dcc

Who'll present the first "Instagram in Education?"

2011-05-22T19:37:00.015-04:00

Have not posted in a year and a half, after having been on Blogger 5 years. Not enough hours in the day, the week, the month, my life!...my recreational social software activities have migrated from RSS feeds and blogs, to Facebook, then Twitter, and now Instagram. Have not checked my RSS in over a month, and hardly ever read blogs any more. Maybe I'm too tired when I come home to deal with more technology, or the novelty of all those venues has worn off. I check into Facebook once a day, at the most, then for only 5-10 minutes. No way can I follow the 80 FB friends I have (tried hard to keep the number down). I also check into Twitter no more than once or twice a day now for 5-10 minutes, not enough to look at the hundreds of tweets from the 66 I follow. Also kept these number low as I could not keep up with more, given the great URLs to link to, even when I was on Twitter an hour or more a night.
I became intrigued with Instagram about 6 weeks ago. Here I could take a picture with my iPod Touch (4G) or pull it in from my Photos library, crop and tweak it, upload it, and share it with thousands! Not sure why this hooked me more than Flickr, maybe it was the structure of its "social graph." Simple and fun, the way social software should be.

For now Istagram works only on iOS: iPod Touch 4G, iPad 2, and iPhone. Its beauty is the simplicity and ease of workflow. It reminds me of the early days of graphics computing using software like Photoshop, Illustrator, GoLive, and even MS Word! Yes, there were years when Word fit on one 800K floppy (with Utilities on another) and using all that software was actually fun, not a new learning curve every time a revision came out. Scanner drivers used to fit on a floppy also. Anyone notice the HP scanner "drivers" now take up more than 120 obese megabytes? It's discouraging how bloated software has become. It's not fun any more.

Intagram is kind of a reverse Twitter, you post your image, then your comments if you have any. It is totally visually oriented. People can "like" the image, post their own comments, and can follow (subscribe to) others. No groups or privacy, everything is open. You can hashtag an image and moderate comments on your own posts. You can flag inappropriate images (no porn), and the developers have a down-home twitter feed here.

Having been to many conventions where presenters talked about using social software such as Twitter, Facebook, Flickr, etc. to enhance teaching and learning, I'm waiting for the first presentation on how Instagraph was used!

If you are interested, here are some sources to get you started, aside from actually using the app, for which there is no substitute.
Teaching with Instagram (very minimal, but one of the few references I have seen)
Webstagram web viewer, link to popular tags
Using Instagram in Android, info on other web viewers and API
Searching in Google is naturally a way to go deeper.

A New Genre of Art?

One thing one soon notices is that many photographs in Instagram are heavily edited. There is an entire growing cottage industry of iOS apps that allow you to apply various filters to process images on its mobile devices. This begs the question of what kind of art is this? Below are some examples...
From tonydetroit

From barnel02

From kareni

from rcoleman

And from me

Clever manipulation of processes in one app, then exporting, importing into another editing app for more processing, etc.. makes the activity a lot less "canned" and creatively challenging. It's often impossible to determine which app or combination of apps was used to create heavily edited images. These apps take processing to a much deeper and more powerful level than available in current desktop tools like Photoshop. It's the digital equivalent of using a number of hand tools, paints, shellacks, and surfacing compounds to create physical objects.

The images are meant to be viewed on the iPod's or iPhone's small screens, so I consider them the "miniatures" of the digital imaging world. If you have an iOS device, have some fun with

Maybe you'll be intrigued enough to find a valid, justifiable use for it, with filters or no filters, in teaching or learning. Then you can give the first presentation about Instagram at an educational conference!

Kindle "Paper" is Too Dark

2009-11-27T11:58:00.048-05:00

I wanted to like the Kindle DX. In an effort to bond to it, I downloaded two books I really wanted to read, The Lost City of Z, by David Grann, one of our alum, and A Most Wanted Man, by one of my favorite authors, John le Carre. However, the experience left me somewhat disappointed, and did not compare to the feelings of reading from real paper. Trying to pinpoint the sources of my discomfort, I realized one is that the "paper" behind the ink seems too dark. I decided to perform some scientific testing of my hypothesis. I warmed up our Epson Exression 10000XL with SilverFast v6.6 scanning software, created a scanner profile with an IT-8 target, calibrated our LaCie monitor with the GretagMacbeth Eye-One Display 2 colorimeter, now the X-Rite i1Display 2 (Who the heck comes up with these product names!). I turned on our SoLux 4700K lamp, which reproduces the full color spectrum of natural daylight. In other words, all the things one should do to work in the area of critical color management.

