Totally Totara

Totara is the name of a new venture between Kineo + Catalyst IT - A leading open source company based in New Zealand, Australia and the UK. Catalyst are one of the core Moodle developers and have one of the largest Moodle development teams. Joining this are the Flexible Learning Network - An innovative New Zealand based e-learning company that leads the Mahara e-portfolio project, the most popular open source e-portfolio system world-wide and often used in combination with Moodle.  Full press release here.

Totara will offer bespoke flavours of Moodle customised (as they do currently) to the corporate LMS market, integrating training tracking, etc, and now add personal learning plan in the shape of Mahara.  IMO, HEIs & FE Colleges could benefit from these new ideas of Moodle / Mahara integration.  This new venture also reinforces the increased awareness  and uptake of Open Source solutions across the globe.

ipad Vs iphone4

iphone 4 image

I found these stats in the image  capabilities of the new iphone. I knew they had improved since Vs 1, but was surprised to see by how much. BTW, the new iphone 4 also has a front camera as well as the back one.

iPhone 4	5.0 MegaPixel	2592x1936	1280x720	Back-Facing
iPhone 4	VGA	640x480	640x480	Front-Facing

see this site for full technical spec':  http://www.edepot.com/iphone.html  & more here: http://en.wikipedia.org/wiki/IPhone_4#Camera


Before I mention my new iphone4, I 'd like to point you in the direction of 3 ipad reviews to bring you up-to-date on the best gadget of the century :

•  http://clipp.blogs.aston.ac.uk/2010/06/ipad/ 
• http://www.jiscdigitalmedia.ac.uk/pdf/intermedia004.pdf
• http://wblwestmids.blogspot.com/2010/07/new-ipad.html

Now back to my new work iphone4. I took delivery of it yesterday.  Out f the box, it's less curvy than my old (orginal version 1), but on first inspection the interface is much improved. The most obvious difference is the obligatory 4 digit passcode needed to accces it. Not a bad idea. 

I re-instated my itunes account to begin download new apps. More about those on following posts. 

I tested the camera and video functionality yesterday and was impressed by the ability to shoot video and images from the same app. Not sure of the quality yet, but I do know there's an imovie app that enables simple video editing on the move.  I'll try that soon. ~   I've just downloaded the first images and; I'm very impressed at the quality (much improved - see above).The video clips I shot yesterday are also very good quality - apart from the fact that I shot them in portrait format - and I should have used landscape!  I'll upload one of those  videos to vimeo and embed it in this post shortly. But again the video quality looks outstanding for a mobile phone :OD

Now to add the Blackboard and Pabblepad apps. I'll update you on those and others in the near future. I'll also put up another post about the video capabilities of sed iphone, soon.

the attitude or the technology?

Just noticed this short article on Wired Campus 


So I've just copied it >>>

"Faculty members and information-technology staff members alike say technology is useful for teaching and learning, but professors take a narrower view of what technology belongs in today's classroom, according to a report released on Monday by the technology company CDW Government Inc.

Eighty-eight percent of the 303 faculty members surveyed said technology was essential or useful for student learning, and over 60 percent said they used electronic materials in their teaching, according to the report.

The most popular tools cited by professors were e-textbooks and online documents, with faculty members reporting far less enthusiasm for other electronic tools. Under a quarter of faculty members surveyed use wikis or blogs in their teaching, and only 31 percent of professors surveyed considered online collaboration tools "essential" to today's classroom, compared with 72 percent of over 300 IT employees surveyed.
That suggests an interesting gap between technology staff members and professors when it comes to how smart classrooms need to be. How wired should teaching spaces be?
"

It's only a short article but really resonates with the situation here in the UK education arena. i.e. some see the benefits of the technology, and strive to create environments to nurture 21st century learning expereinces. This is often hampered by differeing levels of support (both IT and senior management) .

The comments about the reluctance to grasp the significance of collaborative platforms also does not surprise me - sadly.  The thread of comments posted under the article could have been penned by any UK educator - which is also quite scary. I advise you to read them - very insightful to see the interpretation of technology enhanced learning from differing perspectives. I especially like this comment :

If you're a hammer, everything looks like a nail.

