Cool Hand Luke in 5 Animated Gifs

I don’t do MOOCs. I am not a big joiner to begin with. But heck if the proposed assignments for Jim’s upcoming Digital Storytelling 106 didn’t sound like fun. So much fun that I had to do one myself, actually combine 2 of the assignments into one, using my favourite movie of all time, Cool Hand Luke. Predictable, probably, but I can watch this film over and over again. So, without further ado, here’s “Cool Hand Luke in 5 Animated Gifs”:

All I can say is – you know you have an amazing course when non-participants are submitting assignments, for fun! And one thing we definitely don’t have here is a failure to communicate 😉 – SWL

On the Twelfth Day of Christmas – My 12 Favourite Gifts from OLDaily

‘Tis the season, eh? I’m feeling so grateful, that in addition to this year’s Nessie’s, I thought I would give thanks for the bounty that is OLDaily and Stephen Downes.

Stephen pretty much does not need an introduction in our field; OLDaily is, by my reckoning, still pretty much the “paper of record” in the edu-blogosphere and I have a hard time thinking of any other individual who has had such an impact on the direction and thinking of educational technology as him over the past decade. I know I am sounding like a bit of a fanboy, and heck, I am, but don’t think it’s all been smooth sailing. I regular challenge Stephen in his comment area and elsewhere, and some of my struggles to understand what he is saying have lasted almost as long as I’ve known him. And this is one of the things I am most grateful for, because that is how I learn, by challenging, by contesting, by not getting it and pushing until I do. And so far, through it all, I have felt respected, heard and considered. I don’t think Stephen is *right* about *everything,* but I’m not looking for him to be “right about everything,” to give me THE answers. Those I need to figure out for myself. But I consider it an honour and pleasure to count him as one of the people I constantly learn from and with.

Which got me reflecting today on which of his posts, articles and presentations have had the biggest impact on my learning over the past almost decade I’ve been reading him (a tall order, considering that on his article page alone he lists 1134 items!) Below, in no particular order, is my selection of “OLDaily’s Greatest Hits”:

elearning 2.0

I would guess this is possibly one of Stephen’s best known and most cited articles. It is an early effort and for a pretty general audience/magazine, and so does not, for me, represent his best writing on the subject, but it pulled together as well as anyone had the trends we were all starting to see (which, also somewhat following Stephen, I took to calling “network learning” instead of this 2.0 moniker.)

“Role of educator in network learning”

A more recent talk, and one which put more flesh to the earlier shorthand instruction to “model” for learners that had been the response for a few years on how instructors should behave in this new world of ubiquitous content, participatory culture, peer to peer support and networks.

Things you really need to learn

As I wrote in a comment recently when Stephen re-posted this 2006 article, the thing I’ve always admired most about this piece is that, alongside the more conventional “academic” skills Stephen also lists “empathy” and “self care” as important things to learn. What I especially like is that these don’t feel like nice liberal values added on; in my understanding, these are actually key pieces of what it means to know.

Groups vs. Networks

I am still not convinced we have this completely right; there is definitely an important distinction, but I have a feeling that by focusing on these as “entities” (groups and networks) we are missing other ways of looking at this that don’t result in polarizing binaries; that perhaps looking at it from the perspective of participation and belonging-ness might ultimately evolve a more nuanced understanding. But I am not sure. All I know is that this distinction has resonated with many and served as a useful opening to explain the difference that could be had in networks from learning in pre-constrained cohorts and classrooms. See also “Communities and Networks” for additional exploration of this.

RSS for Educators

I had forgotten this one but luckily Alan Levine reminded me in response to my twitter shoutout about this absolutely critical essay from Stephen. I think it would be safe to position Stephen as the first, or certainly one of the first, to start promoting RSS as a simple and effective means of syndicating content, especially learning content. The Three Amigos deserve a lot of credit for raising awareness about RSS in 2003, but this article preceeded that talk by almost a year, and I think they all recall it as a seminal piece that inspired that work (work I will forever kick myself for not getting, or getting on board with, at the time I was invited – El Guapo forever shall I be.) Indeed, in the annals of ed tech guides, this deserves a spot up there with @cogdog’s own Writing HTML, high praise in my books.

Models of Sustainable OER

I’m interested to hear where Stephen stands on this paper now. It was written in 2006 and for its time was absolutely the most comprehensive write up I know of looking at the sustainability of OER (conceived in the sense formal institutional publishing efforts.) And I don’t know that much of the thinking, from that perspective, has changed much. This year’s Open Ed 2010 took as its theme “Impact and Sustainability” as I believe did 2008 (and maybe even 2007?) No, what’s changed is realizing (and I don’t think this is new, for many including Stephen) that this sustainability issue rears its head when you try to institutionalize sharing or share stuff after the fact; that if instead you simply start from a posture of openness, and don’t coerce people to share who aren’t actually interested in sharing, that it just happens. Like OLDaily. Like the MOOCs. Which is why I’m interested in Stephen’s take now; because I don’t think this paper is “wrong,” I just think he, and others, have moved on from forcing the round peg into this square hole.

