Why does ‘Freesound’ succeed when so many learning object repositories fail?

http://freesound.iua.upf.edu/

Bryan Alexander posted a link to The Freesound Project and it was interesting to me for a whole slew of reasons.

It was interesting first off because I have been using the site myself for the last few months; I am getting more into making music with digital audio tools (yes, yes, I will post something, someday, give me time to build up my courage) and so turned to Freesound to find new samples for a drum machine. And it works; not perfectly maybe, but you can definitely find new samples fairly easily, and it has a number of other social affordances (‘users who downloaded this also…’ and folksonomies) that lead you to related stuff you might like.

I was interesting also on a personal level as it was built as part of the 2005 International Computer Music Conference. ICMC is dear to my heart because way back in 1995, I was responsible for building the first website to support a ICMC conference, when it was hosted in Banff (the only remnant of which I can now find is this reference, the ‘WayBack machine‘ not even going back that far, so safe to say Internet ancient history!)

And finally it’s also of interest as a ‘repository’ of shareable remixable content, and one that would have to be judged relatively successful at that, with around 10,000 ‘objects’ and almost a million downloads. So what makes it tick, why does it succeed when so many of our various ‘learning object repository’ projects are failing so miserably? Let’s consider (more)….
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Worthwhile Read – Scott Berkun’s Project Mgmt and other wisdom

http://www.scottberkun.com/

I came across this blog via a post from Christopher Sessum (another worthwhile subscription, I’d add), who pointed to an essay titled ‘Why smart people defend bad ideas.’ It REALLY struck home (for better or worse I am more and more trying to be brutally honest in my personal assessments) and led me to subscribe and read some of Mr. Berkun’s other posts. And so far I haven’t come across a single post that hasn’t rocked my brain in some way or another. In fact there is almost too much good stuff (I kind of depend on some dreck in trying to track 180+ blogs, which is where my subscriptions are at these days.) Not ‘Ed Tech’ focused, but ‘Highly recommended’ anyways! – SWL

Blogosphere Ghosts

http://www.elearnspace.org/Articles/OE_text_chat.txt

Really apropos of not very much, I stumbled across the above transcript during a google search on a pretty unrelated topic (unrelated except for the fact that it is me still thinking about it now, and I show up in this transcript almost 3 years ago when I first started thinking about it). This group meeting on ‘open education’ issues, organized by George Siemens, never really jelled formally, but informally I like to think that many of these folks now make up part of my online community, and hopefully, I their’s. And I have had the immense pleasure over the last 3 years of meeting almost all of them face to face, and even closely befriending a few of them. Remember this anyone? I’d say it seems like yesterday except it doesn’t, it seems almost another lifetime ago. God I’m turning into an old foggie. – SWL

Paper – “Personal Publishing and Media Literacy”

http://infodesign.no/artikler/
personal_%20publishing_media_literacy.pdf

Are the Norse known for being terse? The only reason I ask is that my one complaint about this paper from Jon Hoem and Ture Schwebs is that it is too short! (which to be honest, is usually not the problem with academic papers!)

Even if you feel you’ve had your fill of papers on “why to use blogs and wikis in education” please do yourself a favour and read this one. In seven short, packed pages they lay out a number of strong rationales for using blogs and wikis in the classroom (in this case mostly the K-12 classroom), introduce for me the interesting concept of “personal publishing as ‘staging‘.� They also show off their own, in-house blogging tool called ELOGG (no, not that one), very recognizable as a blogging tool but which also contains some sensible additions like “assignments, projects, friends & favourites, selected works, and media archives” that make the tool even more affable to a school setting.

I expect this paper to become one of the regularly cited as we move into the ‘early majority’ and onwards adopting these technologies and practices into their classrooms. It is passionate without being dogmatic, and informed by more than the blogosphere’s intelligentsia. – SWL

Master’s Thesis on “OS software evaluation model” focused on Course Management Systems

http://www.karinvandenberg.nl/Thesis.pdf

This thesis by Karin van den Berg was part of her Master’s program at Tilburg University in the Netherlands. It does a nice job of boiling down many of the previous attempts at developing criteria for evaluating open source projects (see her references for the extensive list) and then uses as a case study the field of course management systems to try out the evaluative framework. Somewhat unsurprisingly to me, she hones in on Moodle and Atutor as being the top two contenders when these additional open source considerations are factored into the equation; it is nice though to have some substance to back up ones’ instincts.

This piece was quite close to my heart for a few reasons, and thanks to Stuart Yeates posting on the Educause community blogs for finding it. It’s meaningful to me first off because I’ve been looking at these CMS thingies for far too long now through the Edutools project. It was meaningful to me because she cites Edutools numerous times throughout the thesis, and it is nice to get some academic ‘props.’

