‘add link’ UI while editing ‘Dig Deeper’ didnt work (chrome or firefox on Mac) – {actually, it probably did, but it is rather fiddly – must select text for the UI to become live. Figured this out on a vista PC running firefox at work.}
• You cannot go back and fix (or re-edit) once you hit publish
• Couldn’t find any UI to work with responses to my ‘flip’. Was hoping to at least see counters for views / answers etc. Thought I might see a dashboard where I could manage responses to each element of every flip…
• Login to ted.com profile has new ‘TED-Ed Activity’ tab. THis lists each lesson I have viewed, in progress, completed, flipped. Still can’t see anything like the ‘teacher dashboard’ promised in the tour video. http://www.ted.com/profiles/98898/ted_ed
• Found it! – the ‘Recent Activity’ tab when logged in to ed.ted.com. This includes stats like ‘Active Students’, ‘percent answered’ and ‘Class Statistics’. Now all I need is for somebody to login and do one of my flip lessons!
• Activity by ‘guests’ (not logged in to ted.com) doesn’t show in Recent Activity.

Note to self: upload some pictures of each and write something about each and every model:

Radian

Schneider ‘Osiris’ indoor EPP

Thunder Tiger trainer 60

Schnieder ‘Yak’ indoor EPP #1

Radian #2

Ashley’s ‘foam yak’

Blackhorse sprinter

Schnieder ‘UYak’ indoor EPP #2

Green 1.5m slope soarer (ex Nigel)

Art-Hobby 2m Boar

Parkzone Polecat UMX

Art-Hobby 1.5m Agena

UMX Extra-3D

Fang - Mike Seyfang

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Annotated bibliography assignment due.
Extra 2 days “for all” announced.
(spontaneous applause)
Reason: attempting LMS e-submission (student submits PDF to myUni, simon gets a stack o paper)

Questions on how to save as PDF. Those with recent MSOffice can “save-as” their word.doc, those with mac can print to .pdf. The LMS help screens have a list of free online .pdf converters.

Spent some time with a student who does not have any computer or internet access at home. We were able to find ways to get the .doc template from the LMS into google docs, edit and print to .pdf from an iPad. There was, however, no way to submit the .pdf on the LMS assignment page. Access to a computer is required for that step.

Fang - Mike Seyfang

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UPDATE:

Well, actually it went surprisingly smoothly. Didn’t smash anything and failed to come dead last in the comp. Most of my landings were quite close to the spot and I fluked a couple of great thermals for 10minute flights.

Fang – Mike Seyfang

Fortunately, this was not a repeat of the disaster that occurred on the oval of Maitland Area School in the early 1970′s. In that case I totally destroyed a control-line model aircraft by smashing a wingtip into a goal-post at full speed. Today’s episode on the (newly flood-lit) Glenelg Oval was not nearly so traumatic.

p.s. Thanks to Glenelg Oval for the fancy new lights – can’t wait to sneak in a night fly after footy practice on a balmy autumn evening.

This post is an attempt to create a useful path through the messy maze of information I published last year – by pulling together links into three stories.

Story1 – (15min) “swiss army iPad”

• History: 2008 laptop (no), 2009 iPhone (no), 2010 iPad (yes) – Friday September 10, 2010 (very) public.
• Reactions to the project between media frenzy & first batch of iPads
• Calm before storm – looking back from Feb11 to Sept10. Staff iPads, Christmas break, teams & committees, first-year directors, 10bigQuestions (&video), weekly morning teas, focus group students. Next step = ceremony handover (first batch of students).
• Sen Carr - handover ceremony – 30 students, two weeks prior to each first-year science student getting iPad on day 1 of Oweek.
• Testing WiFi (special room) with 55 iPads.
• Handover day – 650 iPads off truck to students in one day (0 d.o.a. / flat batt)
• Introduce #sc1100, Simon Pyke & each student in ‘class’. My role = inspire & enable crazy ideas, attend & help, social media connect & document narrative. My first day in #sc1100 class. (intro, network stats graphs, groups = big deal for ‘lecture theatre’.
• That day in class where YouSpin roulette wheel saved the day when chalk-dust prevented use of the AV lecturn computer – “swiss army iPad”
• finish on “YouSpin” roulette wheel post & youtube video
• Exercise – think about possibilities that could emerge when teacher has an iPad…

Story2 – (20min) “ubiquitous iPad”