An Introduction to Connective Knowledge

I would warrant this is the article that Stephen should be best known for, and ultimately may become so, but that likely fewest people have read. Because it is not an easy read. Not because it is not well written. But because it really pushes you to think beyond simplistic notions of knowledge and knowing. And while Stephen seems to have made peace with George Siemen’s Conectivism, I have always looked to this piece for the much deeper version of that slogan. It is also, in my recollection, the first place where Stephen started talking about the key network properties of “diversity, autonomy, openness, and connectivity,” a set of heuristics anyone would do well to memorize for looking at how effective one’s network interventions are likely to be.

No, Really, This is What We Want

I know there’s a few people who love this talk for what it didn’t do – it was a keynote for an IMS Standards meeting, and instead of pandering to the mechanistic vision of learning that has always lain beneath that agenda, Stephen got up there and blew it out of the water. I only got to see it on video (if I recollect correctly) as I came down with chicken pox the day before I was to attend that meeting in Vancouver. But it is still legendary in some circles. See also “One Standard for All: Why we don’t want it and why we don’t need it” for another brilliant challenge to the metadata orthodoxy.

Community Blogging (NV ’05)

For me, this talk was significant because it was my first (and one of the only) occasions to hear Stephen speak live. I want to say this was the first Northern Voice (I think, I’m getting old.) The one piece that really stuck with me in this entire talk was Stephen’s distinction of “groups of proximity” to “groups of affinity” (which I take as an early phrasing of the “groups vs. networks” distinction.) I can remember already viscerally wrestling with this as the talk was still going on, wanting to burst out of my seat to engage with him on it. Not that it was wrong, just that it was a distinction that got me thinking (and feeling) overtime.

Open Content, Enclosure and Conversion

I don’t know for sure if this was the start, but certainly this piece was an early foray into the ongoing discussion between another friend and mentor of mine, David Wiley, and Stephen on the merits of Non-commercial licensing of Open resources. This piece also represents for me the clearest example of where, over time, I have come about face and now agree with something that at first I didn’t get at all. From a purely theoretical point of view, which is how I first approached this issue, the fears of the potential of commercialization seem not well founded, as the free and open version should always be there. But I have come to see that in the actual world, the ability of commercial entities to enclose and obscure access to free and open versions of content they have exploited is not only very real but a natural extension of their existing business practices. The tricky part, of course, is the argument about not-for-profits and other educational organizations needing to resell improved content to cover costs, something I expect many in the free and open world don’t want to prohibit. I do not know the answer for sure; I do know that on a personal level I deal with this on an ad hoc basis, which in some ways runs completely against the entire purpose of the CC licensing scheme…

How to attend a conference

Simply put, good advice from a veteran conference attendee and another great example of the network teacher as model

Speaking in LOLCats

This is another real hidden gem; it is easy to mis-understand the depth of the argument here, couched as it is with the introductory piece about “lolcats.” I hope Stephen will consider re-riffing on this again, and indeed will keep experimenting with “form” as he explore this and other messages, because I have the sense that from the perspective of radically contextualizing technology and knowing, this talk and approach offers one of the best avenues.

What not to Build


We need more posts like this, especially from people inside institutions stnading up to the next big project that comes along which sure sounds like a good idea at the time, but doesn’t understand that the network doesn’t stop at your doorway. That sounds harsh, I’m sure, and I know there are many good reasons why we end up building yet another system. Indeed, as my understanding of the role of “users” in regards to educational technology changes, I am less and less offended by the notion of local systems; it is more understanding the kinds we need to build (or help/encourage faculty and students to build) instead of continuing to impose monolithic, centralized approaches that neither encourage autonomy nor engage well with the net as a whole.

So, Stephen, for all you do, this posts for you. Have a great Christmas and a fantastic 2011. Cheers, Scott

The Nessie Awards – 2010 Edition

The Nessie AwardOnce again, it’s that time of the year. I time for pleading, needling, pandering, giving and receiving. No, not Christmas, you silly rabbit – Awards Season!

I know you’ve all been waiting on the edge of your seats for this year’s Nessie Awards (this year with a new Award Statue – the old one seemed to scare the children) so, here we go:

Favourite New Subscription(s)

A brand new category this year. And… it’s a tie! Between two posterous blogs. And two Brits who I got to meet for the first time last summer.