My advice is to get back to basics and work from curriculum up - redesign to incorporate these (collaborative) learning methods - or they'll always be bolt-on. And also ensure the support mechanisms are in place - implementing technology is so about the people and so not about the "systems"
Use the JISC infokit to help redesign your courses - you know it makes sense !o) , it really is very good :

Transforming Curriculum Design and Curriculum Delivery through Technology

Bb merger frenzy

Bb - ellumninate- Wimba - become one!

Blackboard (VLE)  announced this week a pair of acquisitions in the “synchronous learning and collaboration” software business - Elluminate Inc. and Wimba Inc. - for a combined $116 million in cash. 

The provider of enterprise software for the education market said the two companies combined provide services to more than 2,600 institutions in the K-12, higher education and professional education markets.

Wow, this is big news.  But is it good news or bad news?  That of course depends on your stance.  If you have Elluminate or Wimba already, could you be facing the support debacle that transpired after Blackboard took over WebCT a few years ago.   Not good, and I think Bb are stil suffering the fall out from that poorly managed merger.  Let's hope they've learned their lesson?

So where does that leave Bb now? In a very strong position I'd say. My take on it is that the corporate and education sectors  are using VLE's much less given the rise of web 2.0 apps and of course the rise of Moodle giant slayer. This fall in their bread and butter market and the impending explosion of live webinars would have certainly dented share dividends.  Corporate training budges are being routinely decimated in this economic climate, which now makes it a neccessity to use webinars (Connect Pro, Dimdim, Wimba and Elluminate, etc) to train many staff with them leaving their home or office. Mi££ions can be saved.

Of course those just wanting  Elluminate or Wimba as a stand alone product may face a price rise? Or those who need them to plug into other VLEs may be thwarted in the future - by being forced into using Bb just to get Ellumniate or Wimba? Who knows? Or will one of these tools go to leave just the best from Wimba & Elluminate, that would not be such a bad thing?

Uncertain times, but definitely a bold and visionary move by Bb to keep it's market share by investing in synchronous technology - now we (well most) have the bandwidth to exploit these tools.

BTW,  if you need an alternative webinar tool like DimDim.com , visit my page on all things webinars.

Tin eye

Just been told about this new "image plagiarism" tool : http://www.tineye.com/.  It helps you reverse search for an image. Useful also for catching up on the results of those Friday afternoon Photoshop tennis sessions (b3ta.com)

logisphere

Today I had a bit of fun "reviewing the new and; very funky logiech SPHERE webcam. Not the most technically indepth review, but as you can guess I liked it. Oh and BTW it was recorded using the simples Iflip video camrea. The face tracking function kinda works, if U don't dance around the office! Ideal for those webinars?

review of logitech sphere webcam from kevbrace on Vimeo.

Aggregated

I attended a lecture by Professor Phillip Long ( one author of the 2010 Horizon report) last week. Read the full story on a new Aston blog :  http://clipp.blogs.aston.ac.uk/2010/05/aggreagted/ -

Plenty of links to look at - and especially on sharing course material ( as he was one of the instigators of the MIT Open courseware initiative.

irubric & rcampus

After trawling through another of my regular Google Alerts on e-portfolios this link caught my eye.  It began as an interesting link to a web based tool to create a set of rubrics for assessing e-portoflios: called irubric . Very neat idea, for those just embarking on the use of assessed e-portfolios.  And for those (like me) who are not exactly sure what a rubric is :
 A rubric is a scoring tool that's generally used for subjective and authentic assessments. In subjective assessments, rubrics help create a certain level of objectivity. As a result, learners are more clear about the expectations prior to assessment and are clear about their areas of weakness and strength after the assessment. In authentic assessments (which are usually subjective), rubrics help educators communicate and assess levels of performance.

More on the above at URL: http://help.rcampus.com/index.php/Rubrics

• Which also reminds me of the rubric wiki (for digital story telling) developed by the CEAL team in Cheltenham - again this is a proven framework you can pick up and adapt for your own cohorts.

Moving on to Rcampus - from the above irubric pages, I noted that they host e-portfolios and courses (like a VLE) all for free :OD - why pay more?   Looks V good (at first glance)  For more info watch the vid : 

distance nursing

At last, a positive report on a real success story of how distance learning can really make a difference to education. Lead by the UK's most experienced distance learning organisation.  Take note all - distance learning actually works if well designed (using synchronous + asynchronous modes) and very well supported.