• Now that we have the background, lets dig a little deeper into the only class in which every student had an iPad.
• Science1100 survey, blackboard crash & find my iPad (tweets, network graphs)
• Science1100 week3 – group task, journal links & LMS wiki updates
• Science1100 bad science – technology becoming transparent/tool
• Science1100 .pdf vs paper – LMS links, read journals on iPad, fill in (paper/pdf) template [*this is where only a few students updated template electronically - via second iPad or laptop!]
• Science1100 and social media – coghlan visit & podcast, twitter “2 finger scroll” crowdsource & myWritingLab.
• Science1100 peer review & plagiarism - whole class turnitin setup, iPad to work around “forgot to bring printout” students.
• (focus on tasks survey, group blog updates, … , possible when many students have iPad. As time moved on the technology moved further toward the background. My fav example (and the photo for this post) is as a flat surface on which to fill in the journal review template!
• Wordcloud brilliant when every student has iPad – think about other possibilities. Drill into some detail in following post prior to exercise…
• finish on “WordCloud”  post & youtube video
• Exercise – think about possibilities that could emerge when every student has an iPad… [with some detail on how to use google docs to collect virtually any data, spreadsheet/form for open-ended question, paste into wordle.net]
• ShortLink: bit.ly/aphs01 -> Form, bring up google sheet (clean up then share how it works), wordle.net/create

Must fix that!

Fang - Mike Seyfang

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As Prof Findlay pointed out in his opening remarks, the University of Adelaide is ideally placed to bring together world class researchers from a range of fields to tackle diverse challenges from the science of food production right through to international economic policy. The University has invested in the Waite Research Institute (and others) which can bring a focus for collaboration across disciplines providing an extremely potent response to challenges such as those outlined in the recent Chubb report “A Strategic Framework for International Agricultural Research within Australia’s aid program”.

Which brings me to the ‘connecting dots’ part of this little monologue.

One of the aims of yesterday’s forum is to see new research collaborations formed that will attract funding to tackle some of the really hard questions that have already emerged in conversations that will no doubt continue long after the wine tasting at the end of the day. This aim was shared by a wine2030 conference held back in September 2008. Professor Findlay engaged my services to see if social media (or Web2.0 as it was called back then) tools could extend the connections between potential research collaborators and amplify the conversations beyond the four walls of the National Wine Centre. I would like to think that the podcast recordings, photos, tweets and blog posts from that day had something to do with the success of otherwise unlikely collaborations such as the ‘SmartBungs’ project. This project leverages the Institute for Photonics and Advanced Sensing to bring together an unlikely collaboration between researchers in physics, chemistry & wine-making that was conceived in conversations rather similar to yesterday’s.  I’d love to think that in a few years time I could be writing a blog post comparing the success of ‘SmartBungs’ to an internationally significant food security project that is currently just a twinkle in the eyes of a few researchers. With that in mind, I have created two ‘storify’ archives of some of the social media coverage from yesterday and some bits and pieces connected with the SmartBungs project for your consideration:

• Yesterday’s #food2050 forum
• SmartBungs and #wine2030 events from years gone by

Fang - Mike Seyfang

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Anne

Howard

Me [more, twitter, website]

http://www.flickr.com/photos/mikeblogs/tags/idea11/

Panel chair Heather Watson asked me to spend 10minutes saying something inspirational then share some practical examples. My plan was to play with the title, making reference to the diminishing timeframes reflected in my old school motto “sieze the day” mutating into “seize the moment”. This makes me think of the need for AGILITY at the learner, teacher & institutional levels. My examples would be a comparison of my own and my daughter’s first year Uni study habits, those ‘rogue’ teachers who just started blogging & podcasting because they could & the iPad ELFS project at the University of Adelaide.

Reactions:

Discussions:

After the pane l I was delighted by the enthusiasm of a few young librarians and an ex Maitland Area School (the small country town on Yorke Peninsula where I was ‘educated’)  principal.

Links:

In various discussions, I mentioned interesting things & promised links. Here they are:

Cluetrain

Open Access Citation Advantage (OACA) literature review

Pop & sign YouTube

iPad E.L.F.S. at the University of Adelaide

http://sciences.adelaide.edu.au/aspire/

http://www.archive.org/search.php?query=10bigquestions

http://www.sciences.adelaide.edu.au/future/elfs/elfs.html

John travers iPad apps blogs

My new P2PU course on walking

OER SlideShare

MESH – mobile phones without towers

Ramona Pierson – Promethian http://bit.ly/uEIJ2H

End

Enjoy

Fang – Mike Seyfang

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UPDATE:

If you are on the University of Adelaide campus during the conference there are two more excellent WiFi options:

EDUROAM: Login using your credentials from your own institution ( <userid>@wherever.edu.blah ) anywhere on campus.