I then scanned a few "pages" of the Kindle DX, the New York Times, and of a newly published hardbound book. The scans included our IT-8 target, whose accuracy was verified. The results were measured in the Lab, or CIE, colorspace, which is designed to approximate human vision. It aspires to perceptual uniformity, and its L component closely matches human perception of lightness. However, to make the results easier to understand, L was converted to K, or grayscale. Here, K=0% means pure white, and K=100% describes pure black. It seems one would want the background of a reading to approach white (K=0%), and the actual printed ink to approach black (K=100%). So, let's see how our calibrated scans measure out. Naturally, the media should be scanned again for verification, and the included images are not the original 400 dpi TIFFs.

First of all, on the Kindle DX, the white background measures as K=42-44%. This is quite high, as mid-gray is K=50%. The black "ink" on the Kindle measures at K=78-80%. The Kindle's white frame measures an average of K=5%.

The New York Times front page paper stock measured K=21-23%, darker than I would have guessed, and the ink at K=68-70%. That was brighter than I would have guessed, and appeared almost pure black to me. I did notice a lot of variation in the inner pages, as much as paper up to K=23-25%, with ink at 73-77%. I found the Times to be considerably easier to read than the Kindle, even accounting for its larger page size.

I scanned Blood's A Rover, a recent popular printed fiction book by James Ellroy. I selected a book which did not have pure white pages, as I noticed many recent fiction books are getting away from that. Here, the paper measured K=7%, and the ink at K=75% (there are slight variations, these are averages). This was the easiest of the three media to read, by far.

The interesting discovery is that the Kindle had the darkest "ink," at K=78-80%, of the above scans, but to me was the hardest and least pleasurable media to read. I believe a major factor was the background "paper" color of K=42-44%, which is almost a mid-gray. If this deficiency can be corrected, I believe it will make using it a more pleasurable experience. It may not help that the outer Kindle frame is almost pure white, increasing the apparent grayness of its "paper." I also think a laminated plankette of bamboo, walnut, ebony, leather, etc. would be more pleasurable to hold and look at than a piece of easily smudgeable white plastic. It was also interesting that the Times' and book's ink, which seemed visually black, was only about 75% black.

Now, don't get me wrong, I believe the Kindle would be extremely useful and much better than printed paper in some situations, and I also believe there is a bright future for e-book readers. Amazon's e-ink is fine, but one thing they need to do is to come up with a better e-paper.

Open Video, Ogg Theora and Critical Mass

2009-07-19T15:55:00.012-04:00

A confluence of forces are pushing to the forefront an open, non-proprietary video standard. The critical mass has started emerging at the time of the OpenVideo Conference in NYC last month. The players:
- HTML5 and the new "video" tag, which makes it easier to embed video in a web page.
- Firefox 3.5 includes built-in support for the Ogg container, the Theora video codec and Vorbis audio codec, all of which are open source. No additional plug-ins are required to watch videos in these formats.
- Wikipedia will soon allow uploads of popular video file formats for server-side encoding to Ogg Theora, and will release a new player.
- Content owners such as Al Jazeera, Internet Archives and Metavid making hundreds of thousands of videos available in the Ogg Theora format.
- A new plug-in for Firefox 3.5, Firefogg, that allows encoding to Ogg Theora.
The above from beet.tv and ReadWriteWeb
More on Ogg Theora from the CEO of Blip.tv, which currently delivers most video as MPEG4 and Flash:

The main problem with the Theora codec is that it's not currently as efficient as the more evolved h.264 and VC-1 codecs. Efficiency results in higher quality at lower bit rates. There are efforts currently underway to improve the codec's efficiency, these are still in the alpha stage.

