3 Travel Scholarships Available for Open Ed & Other Various Conf News

http://openedconference.org/archives/324

Hopefully you are already following the Open Ed 2009 conference news feed and this will be just so much cruft, but if not I thought it worthwhile to re-post here in Edtechpost the fact that, due to some very generous sponsors, we are able to offer 3 travel scholarships to Open Education in Vancouver, August 12-14, 2009.

I should also note that the deadlines for getting the secured hotel room rates are fast approaching, and a gentle reminder that we will have limited space for the (included in the reg fee) Barbeque-to-end-all-Barbeques on the Wednesday night, so if you want to come, getting your conference registration in as soon as possible will make that entirely more likely.

We now return you to your regularly scheduled programming… – SWL

Sharing your PLE just got a little bit easier

Big hat tip to Gerry Paille for knowing me well enough to realize that the huge Firefox Add-On nut that I am would be extremely excited to learn about a new feature/service for Firefox called “Collections.”

Basically, the Collection part of the site (and the related Add-On Collector Add-On – ha!) allow people to create collections of add-ons, annotate each of the add-ons with commentary, share these with other users who can subscribe to these collections!

So, for instance, if you are interested in some of the key add-ons to help yourself become an Open Educational DJ (ahem) you may want to check out my “Open Educator as DJ” collection which I just published, and better yet, subscribe to it, so that as new tools get added they are pushed to you.

Clearly, the PLE is more than just one tool, more than just the browser, and definitely more than MY use of either of these. But for me, the browser, and the various ways I can pimp it out, are a big component of my workflow as both an educational DJ and network learner, but one which has always been really challenging to share with people. With Firefox Collections, that just got a lot easier. – SWL

The Open Educator as DJ / TTIX reflections

http://edtechpost.wikispaces.com/Open+Educator+as+DJ+(Final)

So I definitely slowed down posting here, committed to only posting when I had something significant to say, but then I don’t seem to be even able to do that? Anyways, I haven’t passed away or anything, indeed I am just back from the fantastic gathering in Utah that was the TTIX conference. Put on by good friends Jared Stein and John Krutsch (amongst other talented folks) this annual FREE conference has much to offer both K-12 and post-secondary educators, and this year included keynotes from myself, Chris Lott and Brian Lamb.

Well, Brian urged us to “Go hard or go home” and I think each of us did in our own ways. Brian delivered another of his great talks on the “Urgency of Open Education,”  a ‘must see.’ And Chris…well Chris nearly brought me to tears with his talk on “The Idea of the Idea.” Far from being the dry talk the title might imply, this was a romp through the history of ideas which ended in a heartfelt plea for a return to deep humanistic teaching, not as a luxury but as an imperative. I strongly urge you to spend the time and effort this talk demands.

And me? Well cowed as I was by these stellar co-speakers, I did my best not to throw up and gesticulated wildly through “The Open Educator as DJ.” I am reasonably happy how it came off, and pleased that I will get at least a second chance at it this fall at the ADL Academic Fest in Madison, Wisconsin. I really did try to show, not just tell (you can see a demo of each of the steps in the workflow here) but ultimately I do think there was too much telling, so I plan to rework that.

I was especially excited to do this talk not only because some good friends had asked me to do a keynote (which always brings up your game) but because for me this talk represents the synthesis of a number of different strands of my work from the past years, bringing together stuff from “Mashups for Non-Programmers,” (2007) “Augmenting OER with Client-Side Tools: A Demonstration” (2007) “The Pros and Cons of Loosely Coupled Teaching,” (2007) “How I learned to stop worrying and love Web 2.0,” (2007) “Weaving your own Personal Learning Network,” (2008) “Becoming a Network Learner – Towards a Practice of Freedom,” (2008) and finally “Pimp your Browser” (2009). I’m not citing all of these to show off, but instead because for me this last talk on “the Open Educator as DJ” represents the synthesis of thinking on how OER, PLEs and network learning/loosely-coupled-teaching are initimately related, a synthesis which I did not start with but which I have been groping towards in each new presentation. I keep telling you, I am a SLOW LEARNER!

There was a lot for people to take in; if you don’t want to spend the time going through the talk, you may at least find the resources useful. Ultimately, if there were only 3 things to take away from the talk, I would highlight:

  1. clipmarks (and sni.ps) as a critical new method to add to your arsenal which lets you sample and feed individual chunks of the web in a way that still preserves linkability and attribution
  2. As I tried to demonstrate with the example of the resources page, the myriad methods available to aggregate and syndicate content wherever you want it to appear
  3. the very idea of a network enabled workflow inspired by a metaphor from an existing discipline – as I tried to emphasize in the conclusion, even if the metaphor of “DJ” doesn’t resonate for you, find the one that does, because whether you know it or not, you are already using one, and hopefully by becoming conscious of it, it can become one that helps you to swim in the ever-deepening sea of information that surrounds us.