And finally it is meaningful because for the last year I have been going around giving a presentation that I think basically says a lot of the same thing, though I frame it slightly differently. The jist of that presentation is that making good open source choices is all about picking projects that are a suitable fit with the capabilities and maturity of your own organization, and trying to educate people on what some of the qualities of OS projects are that they can base those judgements on. The presentation was actually a summary of a funding proposal for an “open source suitability decision making tool,” a proposal that didn’t get funded. And I am really glad it didn’t get funded. Not because such a tool wouldn’t be useful. But instead because, as one of the reviewers astutely pointed out, and as this thesis backs up, the judgement of an open source project’s “maturity” is too multivariate (and evolves too quickly) for it to be serviced well by both such a small one-time grant (we were really not asking for much) but also from such a centralized research model as we had proposed. Still, it is really vindicating for me to see basically the same set of criteria brought out in full in this thesis, as it makes me fill slightly less half-cocked (so, what, two-thirds cock’d?) – SWL

Great post on “Educational Social Overlay Networks”

http://terrya.edublogs.org/2005/11/28/hello-world/

The only post so far in this new edublogs.org blog (oh the marvels of Technorati, like it or not here come your readers, Terry A. ;-). Not so much a response to my posting on the false dichotomy that is being set up between Moodle and ELGG, instead it just takes that as its starting point for an extended musing on what the relationship could and should be between institutional provided systems and the users social networks, which by definition can and do cross all sorts of boundries. Personally, I find this approach a lot more palatable and mature than a lot of the all-or-nothing-it-must-all-be-open diatribes I come across these days, but maybe that’s just me being a good Canadian, trying to mediate between poles, and be a reformer, not a revolutionary. – SWL

Biometric USBs

In some ways this seems like a bit of a kludge, but I’m interested to hear if anyone is seriously investigating using biometric USBs on their campus as a combined way of providing authentication to network resources, secure data storage for personal files, and customized ‘thicker’ clients for end users. Given how low some of these prices are getting (see here, and here and here, and those are for buying them one at a time!) and the fact that some campuses seemed willing to give away an ipod at the start of term, it seems to me that it could be a worthwhile short-term (2-3 year) approach that could enable some interesting things at reasonably low cost. Or not. Just thinking out loud here. It’ll all make sense some day 😉 (Apologies for not having comments enabled. The spammers brought that down almost a year ago and instead of trying to get MoveableType spam-proofed, which proved difficult, I am moving to WordPress in the new year. ‘Til then, email will have to do.) – SWL

ELGG vs. Moodle – defusing a false dichotomy

http://www.unisa.edu.au/odlaaconference/
PPDF2s/13%20odlaa%20-%20Anderson.pdf

I’ve had a few people come up to me at conferences recently and ask me to compare ELGG and Moodle, and choose between them as if they were somehow mutually exclusive. Indeed, even within the Moodle community itself there seems to be a bit of dismissiveness about what ELGG does, and the notion that with just a couple of twists of code Moddle can easily replicate its functionality.

Well maybe, but this is what excited me so much about the paper linked to above by Terry Anderson and the work he describes taking place at Athabasca University. I had the pleasure of seeing Terry present on this recently and wish I could link to those powerpoints as I think the illustrate the point I’m trying to make better than the article does, but what is exciting for me is that Terry and Athabasca are putting together a large, production environment in which Moodle and ELGG will seemingly co-exist quite nicely, thank you very much, and take care of different problems. Hopefully I am not going to mangle this too much, but as I understood it, Moodle was being positioned to handle conventional ‘course management’ problems like the delivery of content, assessments, discussions. In Athabasca’s case (and I’d argue in all of our cases, but that’s another post) they also have to deal with a continuous uptake model, where instead of cohort-based programs they also have very much self-paced programs with differing start times. Thus they are using ELGG as one of the ways to build community “between” the space of courses, community that is formed not because of one’s membership in a pre-ordained group or cohort but out of your interests. Sounds to me like a job for social software!

Can Moodle support similar ad-hoc community formation across course (and even institutional) boundaries? Maybe, and it sounds like we will find out fairly soon through upcoming releases. And bully for them if they can. But what I love about ELGG is that it is built from the groud up around the user and their connections as they key focus, rather than on ‘courses’ or ‘content’ (I’m not trying to levy a criticism at Moodle here as I like it very much as well). Far from being only a ‘blogging’ tool or a ‘eportfolio’ tool, what excites me about ELGG is that it is becoming a social networking ‘framework’ (o.k. you can dispute that term as much as you like) that while it has initially focused on tools to create blog posts and share files, isn’t interested in restricting you to only its blogging tool (and why would it? RSS anyone?) and is looking at a whole set of other interesting apps (Calendaring? Synchronous tools?) that are also of intrinsic value but become even more useful if people can use them with other semantically related users.