The codec is not included with the standard Apple QuickTime/MPEG4, Adobe Flash, Microsoft Windows Media/Silverlight installations, another obstacle. YouTube, owned by Google, does not consider Ogg Theora currently good enough to replace its h.264 codec, wrapped in both Flash for web viewing and MPEG4 for downloading. Hopefully, when Ogg Theora is mature enough, some of the big corporate players will jump on the bandwagon. However, other big players have already decided that it is "good enough!"

It's nice to see an open video standard finally arise on the web, competition can only be good for most of us.

Unexpected time to reflect and reorganize

2009-07-01T09:44:00.026-04:00

We were without power for two days at the college, through no fault of our own. I had a backlog of comptuer and network related work, and at first I was chagrined. Then I realized it was a good opportunity to step back and take a look. Where have I, and the labs I am involved with, been and where we are going? My brain, notepad, pencil, whiteboard and marker do not need electrical power!

Ninety percent of my time is spent "in the trees," figuring out how to solve countless new problems in using technology, and maintaining our computers in the ATL and DCC with software upgrades and "clean-up" operations. The power loss was an unforeseen but welcome opportunity to step back, see the forest, and evaluate the big picture.

One of the more challenging recent projects has involved subtitling, with three faculty suddenly needing good solutions and workflows. With over 10 programs out there, and little previous personal experience, it took considerable research and testing to find the best one for our needs. We settled on Annotation Edit, a bit pricey, but it has a generous educational discount, and tech support was very responsive. Spending a bit more at the front end, and buying a good solution, usually saves lots of time and aggravation further down the road, and pays for itself.

Another interesting recent project involved assisting a faculty member in purchasing an HD camcorder. We settled on the Canon HG-20, this records to either hard drive or memory card. For a loaner we would have chosen memory card only, but this one had a slightly larger chip, and good low light capture was desirable. I taught her student assistant how to use Final Cut Express to digitize and edit about 20 hours of older Digital-8 tapes for research purposes. It was especially rewarding as the student was an extremely fast learner, I usually only had to show her something once, and she got it, and figured out quite a few things on her own. I love fast learners!

Upcoming projects this summer include:

♥ Researching and piloting a good podcasting solution. Apple's upcoming Snow Leopard Server has both a new built-in Podcast Library and a Blog Server that can be used for podcasting. With our Developer Account we will test the pre-release versions. I will also be investigating the Opencast site for new developments in open source podcasting.

♥ Configuring two new computers for the ATL, a dual boot Mac for video and audio editing and a Windows machine for graphics.

♥ Expanding our lab storage with a new 8 terabyte RAID, this will almost double our storage capacity.

♥ I wish I had the opportunity to attend the Open Video Conference, but will have to settle for watching some of the many interesting on-line videos, and hope to catch up in this rapidly evolving area.

♥ Getting familiar with the Digi Mbox 2 Mini audio interface and ProTools Le 8, we will be installing these in a new 17 computer Mac lab, along with other video and audio production software: Final Cut Express, QuickTime Player Pro, MPEG2 QT component, Flip4Mac Player Pro, Toast, Audacity, iLife 09, iMovie 06, MPEG Streamclip, Perian and Silverlight.

♥ Getting our multicasting, both live and playlists, back up and running. We left this on a back burner, we were all busy with the successful migration to Google Apps for Education.

♥ Conduct a security audit of our servers, and ensure they are as hardened as possible against hacking.

♥ Evaluating the new OS 3 for the iPod Touch, and preparing for some new iPod enabled courses.

♥ Moving support materials from our old wiki (in MediaWiki), to our new one (in Google Sites). This is an ongoing project, and will probably take a year to accomplish. For a while, we will be using both to support the use of technology in education. My approach is to move what is needed, it's too much to move everything, and technology can change faster than I can move. One thing about a wiki, it's never done!

All in all, it will be a busy summer, and gone before we know it!

Once a year I also go through the DCC, storage cabinets, my office, and our storage closet. I organize and dispose of obsolete technology that will not be needed in the future. I am always amazed at the hundreds of items, and thousands of dollars' worth, of software, hardware, printouts, and books that I eliminate. I usually do my clean-up in late August, the power loss enabled me to perform the majority of it now.