Read the full story.>>>>>>>>>>


"...The quality and consistency of support provided on distance-learning programmes is crucial to minimise dropout rates. On the OU nursing course, students are assigned a tutor for each module they take, while another supports individual students throughout their four-year period of study. OU-trained personal mentors, typically a registered nurse, support and assess students in the workplace.

"The workbooks direct your learning, but you got a tutorial every month by video link. We also met our tutor face-to-face once a month with the rest of the group," says O'May. "There were also phone tutorials, emails and online forums. It worked fantastically well."

From 2012, the OU will offer nursing degrees as part of the government's policy to make nursing training degree-standard. But entry criteria will remain the same so that healthcare workers seconded by their employers are still able to study for the degree."

e-safety tips

I attended a very informative e-safety CPD session the other week. All based in Second Life. It was a standard type session using PPT (see below), but enhanced with some videos and peppered with live chats discussing topics in question. Thanks to Jane Edwards and Carol Rainbow for running the engaging and informative session.  We advise that organisations put some guidelines and protocols (see links below) in place for staff and students, don't just ban everything as knee jerk reaction to the onslaught of web 2.0 use. 

E safety-course_2010

View more presentations from kevinbrace.

Related e-safety links:

• http://www.youtube.com/watch?v=-81qwY_nTlo
• http://www.guardian.co.uk/lifeandstyle/2009/aug/07/sexting-teenagers-mobile-phones
• http://www.sciencedaily.com/releases/2007/11/071106133103.htm
• http://www.youtube.com/watch?v=nDBDUX7KPT0
• http://www.jisclegal.ac.uk/ManageContent/ViewDetail/tabid/243/ID/1317/e-Safety-Background-Video-for-England.aspx

Just passed onto me : Reading University have developed a suite of resources, (a game & exercise) that help to understand how to manage your digital identity. Called This Is Me.

Titanpad

Just found out that etherpad has been finally shut down - but now replaced by Titanpad.  It does exactly the same as etherpad, i.e. real time collaborative editing. Kind of like a wiki - but "live"  - scary, but fun.  

There's also http://ietherpad.com/ - which Iwas told is now a fully Open Source version of the now defunct etherpd? Not sure of that tho'?

So also www.wallwisher.com , which is also fun and works like post it notes  in your browser - again in realtime - and shared.

Nb. Google purchased etherpad technology to make google Wave. Which is nice. And I've just been informed that the old etherpad team are working on Google doc's.  Which we also like :OD

Online Learning Task Force

I've just skimmed through the March 2010 update of the HEFCE Online Learning Task Force.  Makes for some very interesting reading.  Basically it boils down to 3 things that need to be adhered to;

• Do the market research (who is doing what well, & learn from others mistakes), the OU is obviously a good model to learn from, and conversely so was the UKeU!!  Often I see HE going "off on one", blissfully ignorant of the good practice that's gone before by others who've done this well (Ultraversity is a good model, as it Sheffield College Net trainers courses, so is Oxford Brookes, to name but a few). Professor Gilly Salmons 5 stage model & emoderators books are a good place to start.

• "Traditional" distance courses are built around a vocational model, relying heavily on adult leaning and work based motivational needs (see also Maslow). Paper behind glass would form the basis of this experiences. This model is a cost saving model.  I'd guess very little moderator/facilitator interaction or even less peer2peer engagement.  Good online/distance learning takes time to nurture & support and promote student centred & active learning. It is not cheap, and requires skill & time to design and support. I repeat, it it not a cheap alternative to F2F delivery.
  
  
  
• And finally, this interim report acknowledges that effective pedagogy and the supporting organisational infrastructure is the key to successful online/distance learning.
  
• The technology is here, now all we have to do is catch up. See also USA, North America & Australia for exemplars of effective distance learning :O)

Snippets from the report.....


Online learning: the current picture in the UK....This research suggests that:


a. More should be done to provide a simple taxonomy of the wide range of
student experiences that currently fall under the broad title of ‘online distance
learning’.


b. The vast majority of online distance learning offered by HEIs is focused on
postgraduate-level provision.


c. Most online distance learning can be identified as professional development,
or as having a strong vocational focus.


d. It can be challenging for potential students to find out about online distance
learning courses, with information often hidden in complex institutional web-sites.
Where details are available, they frequently fail to provide the full range of
information that a potential student needs to make a decision about studying
online.


e. We need to improve the market intelligence available to give a clearer picture
of the position of UK online distance learning in an international context.

and further more :

We have examined what lessons the UK HE sector can learn from previous online

learning ventures, whether successful or ones that no longer exist. ...some interesting points noted so far include:

1. It is important to clarify the purpose of the venture, including a viable, robust

business model.