I think there are lots of holes in this talk, and I am always learning, so please, let me know what you think, what parts don’t resonate for you, and how I can make it better? – SWL

xtimeline – Explore and Create Free Timelines

http://www.xtimeline.com/

I feel pretty slow on this one, but apparently it came out back in July 2007, so maybe I was on holidays. Anyways, for every single person who has ever asked me for a collaborative web-based timeline tool they could use with their class (I’ve been asked this dozens of times) I’d be hard pressed to see how XTimeline wouldn’t fit the bill.

For all the rest of you who knew about it years ago, apologies, I do try and keep the “me too’s” and overly obvious posts down to a minimum, but then I am a slow learner, so forgive me. – SWL

August in Vancouver? Hmmm… Open Education 2009 Call for Papers

http://openedconference.org/call-for-papers

I know you have all been waiting with bated breath, well the wait is finally over – the Call for Papers for the 6th annual Open Education Conference (held for the past 5 years in Logan, Utah but this year moving to beautiful Vancouver BC, Canada) is now open.

I am pretty stoked about this, in no small part because I am helping to organize it with a few of my favourite people. I’m also excited because of some of the things we’re trying with the program; as you’ll notice in the CFP, we’ve introduced the notion of strands, the one I am most excited about being the StartUp strand. The Open Ed conference has never had any problem attracting leaders in the movement and encouraging a deep level of discourse around the topic, but I cannot imagine what it might have felt to be someone from a school not already immersed in OER to attend. Well I hope this strand (plus the number of great efforts currently underway to help people start their own Open initiatives) will attract those newcomers and catalyze another round of folks to start sharing openly.

So please, submit a proposal! Registration information is also coming quickly soon, I promise. Hope to see you on here in August. – SWL

The Post That Never Was – Things I learned at Northern Voice 2009

Writing this post was as fun as...
Writing this post was as fun as...

This is me officially throwing in the towel at trying to write some profound synopsis of the event that was Northern Voice 2009. I give up. I tried. I really tried.

I tried to capture how, inadvertently, a presenter from a consulting firm that shall not be named clue’d me into how important it is for us trying to create change (whether it be through learning or social action) to not uncritically adopt social networks explicitly framed with commercial motives.

I sought, but failed, to capture an ever growing sense that not all boundaries are created equal; that there are groups bounded not by firewalls and passwords, but by relationships and trust,  and that, far from this being an exclusionary thing, because of conscious acts and the intent to invite with a welcoming heart, they grow, are inclusive.

I struggled, and lost, with my growing understanding (born in part firsthand through my own thumbfisted ‘facilitation’ of WordCampEd – sorry!) of the importance of messiness, not just in teaching in learning, but in resisting reductive rational ‘frameworks.’

And oh how I wanted to tell you how I’ve given up asking for the secret sauce to becoming a good teacher and instead just to keep trying myself, everyday (but still watching and learning from those who can every chance I get to be around them).

But I failed, and all you get is this poor excuse for a post. To everyone I had the pleasure of learning with at Northern Voice, THANKS. You are the reason I keep coming back. The relationships we form, the trust built, is what helps me take bigger chances when I’m sitting here writing on my own. Although…apparently not in this post 😉 – SWL

LMS Usage Transparency

http://connect.educause.edu/Library/Abstract/AStudentFeedbackToolThatL/48087.

I was pretty conflicted whether to post this at all – you may have noted the frequency of posting on anything LMS-related is WAY down on edtechpost, ever since I got born-again, and the vision of learning here seems, well, problematic at least (which is why I removed the title “A Student Feedback Tool That Links CMS Use with Good Grades” from the original link).

But…this is interesting and does deserve some attention both for its steps towards transparency and some of the ways in which transparency is being used to engender positive faculty peer pressure. I can already hear all sorts of howls from every direction – about faculty rights and independence, about the shallowness of this as a ‘ratings’ scheme, of students gaming the system, of… Yeah, I get it.

But if you find yourself charged with supporting and promoting a campus system (and don’t actually feel like answering for yourself the soul destroying question of why you have to sell something if it is actually as valuable as it’s supposed to be) then maybe this will jog some ideas loose. While I will continue to suggest that simply being fully open is ultimately a better way to address many of these issues, until that ideal situation pertains, sometimes we gotta take our ‘openings’ where we can find them. “There is a crack in everything…” – SWL

Delicious Subject Guides: Maintaining Subject Guides Using a Social Bookmarking Site

http://journal.lib.uoguelph.ca/index.php/perj/article/view/328/1375

Too bad the Canadian Journal of Library and Information Practice and Research articles don’t allow comments, or I would have added “Great idea, and if you combine it with the Google Custom Search engine API like we did on the Free Learning site, you can also turn these ‘subject guides’ into constrained search engines.” But alas, journals are just so one way… – SWL

Sni.ps Attribution Tool

http://sni.ps/

Sni.ps is a service that has come across my desk a dozen times in the last year, referred on to me by everyone from trusted colleagues, the director of my org, and the developer himself (with whom I should note I have worked before and consider a friend). I had looked at it briefly before, but the last time someone sent me a prompt I thought it time to take a better look and write it up.