David Kernohan works as managing the UK OER initiative for JISC, but his blog at http://dkernohan.posterous.com/ is intended to, as he says, “deal(ing) with the gaps between my ‘day job’ at JISC and my general personal interest in openness and education policy.” And that it does, with incisive clarity. Since I started following in July, David has been absolutely on fire with a string of posts about the de-funding of education in the UK as well as the ins and outs of OER.

Joss Winn is the owner of the other winning site, http://stuck.josswinn.org/, which is markedly different than David’s. Joss uses this posterous site to gather clippings, sometimes with notes and commentary, about his latest (and I must say – prolific) readings. His focus is often around resiliency, peak oil and Marxist theory, and I greatly credit reading his feed and some wonderful exchanges with Joss over the last 6 months for en-courage-ing me in my own pursuit of these topics, interests I’ve always had but always sublimated so as to be a polite Canadian.

The “Blog which Posts Least Often and Yet whose Every Post I Anxiously Await” Award

This next award is a recurring category with some fairly distinguished past. recipients. This year’s recipient is not as well known but is even closer to my heart. This year’s award goes to my friend and colleague Paul Stacey for his site, Ed Tech Frontier. Paul is not a prolific blogger, but each post is incredibly well written and thought through. Paul really does deserve more credit as a thought leader in the field of Open Educational Resources and is one of the Canadian’s in my opinion making the biggest practical difference in the field, not waiting for changes that may never come but helping to transform government funding from within.

The “Blog whose Posts remain ‘Keep Unread’ in my Reader longest (and not because they are boring!)”

Another regular award (and one that really is meant as a compliment), this year’s go to Graham Attwell for http://www.pontydysgu.org/. As I tweeted recently, Graham is on my short list of edubloggers who I have yet to meet in real life but hope to soon. Graham is especially impressive to me for how consistently he has articulated a vision of personal learning and the importance of a critical stance both towards institutions and technology. Like other past recipients, Graham’s feed stays unread for long periods as I am often daunted to open it, there often just being too much good stuff in there.

The “Makes me Laugh My Ass off Most Often” Award

In past years this award has gone to master satirists for their intentional work. This year, though, I can’t help but award this to an organ that, I’m pretty sure unintentionally, makes me laugh my ass off almost every time I read it. The award this year goes to The Chronicle of Higher Education Blogs (and it’s unfair to pick on their blogs, because the whole damn thing is so often funny, but this is a “Blog” awards thing.) Making fun of The Chronicle is, well like Suck.com used to say, like “shooting fish in a barrel” but damn if they (and the people who continue to look to it for validation) don’t deserve it.

The “Most Unsung EdTech Blogger” Award

This award is always a tough one to give, but also one of my favourite to award, because they are so many great overlooked edubloggers out there, but at the very least I can do my small part to bring attention to a few I think deserve it. This year’s goes to friend and BC colleague Grant Potter who blogs at Network Effects. Awarding this for being an “unsung edtech blogger” doesn’t go far enough, though, to express the richness that Grant brings to the blogosphere and our province. Not only has he done some amazingly innovative work at UNBC on Open Sim and WPMU, his blogging about his projects with his kids is truly inspirational and demonstrates a lifelong learner, pure and simple. And the man plays a mean, well, pick your instrument! Yet a more humble soul I don’t think I know. I know I feel grateful every chance I get to work with Grant as well as every time we get to hang out, which is not nearly often enough.

The “Makes my Jaw Drop and Scratch my Head Most Often” Award

This year’s winner is a very recent addition to my RSS reader and not someone I had ever run across before, though as soon as I did I ran his site past some trusted colleagues and found that sure enough they were already engaged in conversation. Giorgio Bertini blogs at Learning Change and could easily have one any number of the awards above; his rich, thoughtful posts often stay unread in my reader for fear my head will not be able to handle them. I love his approach as he is not looking at learning simply from a technological or institutional perspective, but instead running his site as an action research project to enable, as he writes, “collective intelligence of communities of self-organized educational and change researchers to develop their potential as change agents.” Right on, I say! Check him out.

Most Valuable Twit Award

Last year saw the introduction of some new Twitter-focused awards, which I’ll continue on with this year. The MVT (Most Valuable Twit) is a tough one, because I feel blessed to connect with so many smart, creative and skillful folks from around the globe on twitter. But in terms of sheer quality references, it is hard to beat @courosa. Alec has an immense twitter network himself, and he acts as a fantastic hub, redistributing great references while making connections, between people, countries, sectors. His impact on educational twitter users makes me think of him as the “OLDaily of Twitter” except with more acting credits to his name.