Should elearning providers be looking to one single tool to provide all of these aspects and more? Maybe. Right now though, the best bet seems like trying to get the best solution possible through a set of provisional measures. Personally, I’m more interested in making these and others co-exist, and seeing if we can get the integration between them to be more than lame-ass ‘pointing to their URLS’ or simple single sign-on; if instead we see if we can get shared identity happening across a number of these services in a way that takes identity mean more than your username and password. – SWL

The good thing about bad presentations, or how I came to love social software

So my last rant reflected my unhappiness at being inundated with crappy powerpointings, but that’s not the only dissatisfaction I’ve had with presentations I’ve sat through in conferences over the last few weeks.

In addition to the dull quality of the ‘lecture’ experience, I’ve been really disappointed with the vision of learning that’s been in the background of some of the presentations, e.g. too many talks on eportfolios that see them solely as a way to create a resume, or just another way to squish students into an artificial assessment framework, too many talks on more and better ways to generate reams of metadata and remove the humans from that sticky operation of sharing and reusing learning resources.

But the good thing about all of these is that I’ve had a series of small epiphanies that have made me a true believer in social software. What’s that brother’s and sisters, can you say it, I BULEAVE! Say it again, I BULEAVE!

Which may sound strange to some, but none who know me well. Yes, I’ve been a blogger for almost 3 years now. Yes, I use flickr, I use furl, yada yada yada. But I was always looking for holes and just a little bit sceptical. No longer. We need software that is obvious in the value it offers its end users so we aren’t forcing them to do things they don’t want to already do. We need software that recognizes users not just as the ‘operators’ of software, but as having identities that are important, identities that are the basis for rich connections and enabling possibilities. We need software that notices and records these conections and interactions in order to add even more value to those users and to other people trying to do similar things. Hallelujah!

And for all my past (and present and current) sins against this, mea cupla. Like Thomas Pynchon once wrote, I’m a slow learner. – SWL

LORNet Conference Day 2 and a modest proposal

Today’s my last day at the LORNet conference in Vancouver, as I have to miss the Friday sessions to attend the fall session of the BC Ed Tech Users Group workshops.

I’ve enjoyed meeting the people at the conference and seeing their work at the poster sessions, but I have really not been enjoying the actual plenary sessions at all. Too much “death-by-powerpoint-no-demos-talk-and-no-show” which anyone who attends academic conferences, especially research-focused academic conferences, has experienced to no end.

It’s pretty easy to complain about this. I won’t go on much more. Alan pretty much has the market cornered on indignation at what a waste most of these sessions are, and I agree. But like Alan, I long to figure out a better model, one which could still preserve all of the good things we like about conferences, and re-invent or do away the bad.

So, here’s my modest proposal. Do away with the formal scheduling of presenting papers altogether. I’m not saying do away with presenting your ideas, but do away with the formal schedule that says “at 2 o’clock everyone should assemble in Room 1400 to hear what’s-his-name drone on about whatever” (sorry, I know I’m sounding dismissive, but there are many hours of my life that I will never get back due to such presentations).

Instead, book spaces with large rooms/halls, and make everyone who wants to present their work do it as a poster session over the course of 1 or 2 days. Offer seating in front of the poster areas if you like, and then let the wisdom of crowds decide which presentations to attend. Make it like the agora in days of yore, with the sages holding forth and the ‘learners’ wandering around till they found the conversation they wanted. See a big group forming and want to find out what the buzz is about – go and find out. Want to stay with that group discussion for the remainder of the conference – great, stay there. No one is coming to your presentation, fine, go to someone else’s, presuade others you have somthing to say, bring them back to your conversation or join the existing one and make it something bigger. Create ways in which people can also connect to these self-forming ‘groups’ via social software – different sessions could have different tags, different chat channels, whatever. Or else pre-create the groups via social software and then have meetups in real space around them. Take the whole conference concept a step futher and adopt a practice like “Open Spaces” whose explicit goal is “to create time and space for people to engage deeply and creatively around issues of concern to them.” Novel idea, eh?

But like I said, a ‘modest proposal’ – what would we list on our resumes as a result of such metings? How would we get publication credits? Right, right, I forgot, the reason for conferences is publishing opportunities, not learning and professional development. And you want me to pay me registration fee why exactly? – SWL