The premise is simple enough – the service provides a bookmarklet that, when clicked, creates an overlay of whatever page you were looking at. This overlay allows you to then select content on that page, for which it generates ’embed code’ to paste on your own site. Doing so will reproduce the content along with an annotated attribution link back to the original source.

There’s a few small other twists to it – the attribution link does use a microformat that describes it as an ‘attribution,’ it looks like RDF data is being created which will associate the cited data with both source and destination, and, if you create an optional account, this account becomes a central storage spot for all of your snipped content.

So the idea seems appealing. And to give credit to the developers, it is quite easy to use, and while there might have been ways to reduce the steps even further, really, it is reasonably slick. The fact that you can use it without an account is very cool. And it’s free.

But like so many things, a large part of the question of whether it will get adopted is whether the effort to use the tool (or any change to existing workflow that the tool asks you to make) is worth the payoff, makes it easier to accomplish something you were already doing, or easy to accomplish something you’re not already doing but might, if made easy enough.

The act of copying the content itself doesn’t seem to be made particularly easier, so sni.ps value proposition seems to lie in providing an easier way to create attributions. Morally this seems to resonate – other than what seems like a few fringe cases, there doesn’t seem to be any real resistance in the open content/open education community that Attribution is a reasonable requirement for reuse. So we seem to be saying we want to attribute original sources, and indeed the pratice of the bloggers (and educators) I respect would also seem to support this. Indeed, Alan even coined a neologism for it:

Linktribution

But the word “Attribution” sounds vague.

So I tossed out a new word — Linktribution– attribution via a web link, or offering a “linktribute”.

So does sni.ps make it any easier to do? Well, in my limited experience so far, not particularly. Neither the microformat nor the RDF are of any immediate benefit to me that I can see either (though I am not opposed to creating them if it’s easy enough, which this is). Having a store of ‘attributed’ content – yes, I could see that having some value.Enough to make me change my workflow? Not sure.
I *want* to like sni.ps. But I’m not sure. I’m going to keep trying to use it for a few more weeks, see if it rubs off. The reason I am blogging it, though, is partly so that others can have a look and give me their sense as to its usefulness, and their willingness to adapt their workflow to include something like this. What do you think? As a blogger, would you use this? As someone working on open content or open education, would you evangelize this to your users? – SWL

All Major Canadian ISPs Slow Down P2P Traffic (and why you should care)

http://torrentfreak.com/all-major-canadian-isps-slow-down-p2p-traffic-090120/

You might have heard, but the CRTC (the regulatory body for all things broadcast and telephony here in Canada, very roughly equivalent to the FCC in the US) is holding hearings on claims that ISPs in Canada regularly ‘shape’ (a codeword for ‘limit’ or ‘slow down’) traffic on their networks, specifically P2P traffic. And as TorrentFreak reports (and seemingly backed up by a summary of filings that’s been collected) it’s not just the much publicized Bell who engages in this practice, but apparently ALL major ISPs (and trust me, if you are in Canada, this effects you, because even your ‘Mom and Pop’ ISP buys their connectivity from these guys; indeed, that’s who started these hearings).

So why should you care, especially if you are an educator? I mean, it’s just P2P traffic, right? Kids illegally downloading albums and movies, right? Well, wrong, first of all – the shaping is indiscriminate, restricting the flow of perfectly legal uses of bittorrent as a ways to share files, along with everything else (and don’t believe the hype about new technologies being rolled out on campus to examine the content inside the packets and filtering accordingly, it’s a crock). But beyond that, this is the very start of the very slippery slope to undermining net neutrality; first ‘shaping’ a particular protocol, but how long before whole subnets disappear. Bittorrent traffic as Sudetenland, as it were. (I know, I think I just fell prey to Godwin’s Law.)
But again, why should you as an educator care? Well, if, like me, you see education and your place within it outside the limiting frames of your particular institution or role, you may, like me, have come to the conclusion that, even if we do nothing else, if we at least preserve the conditions for access, the possibility for connection, then knowledge and learning will flourish (are already flourishing, look around you.) This is Charter stuff here folks. This is man-the-barricade-stuff. I know, “hyperbole” you think, “a hundred better causes” you can think of. Well, this is one I know to be true, know is worth fighting for. (The worst part is that University campuses are some of the biggest offenders for this, can’t wait to see the comments from network admins, whose networks are indeed often truly besiged, that this post brings out.) – SWL