When I was a shipwright at Mystic Seaport, I bought and used woodworking tools that were at least a generation old. These older tools, such adzes and chisels, were much better made than their modern counterparts. When I dispose of computer technology that is obsolete after only a couple of years, I often think of my beautifully crafted adze, which must be over 50 years old, and still works like a charm.

Testing YouTube's Fair Use Policy

2009-05-05T10:25:00.008-04:00

Sunday, May 3, was Pete Seeger's 90th birthday. There was a big celebration concert in Madison Square Garden on that day, to praise this amazing man, his amazing wife, and his amazing life. I posted a video to YouTube, as a tribute to him, and as a test of YouTube's interpretation of Fair Use law in the Copyright Act of 1976, 17 U.S.C., Section 107

The video is of Pete's performance at the Inauguration Concert in January. According to my interpretation, use of the above clip is allowed under Fair Use. The factors to be considered in determining Fair Use, and my analysis, are:

(1) The purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes.
No money is being made from posting the video, and it is instructional for the public to hear how Woodie Guthrie's usually unsung lines are finally sung in public. This is also newsworthy.

(2) The nature of the copyrighted work.
This is an interesting area that I need to research further. It appears that "This Land is Your Land" may not even be copyrighted any more. However, HBO may claim that this specific performance is. And Bruce Sprinsteen's agent and recording contractors may also.

(3) The amount and substantiality of the portion used in relation to the copyrighted work as a whole.
This is an easy win. The posted clip is only 5 minutes long, the entire concert was an hour and 54 minutes long. There were other compelling performances.

(4) The effect of the use upon the potential market for or value of the copyrighted work.
Here again, we win. HBO is not currently making the clip available either at cost or for free, so there is no potential market. If HBO does decide to make the concert video available, it has to be re-analyzed.

Anyhow, it's my little experiment in copyright policy. I'll keep everyone posted regarding any news. If YouTube takes down the video, I will try other hosting services. This post is a draft, if anyone has any ideas on how to improve it, or any feedback at all, I'd like to hear from you.

Note: I heard from Mike below, he made some good points, and will edit this draft to reflect them.

Incidentally, there is a movement to help nominate Pete Seeger for the Nobel Peace Prize.

Teachers as good Connectors

2008-12-07T08:30:00.005-05:00

Interesting how teaching approaches have gone from "Sage on the Stage" to "Guide on the Side" and now "Connectors." This from a paper by Will Richardson, one of my favorite bloggers, in Edutopia, World Without Walls: Learning Well With Others. Subtitled "How to teach when learning is everywhere."

To quote a snippet: "Inherent in the collaborative process is a new way of thinking about teaching and learning. We must find our own teachers, and they must find us. In fact, in my own kids' lives, I believe their best, most memorable, and most effective teachers will be the ones they discover, not the ones they are given. That's no slight against the people in their face-to-face classrooms, who are equally important in a connected world. But it does suggest that we as educators need to reconsider our roles in students' lives, to think of ourselves as connectors first and content experts second."

Lots more good stuff in the article. Of course, a good teacher is probably a combination of all three: sage, guide and now connector. Will's article also led me to Classroom 2.0, which I joined. This is a social network for those interested in Web 2.0 and collaborative technologies in education. It's a great example of what you can do with Ning.

Visit Classroom 2.0

Yes, one more social network to belong to!

Don't have enough collaboration tools?

2008-11-27T21:24:00.006-05:00

here are a few more to investigate...
Mindmap from Mindmeister

Above link found in crazygeekchick article on "27 Free Must-have Online Collaboration Tools"

Social sharing e-books through Stanza

2008-10-04T09:31:00.008-04:00

Stanza is a free iPhone "e-reader" app that has been downloaded more than 395,000 times, greater than a recent Citigroup estimate of 380,000 Kindles that it predicts Amazon will sell in 2008.