Tweet that made me LMAO

Twitter makes me laugh, a lot sometimes. It is hard to pinpoint one tweet that made me laugh more than others (partly because I don’t capture all the ones that I find funny.) but going back through my twitter favourites, I found a tweet from someone whose tweets pretty consistently make me chuckle. So this year’s Nessie for “Tweet that made me LMAO” goes to Darren Barefoot, not only a damn funny guy, but skilled communicator and intrepid organizer of many past Northern Voice events.

The Nessie Lifetime Achievement Award

And to go out with a bang, a new category, the “Nessie Lifetime Achievement Award.” I can think of no one better to give the inaugural award to than the inimitable Alan Levine. You may know him better as @cogdog, and whether you realize it or not, if you work in online learning there’s a good chance you’ve ended learning or using something he’s done. (Seriously – some of us have taken to wondering if he’s not superhuman or maybe one of the un-dead, he never seems to sleep!)

cogdog avatar
The CogDog

Alan really is the consummate open educator – I know some people attribute the idea of “blogging your process” to others, but it was Alan who for me first exemplified this practice. The number of times one of his posts comes back as the answer to a google query never ceases to amaze me, constantly showing the value in sharing early and often. And it doesn’t stop with blog posts – Alan’s feed2js really was groundbreaking when he released it, and it is STILL the simplest piece to insert RSS I know of. I use it all the time. If you ever get the chance to see Alan present, take it. He makes it seem so effortless (though anyone who knows him knows how hard he works) and constantly innovates on stage and in virtual worlds. And don’t listen to any of his guff decrying theory – I mean, don’t get me wrong, he means it, he is foremost a practitioner, but he also has a deeply reflective and thoughtful practice.

Congratulations to all of this year’s Nessie Winners. The cheque is in the mail. To all those who didn’t win, better luck next year. But like I always say – if you really want to make sure you win an award, run your OWN awards contest! – SWL

Not exactly “Against” Reductionism, but… (A reply to Martin)

(The below is a reply to Martin’s thoughtful post defending Reductionism, itself a product of an earlier twitter conversation. I tried to leave it on Martin’s blog but it borked. Didn’t seem to brook any contest from alternative points of view 😉 So I am posting it here, but really, really, REALLY not trying to ignite any sort of debate. I’m also not trying to shut one down. It’s just increasingly less important to me to solely convince anyone with words. That ain’t teaching or learning.)

Martin, so your thoughtful post set me off writing (5000 words and counting) and I expect I may keep working on that, but rather than post it, which I fear at this point will simply reveal my own tortured relations with power and control (because really, that is what is at issue here, I think) I’ll just try a much shorter stab at a few of the things that bug me about “reductionism.” At a gross level, these amount to two – that science isn’t honest with us or itself in its relationship to those pieces that reductionism doesn’t address, and that science is not simply “science as practiced by scientists following a pure method” but in fact has many different material relations – to investment, to education, to knowledge, to politics, to society, to general intellect – and it is in these places where science as gross reductionism is most easily seen, in the vast Scientism that currently envelops us, and far from being a simple education issue is actually a natural result of the way science (and reductionism) attempt to not simply “understand” but actually Dominate the world. (Sheesh, I did say shorter, didn’t I?)

So, to the first point – I actually am willing to agree with you about the obvious value of reductionism (and won’t even bother problematizing the “value” part of that, which I think deserves at least a book.) And agree with Dennett that many, scientists and others, do not hold this naive view of “preposterous reductionism,” that indeed since the 30’s it has been implausible to hold this view. Though he makes the mistake of conflating “materialist” with “reductionist” when he says “everybody should be a reductionist in the bland sense.”  This is very much my issue with the bracketing of reductionism as simply an “approach” that co-exists with newer understandings of emergence and complexity (and I’d remind us that while to name is to try to gain power over, it is not the same as explaining.) Because underneath many of the concessions to emergence, complexity and self-organization I hear a muttering “if only we had faster computers, better algorithms, better sampling, if only, we could reduce those problems too.” I see very little willingness to engage with the idea that the “how” we go about investigating things is as important as the “what” – that things that resist reductionism aren’t instead pointing at a different way of approaching our engagements with the world, aren’t heralding very loudly the need to factor US into our investigations. I am NOT saying that the answers derived by reductive methods are “incorrect” – but adding 1 and 1 is not the only way to get 2. In my longer piece I go into much deeper explanation of this, but part of the violence in reductionism is exactly in seeking essences at the expense of accidentals, that style (and with it read “culture,” read “individuals” and so on) and method are not important, only the result, the reproductive fidelity of reality of the result, or at least that it’s ok to bracket these other considerations for the sake of a result. And we can. We do, all the time. But then – why are we surprised with the larger results of those results? Like you say – look around you, the evidence is plenty. Taking a reductive approach to understanding “works” but also clearly, in my eyes, unsurprisingly leads to a DOMINANT culture that has a hard time co-existing with the discomfort of difference.

