Reuse in action

January 28th, 2010

Having been involved in several research projects around the area of OERs (especially OpenSpires) and more specifically the reuse of existing content (Mosaic and Cascade),  it is really gratifying to see some of this work enter our mainstream course production practice.   A major benefit of Mosaic was a real tightening up of our approaches to reuse, copyright and IPR across our entire short course programme and this is now starting to really pay dividends.

An example is the course we are currently developing on Globalization, available in May.  Among other things, this course is using podcasts recorded by the author Jonathan Michie with the OpenSpires team.  As we will be providing transcripts to make the course fully accessible we can make sure that these are fed back to enhance the original OERs – a virtuous circle.

Switching from Windows to Ubuntu

January 11th, 2010

So, after a long time grumbling about how Windows gives me hassle, I’ve switched to Ubuntu on my work PC.

I had originally planned to dual boot both WinXP and Ubuntu whilst I figured out stuff like Active Directory domain membership, but in the end I got so fed up of Windows getting in my way, one day I just decided to switch. (Our IT team recognises that the developers in our group need administrator access to setup our tools and servers so, on the understanding that we don’t put our machines or the network at risk, we’re allowed fairly free reign.)

It took a while to get set up as I like it, but I think I’m there – so here’s a little overview…

NB: I’ve had only a little exposure to Windows Vista (where I found the continual “security” confirmation dialog boxes incredibly annoying), and to Windows 7 (where the window tiling function looks genuinely useful), so maybe MS have these newer versions of Windows would compare better than XP does.

What’s good?

  • I’ve installed (and use) software for web site browsing, word processing, vector drawing, image editing, version control, remote access sessions, programming, time tracking, and countless utilities – all with a few clicks from the built-in repositories (at zero purchase cost). The wealth of software available is amazing, for which the free software community is justifiably proud, and has my admiration and thanks :-)
  • Easy access to remote files. I can browse Windows shares (without needing AD integration), and even better, I can browse our Linux servers via SSH (really not very pleasant on WinXP), all integrated with the Gnome desktop via Nautilus.
  • Virtual desktops – I’m amazed that Windows still doesn’t support this. I know there are hacks and 3rd party extensions, but the ones I’ve tried were rubbish in comparison to Gnome’s default configuration.
  • Using VirtualBox virtual machines I can use multiple versions of IE in virtual machines, and my old suite of Windows apps if I have to handle proprietary file types.
  • Software updates are smooth and rarely interrupt me.
  • Startup and shutdown are a lot quicker than Windows, never leaving me with x updates to install before the machine will shutdown (which is good as I like to switch off the machine at the socket).
  • No slowdowns due to a virus scanner.
  • All the little things which seem to happen because of Free Software. Simple useful integration that just works, like that Nautlius’ file property dialog shows size and codec information for media files.

What’s bad?

  • Evolution is supposed to be able to connect to MS Exchange for email and calendars, which it sort of does – unfortunately the MAPI connector doesn’t seem to work at all, and the Webmail connector is slow and tends to disconnect often. It’s ok for light use but, if I’ve got a lot of mail to deal with, I’ll often open Windows in a virtual machine and run Outlook.
  • OpenOffice.org doesn’t have seamless compatibility with MS Office files (arguably Microsoft’s fault).
  • Connections to Windows file shares have crashed on occasion.
  • The video is a little unstable, crashing very occasionally, but I’m chalking that one up to the Nvidia closed-source binaries. I’m glad that Nvidia provide a driver at all, but believe they’d end up with a better product if they were more open-friendly.
  • The task switcher (ALT+tab) is slow if desktop visual effects are on. This used to be fine, and I guess it’s the Nvidia driver disagreeing with the kernel about something.
  • A few cosmetic issues like notifications appearing at the wrong position.
  • There are other areas I’ve bumped against at home that are also worth a mention: The lack of decent video editing software, the ongoing transition to PulseAudio/JACK for regular/pro audio use. These aren’t a problem at work though.