2. Building on existing success tends to be most effective: in general it seems

wise to grow in, and from, subject areas and markets where institutions have an

established reputation.

3. Clear leadership and ownership is required to maintain strategic focus and

avoid an attitude that online learning is an ‘add-on’ or peripheral activity.

Finally these excerpts caught my eye:

• It is also clear that technology platforms are not a barrier to success. The OLTF does not intend to dedicate significant attention to this area. We intend to pay more attention to business models to ensure sustainability and cost-effectiveness, and to pedagogical good practice to support academic quality.

• ...the importance of good pedagogy to the design and delivery of excellent online learning, recognising similarities and differences between on-site, blended and fully online models different organisational structures and business models that are used to support the development and expansion of online learning for the benefit of newer entrants..

E-Learning lessons from the private sector

My attendance at the biggest UK coporate e-learning event earlier this year promised to be full of pragmatic tips and inside advice from companies¹ still suffering from recessional induced cuts in training² budgets.  What I discovered was a refreshing undercurrent, whereby companies are adopting new technologies, such as; Huddle³ and blogs⁴, to create internal knowledge sharing communites. These types of innovative approaches e.g.Dare2Share⁵, were spreading like a viral ad, as most in the UK are reappraising their underacheiving Learning Management Systems (LMS), or adding (free) Web 2.0 tools into the mix.  Companies such as PriceWaterhouseCoopers were making significant training savings using live webinar tools⁶ such as Adobe Conenct, or Elluminate.  Technolgoy is being used to save money, improve both business and training effiencies, but it’s needed a recession to literally force this! BECta⁷ in conjunction with the Towards Maturity project⁸ have released two new related reports on Work Based Learning. They both stress the importance of measuring impact⁹ and sharing effective practice¹⁰ to help us all implement and embed ILT effectively.

Useful links:

1. http://www.elearningage.co.uk/
2. http://www.trainingzone.co.uk/
3. http://www.huddle.net/
4. http://wordpress.org/
5. http://www.youtube.com/watch?v=gtVYkEdGtfo
6. http://wiki.rscwmsystems.org.uk/index.php/Synchronous_webcasting_tools
7. http://www.nextgenerationlearning.org.uk/
8. http://www.towardsmaturity.org/article/2009/09/02/what-every-ld-professional-needs-know-about-e-lear/
9. http://www.towardsmaturity.org/article/2009/09/28/towards-maturity-efficiency-indicator/
10. http://www.towardsmaturity.org/article/2009/09/12/evidence-change/

1. 

Creating an ePortfolio with Wikispaces

This is how to do it. Nice & easy. Web 2.0 = PLE. Why pay more, when the web does it for free. And note this is not using any HTML/scripting, it's just editing, copy , paste, insert, link. No more difficult than using a word processor. Neat solution to creating a simple e-folio :oD.. 


I tried the same with my CMALT folio recently using the now defunct Google pages.

HE-dupunks

The blurb of this book caught my eye, initially sounded like a rant to begin with, but looks like a useful read into the future of connected learning via the internetwork. 
"The future lies in personal learning networks and paths, learning that blends experiential and digital approaches, and free and open-source educational models. Increasingly, you will decide what, when, where, and with whom you want to learn, and you will learn by doing. The university is the cathedral of modernity and rationality, and with our whole civilization in crisis, we are poised on the brink of a new Reformation."



DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education

Office Add-in for Moodle

 Just stumbled across this... what a fab idea? Does this mean we can now author some simple  (interactive)  learning objects (i.e. drag & drop) in MS Office & bang them directly up to Moodle?  Or is that a bad idea? Puts the terminology "rapid elearning" in a whole new light :OD

The Microsoft Education Labs team have just launched the Office Add-in for Moodle (or should it be the Moodle Add-in for Office?). This launch builds upon the success of the availability of the Microsoft Live Services Plug-in for Moodle which launched last July.  The idea behind the add-in is simple. Now, when you got to Open or Save a file in Office 2003 or 2007, you can select to ‘Open from Moodle’ or ‘Save to Moodle’ directly. This makes it easier for your users to use Moodle natively, and hopefully will encourage them to make better use of your Moodle installation. (If you have a SharePoint-based learning platform, you get similar functionality in Office 2010) The “Office Add-in for Moodle” Uploading files to Moodle is now much easier.  The Office Add-in for Moodle (OAM) is an add-in for Microsoft Office (versions 2003 and 2007) that allows teachers to open and save Word, Excel, and PowerPoint documents to a Moodle website. Today, teachers who use Office and Moodle have to switch back and forth between their web browser and Office applications.  With the OAM, teachers can create, open, edit, and save Moodle documents from within the Office applications.  You no longer need to use your web browser when working with Office documents stored in Moodle. So what do you need in order to start using the add-in?  OAM does not require anything to be installed on the Moodle server (note we only tested against Moodle versions 1.8-1.9).  Anyone who is the teacher or owner of a Moodle course can install the add-in and access their documents.  Once installed, the add-in adds two menu items to your File menu (Office 2003) or the Office Button menu: Open from Moodle and Save to Moodle.  In order to browse course files on your Moodle you will need to first tell the add-in the address of your Moodle and the credentials you use to log in.  Once added you can view the list of courses you are enrolled in.  Naturally, students and others can access the content directly from Moodle as they normally would. We focused on teachers and content specialists first, since we know most documents posted to Moodles come from teachers. We’ve gotten some requests already about adding support for students and assignments, but we want to hear from you.  So check it out, and let the EducationLabs team know what you think and if there’s anything you want them to work on.  In order to get this beta tool in your hands right away and to get feedback before this gets fully locked down, we decided to roll this out before embarking on synchronization with other add-ins and other Moodle functionality.  It’s worth browsing on the Education Labs site for other projects recently released www.educationlabs.com Find out more about, and download, the free Moodle add-in Read other posts on Moodle on this blog

View article...

Maharan

Are you a Maharan?  For those n00bs, who are wholly unaware of the parlance I've broken into, a "Maharan" is a dedicated follower/user of the Mahara eportfolio platform. Mahara is another best of breed Open Source learning platform (like Moodle), that has been developed in Australia/New Zealand.  Mahara has experienced meteoric rise to fame (again similar to Moodle) across the globe, due to its relative ease of use, ability to integrate into other systems (Mahoodle or MaGoogle), and the growing acceptance of personalised of learning.  The reason why I'm telling you this, is that I've just reviewed a very good book that's just been published by a good friend of mine Derrin Kent, and his dedicated team at UK Bewdley based TDM ltd.  Derrin is an all round good guy and is very experienced at levering ILT/e-learning solutions for Work Based Learning, Colleges and local companies using Moodle or Mahara for teaching or training.

That experience Derrin has amassed is precisely where the scenarios that support each chapter of Mahara 1.2 ePortfolios are drawn from.  Derrin and his colleagues at TDM, have really gone out of their way to make this book appeal to all levels of interest and experiences, not just with eportfolios, but ILT in general.  It is written in a relaxed, yet informative style which draws the reader into trying out the bite-sized exercises, which form the lion's share of the book. At every step each chapter builds confidence, gives clear illustrations, and positively reinforces the theory by real world scenarios. The reader is constantly encouraged to "have a go hero", buy jumping online to a Mahara sandpit, to learn by doing.  Each step is explained and the chapters check learning, fully explaining the jargon and provide good examples of exactly why and how Mahara could (and should) be used.

The first chapter, really set the scene explaining eportfolios in general, and the final chapters move into more tutor and administrator levels of Mahara deployment.  But as a mere "user" myself I found these latter chapters equally clear and informative – especially the sections on using Mahara as a very capable e-assessment tool.

What really sets this book apart from the plethora of computer manuals was the first appendix that guided the reader into the essential aspect of planning and piloting an e-learning platform, to ensure all stakeholders are consulted, and a robust evaluation plan is factored in.  The final appendix even goes as far as covering basic installation of Mahara for those brave enough to try. But by the time you've dipped in and out of this book, you will want to.  A thoroughly good read, that can be enjoyed by anyone interested in the potential of eportfolios and a must for those who have Mahara and want to exploit its suite of features. 