The most exciting thing about Stanza is that you can also download the free Stanza Desktop, create your own digital books in the eBook format, and post them on line to be automatically opened and downloaded by using the "epub" protocol. They can be either posted on a web server, or shared from your own computer, much like iTune's ability to share your library with other iTunes users. A difference is that in this case you can actually download the e-books from a shared library.

Stanza does plan to charge $15 for each single-user license when it comes out of beta, but academic discounts are planned.

All we need now is an iPod with a larger screen, that 3.5" monitor is still a bit too small for me for any extensive reading.

What Else Can Yoda Teach?

2008-09-20T08:28:00.014-04:00

This is pretty interesting to me: George Lucas has started The George Lucas Educational Foundation.

To quote, "Our vision is of a new world of learning. A place where kids and parents, teachers and administrators, policy makers and the people they serve, all are empowered to change education for the better. A place where schools have access to the same invaluable technology as businesses and universities -- where innovation is the rule, not the exception. A place where children become lifelong learners and develop the technical, cultural, and interpersonal skills to succeed in the twenty-first century. A place of inspiration, aspiration, and an urgent belief that improving education improves the world we live in."

Web site at edutopia

Lots of information, nice videos, and podcasts. Though mostly targeted towards middle and high school levels, there is a wide variety of content that is also relevant to higher ed.

I hope to find the time to dig deeper in edutopia. There is always an entertainment element to education, if you can engage the students in any manner, they will pay more attention and learn more. Lucas may have some tricks up his sleeve in this regard. However, he is not just an entertainment innovator, but also a technology innovator, and is now turning his visions towards education. Lucky us!

I already stumbled across an interesting article on the typical process of technology adoption in education as a four-step process:

1. Dabbling.
2. Doing old things in old ways.
3. Doing old things in new ways.
4. Doing new things in new ways.

Full article here.

Is Google Video for business good for education?

2008-09-07T11:39:00.047-04:00

Last week Google introduced a new video product: Google Video for business, this is part of their Google Apps Premiere Edition.

Google is also making this available in their Google Apps for Education, but I have reservations regarding the suitability of the product as currently offered.

1. The business Premiere Edition is $50/user/year, but Google is making Google Video "for business" free to Education Edition customers until March 8th 2009. After March 8th, 2009, the cost of the video service will be $10 per user per year

Google should have made it free until the end of the second semester, by June 1 for most institutions. Anyone seriously interested in using this needs to do it for the entire semester, so they better budget that $10/student right up front. It's a bit late for many to start piloting this new video product this semester. Four of the five apps (Sites, Docs, Calendar and Chat) are still in beta, how many simultaneous betas do we want to test?

This may be the start of the "drip, drip" in making money from some free Google services. But then they are a business, aren't they! And why should we expect a free service from anyone?

2. Google Videos "for business" uploaded to a Google Apps for Education domain can only be viewed by users at that domain.

Users are not permitted to share videos with people outside of their Google Apps account. This is a problem if you want to use Google Video for business to overcome the 10 megabyte file size upload limit in Sites.
As we all know, 10 megabytes does not get you much video! Individuals outside an institution's Apps for Education domain account can be invited to its Sites wikis as collaborators and viewers, but they will be blocked from viewing embedded videos.

3. According to this link, with the Education Edition the ability to upload videos should be limited to faculty and staff only. Hopefully this can be over-ridden by the administrator, and "should" is only an unfortunate suggestion. We see more and more students creating content on the web, we don't want to cripple this by making video uploading and sharing unavailable. Upload privileges should be controllable in a granular fashion, on a specific Docs or Sites basis.

4. While $10 per user per year may not sound expensive, it "applies to all uploaders and viewers using the service." With say 2,000 students, 350 faculty and 250 staff, this is $26,000/year, not a small sum for many institutions.

I have to admit I still have not performed a thorough comparison of the differences as they apply to educational uses, including advantages and disadvantages, between YouTube, Google Video and Google Video for business, but the above limitations are a concern. In addition to the Google products there are of course other video sharing services that may provide a better fit to an institution's needs.

There is a naming confusion between the new Google Video for business and the normal Google Video. I can't find the Google page now, but it stated that Google Video for business is not the same as Google Video. Maybe they should use caps in the "for business"?