Overall I’m happy – my day to day workflow is much smoother, and – at risk of becoming a FLOSS advert – I get warm fuzzies from following the progress being made in various parts of the Free Software environment – like a non-destructive editing version of GIMP, desktop activity awareness, local map applications, pro audio -  there’s too much to mention it all! :-)

Online course launches

January 5th, 2010

It is that time of year again when we embark on our online course launches for another term.  We are offering 31 courses this term including our new courses in Literary theory and History of medicine, many are full, but there are still places on a lot – so if you would enjoy some intellectual stimulation in over the next couple of months and are interested in Archaeology, Art History, English literature, Creative Writing, History, or Philosophy do take a look at what is available.

Reciprocate at Copenhagen

December 2nd, 2009

Learning

The RECIPROCATE programme will allow global access to innovative online learning materials to enable scientists, climate practitioners and policy-makers to understand and exploit regional climate predictions.

Community
RECIPROCATE will additionally build and support an online community of practice through which, knowledge and expertise about regional climate modelling can be shared. This will be of particular benefit in countries where such expertise is not so readily available.

Expertise
RECIPROCATE combines climate prediction expertise from the University of Oxford climateprediction.net team and the Met. Office Hadley Centre PRECIS team with the expertise of the University of Oxford Department for Continuing Education’s expertise in delivering innovative and effective education and training solutions.

logo-bbg-nq8

Like everyone else in the climate world some of the partners in the RECIPROCATE project will be at the Copenhagen COP 15.  Richard Jones (Met Office) and Niel Bowerman (climateprediction.net) will be at the Met Office and University of Oxford stands.  If you are at Copenhagen you can try and catch up with them, otherwise you can just visit our website to find out more and register your interest.

The Transition from the Co-Digital to the Post-Digital.

November 27th, 2009

Having made public the original discussion paper ‘Planning for the Post-Digital’ members of the 52group then blogged the concept. These posts generated some strong responses, both in comments and in further blog reactions.Initial reactions to the Post-Digital interpreted the concept as dismissing the importance of technology (and the technologically minded) claiming that somehow the ‘digital’ had passed into history:

“In short, this isn’t the post-digital world, just like it isn’t the post-jet age or the post-space age. All of these technologies are not magic, they’re here, they’re real and they have real consequences. The way to deal with these changing technologies is the same as every craftsman has done since the iron age: respect the tools of your trade, without being obsessive about them (leave that to the toolmakers), and remember that any tool can be improved, and therefore will be.” Wilber Krann (comment on original post)

&

“I think that we should have some people obsessed with the technology (where has most of the technology come from?) and we should have people who can analyse it, and critique it, and say “Yes, this works in this situation because X” or ‘This is not useful as a learning technology’.” Pat Parslow

The Post-Digital was seen as a negative principle which devalues engagement with the technical encouraging us to be unthinking consumers of new hardware and platforms as they become ever more culturally ‘transparent’.

“what are the implications for accepting that we are in a postdigital age?  Don’t we then accept that our IT environment will be owned by the mega-corporations – Google and Microsoft…It strikes me that the postdigital agenda is a conservative one, in which we are asked to accept that we (in our institutions and in our working environment) cannot shape our digital environment. And for me that is a worrying point of view which I don’t accept.” Brian Kelly

Alongside these discussions Frances Bell suggested the term Co-Digital as a better term to describe the process of  “…seizing the opportunities presented by the newness of technologies to spot changes and then shape the development of the technology.”

The Co-Digital then describes the period of ‘flux’ (this is a term from the ‘Digital Habitats’ by Etienne Wenger, Nancy White, and John D. Smith) which a technology goes through as the user community appropriates it and influences its development. This period is early in a technologies life-cycle but may not be in effect for very long as the user community expands.

Instead of the Co-Digital replacing the Post-Digital I think that they are concepts which describe different points of a larger process of transition.

I have tried to describe the transition technologies make from the Co to the Post-Digital in the diagram below. The model is an attempt to bring together the thinking that has emerged from the Post-Digital idea and put it in a larger context.

postdigital
Technological transition from the Co-Digital to the Post-Digital.