On its own (either hosted or locally run) Mahara offers a robust set of features that pitch it up against most VLEs for shear practical teaching and learning e-solutions. But... if you do co-join Mahara and Moodle (single sign on), then Mahoodle can offer quite a powerful and flexible Open Source solution suited for most training and teaching needs.


Well done Derrin and all the TDM book authors, for a well crafted and very informative book.

Why projects go Wr0nG

I recently attended a webinar run by the elearning network + ALT entitled "Why eLearning Projects Go Wrong". The recording of the ALT/ELN Why eLearning Projects Go Wrong webinar which took place on the 17th February is now available via the ALT Open Access Repository at: http://repository.alt.ac.uk/view/divisions/projectsgowrong/2010.html

Capture your screen in seconds

The above screencast was recorded by myself just to illustrate how Prezi can be used effectivly as a presentation tool during an online webinar. In this instance we were using Elluminate. Anyhoo back to the meat of the webinar.

Rob Hubbard kicked us off. Rob is a memeber of the eLN, and runs his own company http://www.learningagesolutions.com/index.htm.

Robs many years of experiences in designing and executing bespoke elearning solutions for large compaines was spot on the mark in terms of promoting a plethora of pragmatic tips to guide us through the maze of designing an e-learning "product" that satisfies a clients spec'. Rob ran through a set of pitfalls to avoid whilst running his prezi "slides";

• Work closely with stakeholders, as their time to review is critical - ensure they understand the entire process,
• ensure that stakeholders understand the time needed to review the project steps at critical sign-off stages. Book these review stages in their calendars, be explicit about scope and range of "agreed changes",
• ensure ALL stakeholders are identified and have indepth knowledge of their required input/review at each stage of the design. Document ALL comm's with them in a central place accessible to all – Robs uses basecamp for this (web based) project management of key stages, decisions, and all project doc's,
• unstuff! - use a method like Kathy More's - action mapping - identifying what needs to be acheived – which ends up at content - keeps it (planning meetings) focussed,
• has the "thing"/tool/ training package/ changed behaviours - made money / increase in sales, etc? Measure the business metrics. And does it fit with marketing and other promotionals?
• test on target market – it is fundamental to adopt true user centred design process – do not be tempted to shortcut this stage of the inital design process – do so at your peril!
• Identify learner needs - active, real world based, skills ,etc.. put yourself in your learners shoes - identify tangible outputs - that could be measured!
• Implment a multi stage (sign off) process of protoyping and final output - identify a gatekeeper at the client end, to keep everyone in the loop. Test, test, test, on a sample of target users - to feedback users comment into the final design.
• Adopt a "Plain "English" approach to writing copy + screen design (rememeber less is more for the web), ie. writing for screen and for elearning efficiency & learning efficacy.

Next up was David Wilson of elearnity

David also has many years experience of managing large scale e-learning projects. Davids tips complimented Robs;
Issues emanate mainly around execution - design and delivery - but also around the output - i.e. what's in it for me. 

• 4 main points of going wrong Alignment, outcomes, adoption, and execution. See also the Towards Maturity research which backs this up. Alignment is key - if this is wrong, everything else is skewed and will not work (backed up by Towards Maturity research).
• Most elearning is built for compliance (bigger companies) - so elearning is looked at as "boring", as most peoples experiences are primairy concerend with consuming legalities/rules, etc - not interesting!! i.e. most elearning is paper behind glass / click through pages of text + the occaisional self assessment. Dull dull dull.......
• Drivers and barriers for acceptance and utilisation - need to be identified and designed in - often they are just ignored. Is e-learning the answer at all, and indeed is it a learning problem in the first instance? Is it just a communication issue?
• Initiative overload - end users being bombarded by new stuff - need to decide how and if to implement.
• test test test on target platforms and people!! Especially when using other vendors to built the end product.
• Adoption: support from line managers to actually learn whats been created! Marketing and; relevance and; currency.
• Outcomes: measuring success ,how to anaylse ROI? Evalaution evaluation evaluation is key. How has the knowledge being retained and used down stream, most elearning companies shy away from this and factor ROI around design and delivery of the project - not measuring improved business performance. n.b. again the Towards Maturity report backs this up.

new research paper "e-learning authoring: the shifting landscape"

See also the free guide from Kineo managing stakeholders + their very useful top tips pages