I have another little beef to get off my chest, while I am on the soapbox:

Google has been making high-quality downloadable MPEG4-H.264 versions of many of their regular Flash YouTube videos. However, the download link is hidden and has to be activated through a hard-to find but easy to use process. Google should locate the MPEG4 download button, when the download is available, to be clearly visible by default on their YouTube video pages.

We prefer to use MPEG4 when possible: Flash is proprietary, MPEG4 is an open standard. Flash does not play on portable devices, MPEG4 does, or can be easily converted to do so (iTunes>Advanced>Convert Selection). Downloaded YouTube vides are in the FLV format and can't be played without special players, or have to be converted, they don't play with Flash Player, MPEG4 can be played with QuickTime or iTunes. Flash files cannot be used in podcasts, MPEG4 can be. There is no reason, however, why the two formats can't peaceably coexist in educational settings, and their feature sets are constantly evolving.

If Google is making YouTube videos available as MPEG4s, they need to make them easier to find.

New Wiki Tool at Conn

2008-09-01T09:34:00.023-04:00

We were getting tired of having to teach students MediaWiki's "wikitalk". Not because it's not a great language to replace HTML for beginners. However, we were looking for:
1. A visual editor. Some faculty did not want to learn the wiki tags, and most students did not want to allow the time to learn them.

In addition, we were also looking for:

2. A wiki with more powerful layout features. MediaWiki does not allow this "out of the can". Creative layouts are possible, but require a lot of experimentation with carriage returns.
3. More controls over fonts, font sizes and font colors, without getting into span tags and hexadecimal code.
4. A hosted solution, so we don't have to worry about server maintenance and security.

After considerable research, we narrowed the choices down to what I consider to be the "Big Three" that meet the above criteria: PBwiki, Wikispaces and Google Sites. We ended up choosing Sites. This can be used either within a single Google account, or as part of Google's Apps for Education

We chose the latter solution, as it allows integration with Google Docs, easily linking Sites wikis to "the cloud." The single account only allows a 100 MB limit on total capacity of a wiki's uploads, we anticipated this to be too limiting. The free Ed solution has an overall institution limit (10 GB I believe), with no limits on single wikis.

The other two wiki solutions, PBwiki and Wikispaces, are both excellent, and full of features, so it was a tough choice. I'll post more why we chose Sites for our own situation at a later time.

Student creation of media and web-based assets, as part of course assignments, is becoming more commonplace here, so I started a wiki of the landscape to serve as a guide: YouPub. This is obviously rough customized for our college's needs, and unfinished at this time. I think I got most of the headings right.

Don't get me wrong, MediaWiki is a fantastic tool. We will keep our server going and available to anyone that needs it. The 20 or so wikis on it will still be accessible and editable to its authors. MediaWiki served us well for two years, but was not the right fit for our current situation. One disadvantage of Sites is that single file uploads are limited to 10 MB. In these days of large video files, it is a challenge we will need to overcome. This will entail a combination of linking to hosted videos on other services and servers and more efficient compression of Sites videos.

Another challenge will be expandability. Once we reach our institutional file upload limit, how to expand? However, we needed to move on at the beginning of this semester, and decided Sites was the best solution to pilot.

Anywhere-Anytime Computing

2008-03-30T10:07:00.028-04:00

The above is just another term for Mobile Computing or "Just in Time Computing". Portable communication devices such as the iPhone, and other smart phones offer advanced capabilities beyond a typical mobile phone, with computer-like functionality and can include small keyboards, video and still cameras and voice recorders. They also offer both Wi-Fi and cell phone web connectivity.

With upcoming major developments in the iPhone SDK, iPhone 2, and Google's Android, a critical mass in usability will soon be reached. Students' content viewing and listening opportunities have already been greatly expanded with the use of portable devices as the iPod. In a parallel manner, their opportunities for content creation (text, images and video) and immediate sharing, via the web, will soon be expanded with the introduction of these new portable communication devices.