So on this first point I try to engage science and reductionism somewhat on its own ground, but that is unlikely to get a lot of purchase; I believe it’s turtles all the way down and while generous scientific listeners might try to engage ultimately when we fall back to “results” as the adjudicator, this isn’t really going to get far.

I think the other point is more damning (but also far more difficult to engage, runs a serious risk of being dismissed as “name calling” which I don’t intend it as.)

If I read both you and Dennett correctly, at base the argument is – science isn’t simply or only just reductionist, that is but one, if albeit a major, tactic, that it has room for these other phenomenon that we acknowledge can’t be reduced, and what’s more, we’re not “greedy reductionists” who think everything is or should be reduced, at least not right now. And by and large, within the specific discourse of the philosophy of science and the practice of science by thoughtful people, I actually can somewhat agree with this. I am not simplistically “anti-science.” But this is a rarefied view of science indeed (one I understand scientists are keen to keep upholding, as some sort of “pure” science, but eh, life’s a dirty business.)

Because “Science” is NOT, demonstrably, empirically demonstrably, a pure “thing” or “practice” – “Science” is  embedded in specific material conditions: some stuff gets funded, other stuff doesn’t, NOT based solely on “pure” reasons; “Science” and its results influence (increasingly so) not just the “what” of education but the “how,” across ALL disciplines, not just the clearly scientific ones; “Science” and “scientific reasoning” clearly (increasingly) effect how we run governments, general discourse in society and general intellect. All of which a supporter of Science as the only way might say “Good.”

But to say so is Scientism, which I take not to be a belief simply in “Science” but a belief in the reductive power of science to explain (and ultimately control) everything. But clearly, in your post, you are advocating for a broader view, a more reasoned view, of Science, right? Except…

Except you forget the very discussion on Twitter which brought this up. Remember the context in which I made the dismissal around reductionism. It was in the context of you contesting Marx as not being worthy of the name Science. It wasn’t ME who made the conflation between Science and Reductionism, it was YOU. Accidentally, uncritically, but without a doubt in my mind. Because in throwing out the term “reductionist” I wasn’t seeking to discredit Science (though in my longer piece I go WAY further to trying to put it back in its place, alongside other ways of being in the world and knowing the world, a place that for all his protest Dennett and his brethren Dawkins would surely not like to stay.) I was countering YOUR reaction as being a reductionist view of Science. Which is also why I tossed out Popper’s name, because his is the same rabbit hole, just maybe in less obvious form.

And here’s the thing – I am NOT trying to caricature your understanding – your entry above clearly demonstrates you do not actually think about these things in a simple way. But your reaction to another approach to understanding the world (in this case Marxism) using the word “Scientific” does belie a bias to a reductionist conception of Science. And this is really, really common place, indeed I would suggest that the majority of our K-12 education systems completely perpetuate this bias, and that it is endemic in the non-specialist discourse in society when the word “science” or “scientific” is invoked.

Is it fair to lay all of this on “Science” and “Reductionism.” Probably not. But in as much as the practice and discourse of Scientism perpetuates purely reductionist relations, I am happy to lay it at its feet and contest it. And in my longer piece I try to go way further to explain that, indeed, reductionism, for all of its efficacy and evident value, is in fact part of the root cause, that as a way of relating and understanding it breeds its own ineluctable logic of how to relate to the world, but more importantly, IS NOT THE ONLY WAY TO BE OR UNDERSTAND. It IS a choice. Which is why, far from a flippant comment, the appeal to human nature (we all know children ask why?) is extremely dangerous.

So I said a “shorter piece” and, believe it or not, this is. Much. This is a deep issue, I appreciate your own thoughtfulness on this, and for all of my obvious passion I hope you can see that I am not trying to invoke the supernatural nor argue that the world that we are in currently hasn’t largely resulted in the effects of reductionism. And indeed, were it not YOU who wrote this, I wouldn’t be writing this at all. Because to be consistent with where I am going with my ideas ultimately looks like a lot less talking, a lot more being. I don’t actually need to convince you, though I will contest, in self-defense, this ideology where and when it impacts me to the extent that is possible and reasonable.

Much love, Scott

P.S. I tweeted this the other day but it bears linking to here. This strikes me as a very deep talk by a scientist that is acknowledging some (not all) of what I am trying to get across – http://dai.ly/9nwgbB. It is worth listening to all the way through. And even he, for all his awareness, dips once or twice back into a fully reductionist view of science, and he’s quite actively not trying to.