Finally I pushed for any advice on the touchy subject of useful evaluation of such projects. I suggested that we could use the Kirkpatrick Model ??: But I was somewhat rebuffed as to it's usefulness. The answer I received was "it kind of works" - but at a higher level - not useful for business metrics - ie. performance improvements. So I did not really get a satisfactory answer for this, but I guess that this two companies needed to keep somethings back, to retain a competitive edge? Unless - this is such a grey area, (read expensive) - no one really knows/can afford to correctly evaluate multimedia type projects???? Answers on a postcard please :OD

Above all a really useful webinar for those who are designing, and implementing any for of elearning into a large organsiation. It struck me how the whole process was simialr to managing any multimedia projects, including websites. From a project management perspective, effective (client) communication is key, as is robust user centred design.

From an end user perspective, desinging rich engaging material is the key. In fact we discussed adopting a much more social, collaborative, reflective, real world, type of expereince. Much like Rob Hubbards own RED course, or by adopting the http://www.connectivism.ca/ approach.

Low cost video cameras

Image taken with sepia camera app for iPhone

Time to share some received wisdom from the RSC crowd about a simple question posed by Justin Spooner from RSC Wales. He asked us all .. 


"We currently use the Busbi video camera with the flip-out screen and the Flip Ultra video cameras for recording and demoing low cost video cameras. Unfortunately the Busbi was discontinued some time ago and one of our learning providers would like to know of alternatives. I have no problem with the Flip Ultra but I was wondering what you all used in the £120 or less range."


The replies came thick and fast from across the UK:

• There is a lovely wee case study on the recent Scottish RSCs Newsfeed posted by Hugh Dailly which highlights how Perth College have used the Creative Vado Digital Video Camera.  The entry also provides a link to a you tube review on this gadget.  I think they cost around £90 and seem to be quite simple to use. http://scottish-rscs.org.uk/newsfeed/?p=7662
  
• My vote would currently go to the Kodak Zi8. HD quality. A key benefit over others in this price range is that you can use an external mic. It also has a macro mode – useful for reasonable close-ups. I realised quite early on that our Flip was useless for such things when I was going to do a video review of an iPod Touch app. It just couldn’t focus close enough. So a bit more flexible than the flip but still easy to use. The black one on amazon is about £119. Other colours are about £5 cheaper.

 Here’s quite an in-depth review on youtube

Part 1

http://www.youtube.com/watch?v=_4Qq5__ETI8

Part 2

http://www.youtube.com/watch?v=ro0ce5nDfS4&NR=1

• We use disgos as a very cheap alternative   http://tinyurl.com/disgo-amazon

We have also recently bought a Samsung Flashcam which does time lapse which can be useful for gathering digital evidence of a time consuming tak such as building a wall etc http://tinyurl.com/flashcam-amazon

• Try Disgo cameras, they are the same design and price as the lower end cameras.
  
• Yep Flips are a good choice as well, also try the XACTI. They come in a number of price brackets and will allow the user to take video and stills and allow the video playback to be paused.

http://www.amazon.co.uk/s/?ie=UTF8&keywords=xacti&tag=googhydr-21&index=electronics&hvadid=4947908465&ref=pd_sl_6ghzgxajsf_b

• I am moving more and more towards simple devices that allow you to shoot stills and video as these tend to be better value for money, more flexible. The one thing I hadn't appreciated until recently was the importance of the pause function when playing back footage.
  
• ..the Disgos and Xactis are really good, Xactis prices can get a bit steep.  Another consideration is the holding format, the square of the Disgo or a pistol grip style of the Xacti.  I bought my daughters the Samsung U10s for Christmas, HD and very good.  One thing they commented on is having to hold it very steady, as in HD mild handshake/vibration at 30 fps is very noticable (particularly when the video is taken from the edge of a dance floor in a club after a few beers).  If waterproof for outside use is a consideration then the Xacti has a model and if cheap and waterproof is a consideration Tesco have a Vivitar DVR850W for just under GBP 60 (70-80 elsewhere). Final consideration that may not be important is low light capabilities, but indoors shooting can end up grainy even under eyeball acceptable artificial light.

All I can add to this is that my iphone camera is perhaps the worst mobile camera I ever used! Don't buy an iphone if you want a 1/2 decent camera. Buy one of those new Sony Erricsson phones instead.