(The visual design of the diagram is a homage to the excellent ‘Hierarchy of Digital Distractions’ by David McCandless which I have stuck to the wall by my desk)

Rather than attempt to discuss through the diagram in detailed prose I have written up some simple notes which may help to describe the overall model:

Transition Stages

Co Digital:

The point at which the socio-tech flux (Wenger uses the term ‘Vortex’) is most fluid. Social appropriation of the tech influences its development. Similarly the tech starts to form the manner in which social engagement takes place and in which social capital is built.

Digital:

The tech is seen a culturally ‘shiny’ but its role is beginning to become ‘fixed’ in the mind of its growing community and in its socio-tech function.

Post-Digital:

The tech is no longer ‘shiny’. It is culturally normalised and not conceived of as ‘technology’ (‘Disappearing into Use’ is an brilliant phrase I have hear which describes this).  The tech is now understood by its core function i.e. culturally, the phone is seen as the conversations you have when using it. It is not generally considered in technological terms anymore. This phenomenon could also be seen as a transition to the Post –Technical.

‘Types’ of Users

Pioneers:

They build new stuff because they think it’s cool. Likely to be very tech orientated. Pushing the boundaries of what is possible technologically.

Players:

Probably community leaders. Not as tech focused as the Pioneers but they are adept at appropriating the new tech to their own ends. This is often done by building networks/community or promoting themselves as a brand. They are happy to subvert functionality and influence the evolution of the tech.

Pragmatists:

They follow players into technologies. They want to know what a tech is ‘for’ and how to use it ‘correctly’ before joining. They enjoy the ‘shiny’ once there is a cultural consensus. i.e. They are buying iPhones from Tesco’s now. They also actually like ‘top ten’ style lists on how to use platforms properly.

Phollowers (apologies):

They use the tech once it is fully culturally normalised. They are not interested in experimenting. This group bought the mobile phones they claimed they didn’t need once all their friends had one.

Institutions:

When these guys get involved they accelerate the shift from the Co Digital to the Digital. Think Twitter and the BBC.

What is the point?

  1. We need to influence the evolution of technology while it’s in the Co-Digital space. i.e. Edtech folk need to be players (well, some of them at least). Once a tech has moved out of the Co-Digital it is difficult to influence although it may be re-appropriated later in a different context. In my opinion Twitter is currently moving out of the Co-Digital space.
  2. As the user base in a tech expands the Pragmatists begin to out number the Players. Because the Pragmatists have a relatively fixed idea about the function of the tech this means that it becomes increasingly difficult for the tech to stay in flux. Think of the backlash every time facebook attempts to make changes to its interface or functionality.
  3. Once tech hits the Post Digital it is pretty much game over for direct innovation (but as I have mentioned re-appropriation is possible). Once Google and the ‘cloud’ become Post-Digital they will actually be running the world.

The model is clearly a work in progress…  I welcome your thoughts (especially as it was comments and posts on the original idea that helped move this forward to this stage)

Finding OERs

October 28th, 2009

One of the biggest challenge for OERs is getting used.  Despite many large scale projects I suspect most would say that uptake is relatively disappointing. I am sure the new JISC funded OER projects won’t be satisfied with only making everything available in JORUM – but it will be interesting to see what you can find using a basic Google search in the spring.

For OpenSpires the  OERs we are producing are podcasts which also means that they don’t have the full text information inherent in most other online content, suddenly metadata and perhaps more importantly resource description becomes more important. However we also know that for the creation of OERs to really take off it is more important for the sharing process to be lightweight and easy then to expect our academics to not only podcast in the first place but then to subsequently provide all the information a consumer could ever require.

However with web 2.0 we are also in a situation where it is not just the content creator who can potentially supply information that makes a resources more discoverable.  Recommendations, ratings and comments, as per Amazon etc as well as the sort of metadata a system holds about how a resource is used, by who , when and where, are all things that help a user work out which resource is most likely to be for them.