Free and Learning in Barcelona – A Trip Report

http://scottleslie.ca/free-and-learning/

I leaked this on Friday on twitter, but in case you didn’t see it and have any interest, this is what my trip in Barcelona forced out of me. It is long and messy. But it is also the last thing you’ll see from me for a little while as I sit quietly to decide what the next chapter will be. Peace. – SWL

Quick Shoot-Out – 4 Free Web-based Screencasting Tools

In an effort to lend support to the upcoming f2f JIBC/VCC Online Course Showcase and make the results of these demos more widely available, we are hoping to capture screencasts of the actual demos to share online.

In order to do this in a way that works cross-platform and doesn’t require an install (it is entirely likely presenters will want to use their own laptops) I did a quick investigation of free web-based tools for doing screencasts. The one other requirement that needed to be met was – no (or little) restriction on the size/length of the screencast. I should also note – I was doing these demos on a Mac. While almost all of these claim to be cross-platform and typically employ a Java or combination Java/Flash applet to do their recording, underlying platform can effect how these allegedly “cross platform” apps work, so you may have different results on PC or Linux.

I was assisted by a few helpful sites in selecting some candidates and settled on the following 4 to quickly try out:

ScreenCastle – http://screencastle.com/

I liked Screencastle for its immediate simplicity – a big red “Record” button on its front page launched a Java-applet with 2 basic commands, record and stop (N.B. pretty much all of these sites.) The recording worked fine enough (though the start/stop bar gets hidden at the top of your screen) and it offers up links to embed, stream or download the video after it has been processed. The embed/stream video worked great and it captures audio off the mic by default too. The problem I ran into was with the downloaded file – an .flv file that when I tried to run or convert on my local machine, proved to have compressed 1 1/2 minutes of video into 1 1/2 seconds! Hopefully this is just a temporary bug, but it won’t suffice for a meeting in a couple of weeks.

Screencast-o-matic – http://www.screencast-o-matic.com/

Despite its somewhat corny name, this turned out to be the cadillac of the lot. The resizeable recorder also offers audio and video from the webcam included into the end result. It ran flawlessly, and then offered me the option to upload the finished product to either their own site or Youtube, or download a copy in a few different formats. The end results looked beautiful. They do include a watermark which can be removed for $9/year, cheap at twice the price. It does have a 15 minute maximum length (extended to an hour for the upgraded version) but my needs fit into that length – indeed, if your screencast is likely to be longer than 15 minutes, maybe reconsider your script!

ScreenToaster – http://www.screentoaster.com/

I acknowledge that I may be having a problem with my local mic/flash configuration, but I never could get this to work properly on my machine if I asked to record the audio. Worse yet, it froze the entire browser. Looks promising – resizable screen, can include webcam input with the screencast, but the crashes meant it was not a contender.

ScreenJelly – http://www.screenjelly.com/

Possibly not fair to other competitors I haven’t discussed here (e.g. Screenr for one) as it limits the recording to 3 minutes, and so was automatically out of the running for my specific needs, but I’ve included Screenjelly on the list because it is a very sweet user experience. One big red record button, the video it captures is of very high quality and seems to not have the upload/processing lag that some of the others suffer from. It integrates with Twitter and Facebook, which makes sense; I see this as a really handy tool for very quick one-offs, to demonstrate a local problem or fix to a friend on twitter, but the lack of longer time means I’ll look elsewhere for a solution to screencasting the Showcase Demos.

The Verdict

Generally, while there were a few bugs and problems, the technology of web- (well, ok, Java) based screencasting seems to be ready for primetime. I often hear claims about the difficulties faculty will have in using the technology to create a screencast unaided, and my experience with these 4 apps shows me this is mostly bunk. This is now mostly “Mom-proof” technology, especially if you go with the winner, Screencast-o-matic (or for shorter clips, ScreenJelly.)But I guess we will see on the day at the showcase; the big test will be whether we can capture the demos without any disruption to the f2f events.

Happy screencasting! – SWL

UPDATEto his immense credit, Stefan from Screencastle replied almost immediately to my email about the problem I was having with sped up video in the downloaded file. He indicated this was very likely a problem on my local machine, so don’t count Screencastle out. Try it yourself, it is a nice, simple to use app, that were it working for me right now I may have considered.

Stillness Buddy – Software for Reflection

https://www.stillnessbuddy.com/

I recently started sitting with a sangha in Victoria. It is a wonderful experience and brings me great joy, to find like-minded people to practice with.

The sangha follows the tradition of well known Vietnamese monk Thich Nhat Hanh. The other day, while reading up about the community he founded, I stumbled on a link to some software he endorses called Stillness Buddy. I installed the free trial and am really loving the experience.

I am usually pretty skeptical when I hear mention of meditation software; it is not something that needs software, indeed needs anything other than discipline, to practice. This is slightly different.