BCODEOL: Free conference WiFi around Bonython hall and a few adjacent areas. Password is announced at the start of most sessions and quite possibly on whiteboards in session rooms.

- – -

• AMAYSIM: for a total outlay of $12 you can grab a sim card & credit voucher at any retail outlet. This will give you 1GB of data on the optus 3G network that is good for one month. Chuck the sim card into your iPhone (or other smartphone) and away you go! Can also make reasonably priced phone calls (but you will have a new number to distribute to your friends). Got an iPad or other micro-sim device, no problem – just bust the tabs holding the micro-sim inside the sim and away you go. Extra bonus: works fine in most USB modems & battery powered wifi routers. (Hint: APN is ‘internet’, no username or password)
• INTERNODE: local #adelaide ISP internode provide lots of free public wifi hotspots. Settle into any location with coverage, look for INTERNODE in your list of available wifi networks then open a new page in your web browser. Hit the guest button and you are good to go.
• TELSTRA: much as I hate them, NextG does perform better and they do have better coverage outside capital cities & main roads. For under $100 you can buy a decent battery powered wifi router with 5GB prepaid included. This will serve you and up to five of your friends, just turn it on and you will create a new wifi network that can be joined from any wifi capable device (like your laptop, phone, ipad other tablet etc). Just be prepared for extortion style rates if you need to buy extra – and be very careful of going over limits on postpaid.

If you need any extra geeky support tips try here or here – or just google your question (the whirlpool forums generally have the answers).

Hope this helps you – if so, tell yer friends & gimme a tweet at twitter.com/fang.

Fang – Mike Seyfang

It was great to meet Trent Anderson who presented on a ‘sister project’ – the Trinity College iPad pilot. They have an excellent blog for the project and have just published their evaluation report.

I was particularly taken by a visionary prototype workflow in which Podcast Producer was used to assemble rich multi-media content and publish it to iTunes: (If you squint a bit you will catch a glimpse of the future of ‘curriculum content’ post the demise of dead-tree publishers, in-house lecture and learning management systems and a few other sacred cows).

There were a number of presentations that showed several years worth of evolution of online assesment tools, the best of which promoted peer assessment in an extremely scaleable way.

More details and my own personal notes follow:

Trinity College iPad Pilot
Trent Anderson
Trinity College, Univeristy of Melbourne

The presentation will cover:
How the idea came about
Deployment and management of iPads
How the students found the iPads
How the staff found the iPads
Results from surveys
Effect on the IT department and IT infrastructure including wireless networks
Integration with existing systems
Where to from here

Interesting ideas:

Workflow podcast producer – iTunesu (*all LMS style content to ePub (text, image, audio, video)… Think laterally about future of “curriculum content” – textbooks & LMS)

Mobile Podcast Producer Paul Cowan, University of Waikato & William McGrath, Univeristy of Auckland This feature presentation will be showcasing use cases on utilizing Podcast Producer in OS X Server and its XML workflow based programability to provide atypical solutions to common IT problems, and enhancing the accessibility of PCP from a mobile context. We will briefly describing the internal structure of a podcast workflow to illustrate the potential power available to podcast workflows via XGrid, then assemble a customized podcast workflow from various components and do a live demonstration of sending a bundle of Word Docs containing class notes, PDF’s containing powerpoint slides and videos of lectures to the PCP machine. The server will quickly return submitted content as a University of Waikato branded ePub hosted in Podcast Library, which would be demonstrated on an iPad. Podcast Producer will have converted the Word docs, PDF’s and videos into a single ePub which can then be hosted via iTunes or placed into iTunesU
Assessment tools
*of particular interest to our faculty for next year

“assessi” – Grant Baxter, University of Otago
Interesting idea, in use at design studies.

Assessi Grant Baxter, University of Otago In 2005 the Assessi assessment prototype was presented at the “Evolution of the Species” AUC general conference in Hobart. Since then, the project has evolved and expanded into a piece of server based software that is used extensively within the Department of Design Studies at the University of Otago. Assessi is an advanced student assessment and manage-ment tool that allows teachers and students to create shared understandings of assessment and marking criteria. From being a small, unproven prototype, it has become a core piece of software that all staff have become dependent on. This presentation will focus on a description of the software itself, development process and issues, issues of user “buy-in” and resistance to “new technology” (especially around such a sensitive issue as assessment), and a discussion of how a piece of software that staff were initially suspicious of has become a core piece of departmental technology.

Peer assessment supported.
Very v1.0 & one man band.