The problem with educational metadata

October 28th, 2009

Continuing to think around the information to provide around our OpenSpires content it is reminding me how problematic educational metadata is.  It seems obvious that learning objects or OERs should be discoverable by metadata describing things such as, subject and educational level and it is arguably desirable that things such as instructional method or pedagogy might be covered as well.  However from both our work reusing content and in learning design it is clear that the latter is almost never something that can be usefully encapsulated in a few simple terms, and while there are many lists for subject and level they are often surprisingly hard to penetrate. Browsing by subject in JORUM English literature is under Linguistics (can you tell what subject Mosaic was in) and while I know what Undergraduate level 1 means I am not confident I am right in guessing it maps to  SCQF 2, Entry level 1, CQFW Entry, Access 2.

Clearly repositories like JORUM are just trying to make sense of a complex landscape – but we already know perceived complexity of the process is a barrier to sharing – and the reality won’t help.

So for now I think we are going to ask people to provide information in the following areas, title, description, subject, keywords and some variation on intended audience/use which will hopefully be a way of indicating level.  As much as possible relying on existing information and individually provided definitions and see what comes out.

OERs for teachers or learners?

October 22nd, 2009

I am sure most OER projects would say both…but in looking at this area recently it is clear there is a fundamental difference in expectations between making your OER available in iTunesU or YouTube and placing it in a repository – yet most of the debate in this area does not make the distinction.

In Oxford we have a track record in both, iTunesU is acting as the launch pad for our OER work, but projects like Mosaic were always more teacher focused.  I know both camps would want all of these to be used by everyone, but I suspect there is more we could be doing to make it actually happen.

Visitors & Residents: The Video

October 14th, 2009

Last month I gave a presentation on the ‘Visitors & Residents’ principle at the ALT-C conference which was well received so I thought it would be worth videoing the talk under laboratory conditions…

A larger format video can be viewed here. Or you can download it from iTunesU here.

Just a few notes to go with the video:

The original ‘Prezi’ presentation is here: http://prezi.com/x0nxciep_mlt/

The tinyURL that is supposed to link to Andy Powell’s ‘Twitter for Idiots’ post is incorrect. Please follow this link instead.

At points I use the term ‘real life’ which seems to imply that anything which is online is somehow not part of ‘real life’. A better phrase would have been ‘offline’. Language in this area is difficult at best…

The quote “…just knowing how to use particular technologies makes one no wiser than just knowing how to read words” is a quote from Prensky’s recent paper on ‘Digital Wisdom’. In the journal ‘Innovate’. In other versions of the talk I refer to Prensky directly but seem to have omitted it when I was in front of the camera.  All other non-attributed quotes are anonymised statements from our students.

The images I used are under the Creative Commons license:

‘Tourist Trap’ visitor image http://www.flickr.com/photos/sharpshutter/232909207/
‘Rusholme’ resident image http://www.flickr.com/photos/raver_mikey/2224048987
‘Sunny Park’ web as a space image http://www.flickr.com/photos/nhudson/2504679411
‘Tool Box’ web as a toolbox image http://www.flickr.com/photos/howardstrong/3238293371

OpenSpires and learning design

October 8th, 2009

As part of the Oxfords OER project, OpenSpires we are feeding in  our experiences from the  Mosaic, Phoebe and LDSE projects.  Despite  developing Ancestral Voices as an OER, up to now we have been a net consumer of content (both those developed specifically as OERs and everything else on the web that might be used for learning) .  This project is letting us look at it from the other end of the continuum, we are producing OERs what will help people use them?

For a long time I have been suspicious of the model of reuse learning design projects often assume, an unproblematic set of learning objects to be found in a repository certainly does not reflect reality. The LDSE team is definitely grappling with this – recognizing learning content comes in many different forms, that the stuff we use to build our learning experiences is everywhere.  There is also the hugely social aspect of learning design, in a web 2.0 world I sometimes think we overstate this, but all the data we have on reuse and design processes suggests that this is crucial.  So while we need to look at things like UK LOM I suspect that Flikr and YouTube are more important.

Last thought for now – we know academics are busy, they will only engage with these processes if they are easy, lightweight and offer demonstrable benefits to them.