Once installed, there are 4 simple settings: start and finish time of work day, lunch break time, spacing and duration of Moments of Stillness an Mindfulness Pauses. Once you have set those values, that’s it – the software runs in the background, and at the appointed times pops up a small window, accompanied by a very pleasant sound, which urgese you to take a moment and consider your breathing, or some other mindfulness enhancing step. The “Moments” can be of any duration you choose – I have set mine to the suggested initial values of 30 second breaks every 30 minutes. Similarly, I have the longer Pauses set to 2 minute breaks every hour and a half.

What a difference it makes. It is far to easy for me to get absorbed, either in a single task or flitting between a dozen tasks, and on top of that, it does feel like sitting at a computer can actually effect your regular breathing. This simple app, which I would say was perfectly appropriate for non-meditators and non-Buddhists, goes a long way to the simple act of bring me back into my body and connecting with my breathing, a small but major part of being mindful. I hope you find it helpful too. – SWL

Coming to Open Ed 2010? Join us for the Mozilla Drumbeat Festival

http://drumbeat.org/festival

November is turning out to be a pretty stellar month – not only do I have the privilege of attending Open Education 2010 in Barcelona, but by lucky coincidence (and partly by design), that same week the Mozilla foundation is hosting its Drumbeat Learning, Freedom and the Web Festival, also in Barcelona.If you are already attending Open Ed, I strongly urge you to consider extending your stay by a couple of days to participate. (it’s Barcelona for crying out loud – what hardship!) Open Ed attendees can get in for a greatly reduced fee ($65 using the coupon code which you’ll get mailed as an Open Ed attendee).

As much as I have a strong connection with the Open Ed conference, I must admit I’m pretty stoked about the prospects for the Drumbeat Festival, which promises to be a bit more hands-on and more focused on open *learning* – not just OER or Open Education as envisioned by formal institutions. The program already looks fantastic – I am hoping to add a bit about my own passion, using client side/browser-based techniques to augment web experiences with open educational resources, but even without that the program covers many of my interests and approaches to expanding the reach of open education.

One of Mozilla’s main goals: to connect the people on the cutting edge of open education with technologists who are building the open web. Why? Because the way the web evolves will shape the future of education, and the future of education will shape the web. Radical educators and technologists need each other to keep things going in the right direction. This festival, especially on the heels of Open Ed 2010, offers a huge chance to catalyze this movement and create even more connections. I hope we’ll see you there. – SWL

Tagxedo – Making Words out of Wordclouds (or “Emergence Emerging”)

http://www.tagxedo.com/

So I have had it in mind for a few weeks to do something with all of the various terms around “emergence,” to me the term that has emerged (snort) as the single most important concept that can help us move away from the reductionist thinking that keeps us trapped in our current conditions.

My first attempt was a simple Wordle using a bunch of terms connected to the idea of “emergence.” I liked it, but then I thought, what if I could make the word “Emergence” actually emerge out of the terms that relate to it. Hmm…

I little searching brought me to a service I had not seen before, Tagxedo. Tagxedo is still in Beta, and thus allows you to try all of its functionality (but with the fair warning that the really cool stuff will become a paid-for part of the “Pro” service in the future.) Tagxedo is like Wordle on steroids, because not only does it allow you to do all the basic word cloud things that Wordle does, it alows you to constrain the resulting wordcloud in whatever pattern you choose by providing a source image.

click to see larger version

Now that in itself would be cool enough. But in addition to outputting static images, Tagxedo can also export old-fashioned image maps (that can then be hosted locally), locally hostable Silverlight versions of the tagcloud or ones hosted on their server, and (here’s the cool thing) in these dynamic versions, the words that comprise the the tagcloud can be programmatically linked to web URLs.  I chose to link the words to Wikipedia pages, and I could do that because Wikipedia, following the pattern of using easily deconstructed URLs (a la RESTful API) returns useful stuff 90% of the time by adding your term to http://en.wikipedia.org/wiki/_term here_

So, not only is this a very nice visualization tool (see their 101 Ways to use Tagxedo presentation for a truly exhaustive list of ways in which you can use tagclouds to communicate). Sweeet! – SWL

OLNet Fellowship – Week 2 Reflections

So I’m a little behind on this (since I’m now in Week 3) but still wanted to jot a few notes down, as I had some fantastic discussions last week.

Meeting with JORUM – Using DSpace as a Learning Content Repository

One of the highlights last week was a trip to Manchester to meet with Gareth Waller and Laura Shaw of the JORUM project. Back when we started our own repository work in BC I liaised with folks from JORUM, setting up a few conference calls to share details on how we were tackling our similar problems, but we’d fallen out of touch, and facilitated through meeting Jackie Carter last January at ELI, this was a chance to renew the connections.