Using FileMaker Go
Alistair Campbell, Edith Cowan University

Problem = paper, solution = iPad2 + FileMaker go.
Funded by research grants.
Started with three laptops, now iPads / ‘cloud’ server / USB runtimes for mac & PC
Can include video recordings (student drama performances etc) which are used both for marking and sent back to students.

These applications improve the the assessment process for both students and staff, and could enhance student engagement in the learning process. They removed the administra-tive and busy work involved in marking, no more adding up or creating lists of marks) and improves usability of student information (student information can be imported or exported directly from/to csv or excel documents); student photos can be added, emails can be sent directly from these applications, can be used to record notes on students etc. All this on the iPad is possible now using FileMaker GO.

People to chase up:
Jen Walbank (ex Apple, now UTS)
Matthew Tilney (ANU/laptop desks)
Trent Anderson (Trinity college iPads) ipadpilot.wordpress.com
Daniel Conway (U Newcastle)
William McGrath (podcast producer – PDF workflow)

Fang - Mike Seyfang

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Mid 2011 observations

1. The iPad has proven to be a very good choice of device. It is robust (out of about 700 given out to date, one did not work when unpacked and one has failed since). It is also clear that students are bringing the iPad in to University and they are actively using it in and out of classes. ITS surveys of mobile device traffic on the university wireless network also indicate a large increase wireless traffic in 2011 over previous years.

2. There was a significant increase in First Year enrolments in Sciences in 2011, beyond our modestly aggressive targets.

3. The appointment of First Year Directors and 50% level A teaching staff has led to a great deal of shared information and streamlining of processes within First Year. It has also provided a great deal of continuity to students.

4. Staff involvement in the project has been very positive. First year lecturing staff are loaned an iPad if they do not already have one. Uptake and use by staff has been very good. All lecture material is tested for use with an iPad, and is loaded on MyUni two to four weeks in advance of the lecture time. The 10 Big Questions have been used effectively to anchor our first year courses to our research excellence.

5. A reduction of paper for lecture notes and other course materials.

6. Only 24 iPads were returned. The returned iPads were used for loan to first year teaching staff.

9. We are beginning to see an uptake of the 10 Big Questions in South Australian Secondary Schools. As a result we have instigated a project to provide much more supporting material around these questions and around our first year Sciences programs. This has great potential as a way to market University of Adelaide Sciences to both teachers and students.

10. Support from ITS was excellent, with all venues working well beyond expectation for wireless capacity and ITS staff willing to assist at every opportunity.

11. We had a significant improvement in our pastoral care of First Year students. All students were allocated to mentor groups, each assigned to an academic staff member and this ran very well. We also ran several voluntary sessions for students in the first term, with a variety of themes. The hand out of iPads brought some interesting issues to light. A surprising number of students were not confident about how they well they could use any electronic device. This led to unexpected and increased workload for staff in the early part of the semester, but also allowed many other issues to be addressed that we would not normally have known about. These include assumptions we make about student use of email, Access Adelaide, and computers in general for data processing and data presentation.

12. The tender process for the iPads was very effective. Datacom provided high level of onsite technical support during distribution and post-distribution support for both staff and students.

13. Support from T-Life (Rundle Mall) was also to our advantage as they provided a special deal for 3G connection for students and staff. Their data deal was a $30 Pre-Paid Micro-Sim Starter Pack, which included 3GB data, for $20.

The Future

If this project proceeds in to the future then it offers some significant challenges. The most important of these are:

1. It facilitates a significant shift to on-line learning, but this will require a major commitment of resources over a long period of time. The potential of this is very high in terms of taking more of our undergraduate instruction to external mode. The iPad could be a very important part of the package for remote students.

2. In light of point 1, there is a major challenge for our approach to face-to-face learning. We remain committed to this, but the way we do it must change significantly. We will have to move quickly to self-directed learning if we are to remain competitive in the 21st century.

3. A major issue remains a change to our methods of assessment. This is not directly related to this project, but was raised in the ThincBeyond sessions, and is seen as a major impediment to students in its current form.

4. Partnering secondary (and possibly primary) schools presents a major opportunity arising from this project. That partnering and better engagement has commenced, but has enormous potential for the future in terms of making the University of Adelaide a destination of choice for any South Australian student interested in studying science.

*caveat: any figures, data presented here should not be compared with any prior-year ‘equivalents’ because all prior-year data would be for a full calendar year which includes the second semester intake, further attrition & lengthly processing of manual evaluation process such as s.e.l.t.

Fang – Mike Seyfang