And think of how you are going to use the output video, if it's going to youtube then buy one with a USB port (the disgos), but be careful some of these cameras output in MP4 format (apple stuff) which is a difficult format to convert and to be embedded into Moodle,blog ,etc.  

new ways for HE?

Lord Mandelson’s 11th Feb Dearing speech defends the government’s record on HE funding, commits to “sustainable expansion” and urges HE to source other forms of income and consider alternative modes of provision.  


Lord Mandleson, continues the debate and defends his Higher Ambitions report, by facing critics and outlining new ways that UK HE needs to respond to market trends, competition, student needs, and maintaining quality.
He said...

" For universities Lord Dearing had a clear message that the institutions needed to focus on distinctive missions, diversified sources of income, a new recognition of the value of teaching, a constant focus on the quality of the service to the student."
and in regards to improving flexible provision he said...
 "along side traditional three year full time degrees, I want to see more part time study, I want to see two year Foundation Degrees and three years Honours courses delivered intensively over two years expand as part of the mix. Not creating a single blueprint in which everyone is made to conform. We’ve got to create a mix to take higher education forward"


..."And because these flexible kinds of education and training are vital for those who miss out on higher education straight after school the push for two year degrees and wider part time or work-based study should be at the core of the wider participation agenda. Those who argue against it risk painting themselves as defending an institutional inflexibility that doesn’t serve students, and doesn’t get the most out of public investment that we make in higher education."


...."All these apprenticeships will earn UCAS points so that they act as a ladder into university."

In respect of UK HEIs diversifying to attract private investment he said..


"The first is on the need to seek out alternative sources of funding. The best university systems in the world are defined by a wide range of public and private funding and British universities need the same diversity."


..."Part time degrees, shorter and more intensive courses all offer the potential to lower student support costs, use resources more intensively and improve productivity."

And finally...


"I passionately believe universities cannot stand still. Universities must adapt to new times, to new sorts of courses, to new ways of delivering and teaching. This is where I will continue to lead the debate and policy. "


All I can say is that distance and blended learning is the answer, using the VLE, eportfolios and cloud computing methods. This mix of flexible approaches and a (less resource based) curriculum rethink will give UK Higher Ed' the edge we need. My view is backed up by Dr Tony Bates in his comments on eLearning progress in HE, Dr Bates recognises the importance of e-tutoring & sound instructional design models to move online/blended delivery to a more "active" realm of student-tutor interaction.  And David Lammy also throws his two 'penneth in by stating the following at a recent conference


“Students are all on Facebook, Twitter, Bebo, i-Phones and i-Pads for their social life and their university experience is still divorced from that […]  Universities have to be advancing technology.”


Tho' ,  as we are all well aware UK HE is a slow beast to move and react to change and forcing UK HEIs to simply adopt ICT as the panacea to cure all ills is a road well trodden and resisted 'afore. Innovative teaching, improved CPD, and adoption of flexible (blended) curriculum delivery is key, so says Drew Whitworth in his insightful comments on Should e-learning change university management blog post. And, as Drew also states in his posting, not all students are demanding unfettered access to a pletohora of social networks, as we know, poor digital literacy is an issue to be addressed by generations X,Y and baby boomers alike. As we are well aware the term digital natives is a misnomer perpetuated by the media, and JISC have done quite a bit of work in this area to try and find out how a modern student studies.


Interestingly The 2010 Horizon Report  also highlights some key trends facing education across Europe, which echo some of the innovative approaches UK HE need to address, as mentioned above. They are;

1. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
2. People expect to be able to work, learn, and study whenever and wherever they want to. 
3. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
4. The work of students is increasingly seen as collaborative by nature, and there is more cross-campus collaboration between departments.

• And, not so coincidently JISC have just announced a suite of resources for universities on employing technology to support their business goals.

Under the JISC and Leadership Foundation partnership, this interactive publication highlights the characteristics of an agile university and how to achieve a dynamic business environment.

Ewart Woodridge CBE, Chief Executive of the Leadership Foundation for Higher Education, says, “The ‘Agile University’ is about the capacity to innovate, particularly in new business or operating models. It requires a creativity in how an institution is structured and people are equipped to lead and manage it. It also requires a strategic and entrepreneurial approach to the use of technology.”