One reason I wanted to meet was that JORUM’s model is very similar to our own, so I wanted to see if my ideas on how to track OERs after they’ve been downloaded from a repository resonated with them, and whether they were already employing some other technique to do so. Turns out they were of interest and to date these are (as I had suspected) numbers they were not currently collecting but eager to have, so that was a useful vote of confidence.

But the other major reason I had for my visit was to learn more about the work they had done on JORUM Open to turn DSpace into a platform for sharing learning resources. It had been almost 4 years since I last concluded that while you could try to jimmy a LOR into DSpace, it wasn’t an ideal fit – DSpace “out of the box” really caters to the deposit and archiving of documents but isn’t optimized to deal with the specialized (read “arcane”) formats of learning content.

Which is why I wanted to see how the JORUM folks were doing it; sure enough, Gareth Waller has coded many new features into the product that make it a much better fit to handle “learning” content. While I’m not yet certain it provides a simple exit strategy out of our existing commercial platform, the work Gareth has done represents a big step towards that, and I would highly recommend any other institutions already involved with using DSpace specifically for learning content to contact him.

Planning for Succession – How to enable what comes after the LMS

The rest of the week was spent with my nose to the grindstone trying to code up the hooks to incorporate piwik tracking codes into resources uploaded to SOL*R. As a treat that weekend, I travelled to Cardiff, Wales, my old stomping grounds from my Graduate degree days, to spend 3 nights with Martin Weller and his family.

We spent most of the weekend biking around the city and a good deal of time in Llandaff Fields, near Martin’s home. On Sunday afternoon we did a large circuit of the park while Martin’s daughter was at riding lessons, and it was one of those settings and strolls that beg for epic conversation. And this did not disappoint. Two ideas in particular resonated with me.

The first was the notion of “succession” of technology, to borrow a metaphor from ecology. Martin has written on this a number of times before, both in articles and in his book on VLEs. But we were discussing it in the context of the recent acquisition of Wimba and Elluminate by Blackboard (as well as in light of my recent reading of Lanier’s “You are not a gadget” in which he discusses the idea of “technological lock-in” and “sedimentation”), so put a slightly new spin on it, I think.

Now metaphors can both enable and obscure, but to follow this one for a bit, one can look at the current institutional ed tech landscape as a maturing landscape where variety is diminishing and certain species becoming dominant. But far from reaching an ultimate stable climax, there are disruptors, the latest and possibly largest being the financial crisis. These disturbances open the opportunity for new species to flourish. But… unless we’re suggesting the disturbances are so large as to restart the entire succession process (which some indeed do suggest) we’re likely instead to see adaptations to this specific force, often in the form of seeking cheaper options.

So far, pretty conventional story – mature open source scoop some existing customers when the pricepoint gets too high. Except this is where I am seeing a real opportunity for the next generation approach to creep in (I’m pretty much going to abandon the metaphor here, as I’m no ecologist, that’s for sure.) Some of us have been enthused by the prospect of Loosely Coupled Gradebooks as a technology that can unseat the dominant, monolithic LMS. But to date, there have been only a few convincing examples, and it seems like a bit of a “can’t get there from here” problem (made worse by Blackboard’s predatory acquisition strategy.) Which is where the bridging strategy comes in – we need to take Moodle (and I guess Sakai though I am lot less keen on that prospect) and focus on isolating and improving its gradebook function; as it is, Moodle already represents a very viable alternative (as the increasing defections to it show), but as it is, it doesn’t represent a Next Step, nor will adopting it “as-is” move online learning in formal contexts further. But adopting it in combination with developing its gradebook functionality to ultimately become the hub for a loosely coupled set of tools. Maybe this isn’t that revelatory, but it became clear to me that a path forward for schools looking to leave not just Blackboard, but LMS/VLEs in general, goes through Moodle as it is transformed into something else. At least that seems doable to me, and something I hope to discuss with folks in BC as a strategy.

A new Network Literacy – Sharing Well

Throughout our walk, the second recurring theme was how, for both scholars and students, bloggers and wiki creators, open source software developers and crowdsourcers of many ilk, there is a real talent to sharing in such a way that it catalyzes further action, be it comments, remixes or code contributions.

Howard Rheingold uses the term “Collaboration literacy” as one of the 5 new network literacies he proposes, and I guess, barring any other contender, that it’s not a bad term, but it does strike me that there is a real (and teachable) skill here, one that many of us have experienced; either in the “lazyweb” tweet that is so ill-conceived that it generates no responses at all, or often in envy marvelling at bloggers who manage to generate deep discussion on what seems like the barest of posts, yet one which clearly strikes the right note. “Shareability”? Ugh, right, maybe leave it alone, I mean do we really need another neologism? Still, it does seem worthy of note as a discrete skill that people can increasingly cultivate in our networked, mash-up world.