Two recent cases of student-created content, a SATA and a TRIP, would have benefited greatly from “anywhere-anytime” connectivity: The SATA Peru Wiki and the more recent TRIP to Russia 2008 blog

The above students, in foreign countries, had extremely limited and infrequent access to networked computers. Considerable more content would have been created with better connectivity. Uploading of images was very difficult. In the SATA Peru wiki, students were often attempting to move 3+ MB images from a digital camera to a computer, and then upload them on a slow connection, at the few times they had access. This was even after emailing them to please follow posted directions on how to reduce file sizes in Picasa and iPhoto. Eventually, the faculty member ended up emailing most of the images to an assistant here, who would then post them.

With a smart phone, capturing images and possibly video, uploading to a collaborative web site, and writing would be easy, anytime day or night. We need to evaluate potential benefits for SATA and TRIP experiences. Other student-generated work can benefit from “anywhere-anytime” connectivity, these pedagogical situations need to be researched and identified. Technical requirements also need to be identified, along with equipment and services that meet them. It will probably be wise to evaluate first-hand different options. Finally, pilot projects need to be implemented.

Initial cost estimates: Equipment $2,000 (4 smart phones, 2 for staff and faculty testing and familiarization, 2 for distribution). Service, TBD, currently estimated at $1,200-2,000/year per phone. This should come down in time.

Here are some interesting links I ran across, as I start my research in this area:

The 2008 Horizon Report on Mobile Broadband, which suggests a 2-3 year "time-to-adoption." I think appropriate technologies will be here by year's end for early adopters to implement successful projects.

Camera phones used in videojournalism, this has applications in education

Reuters Mobile Journalism Toolkit, which includes a small real bluetooth keyboard, this makes typing considerably easier.

International Cell Phone Service, a good overview from Travel Insider

SXSW is getting BIG

2008-03-08T09:05:00.026-05:00

My brother Ralph, who has lived in Austin for about 8 years while working on DSPs for ARM, kept telling me about this hip little film and music festival called SXSW. Kept trying to get me to fill out a travel request so the college could pay for me to get out there! I did not feel it appropriate, though I could stay for free with him, with no lodging costs. I kept an eye on the SXSW web site from year to year, noticing the annual increase of bands, indie films and other media events. My brother, who is a techie who also loves music, must have really enjoyed seeing this annual growth.

It appears that SXSW has gotten real big this year, reaching national prominence, with a lot of buzz on the web 2.0, as its interactive program achieved critical mass. Even Twitter has upgraded their servers and "tuned performance" in preparation for this event.

There must be some "great stuff" at SXSW, here is a clip borrowed from Read-Write-Web regarding "Lessons Learned at 37 Signals", one of my favorite companies.

Lesson 5: Question Your Work Regularly
At 37 Signals they are always asking questions to make sure they are doing the right things. Internally, this list of questions includes:

- why are we doing this?

- what problem are we solving?

- is this actually useful?

- are we adding value?

- will this change behavior?

- is there an easier way?

- what's the opportunity cost?

- is it really worth it?

Many of the above questions are relevant in our instructional technology work at the college level.

I already made plans to go to NERCOMP for a work day, and then to Fort Myers Beach area for my vacation. Next year, I'll have to look hard at going to Austin instead for both!

OLPC's designer, Yves Behar, speaks

2007-12-24T09:18:00.000-05:00

The above, from Scribemedia, briefly explains some of the thinking that went into the One Laptop Per Child computer. Though designed for children in developing countries, it got me thinking whether it would have any practical or pedagogical uses for students in higher education in developed countries. I think it's time to buy one! Well, got to have two to test the OLPC networking...

OLPC starts mass production

2007-11-06T12:19:00.001-05:00

Picture of the first XO-1 coming off the assembly line. Above image from the One Laptop Per Child Wiki. There are some great photos in the Khairat Chronicle page, taken by Carla Gomez Monroy. Here are a few...isn't a child's smile one of the greatest things in the world!

Blue Snowflakes before winter

2007-10-09T20:33:00.000-04:00

Now isn't this the cutest little mic you have ever seen? It's the Blue Snowflake. Portable, USB plug-and-play, so they say, for Macs and PCs.

Hopefully it will sound as nice as it looks. Available for less than $100 in a month or so. Blue's Snowball also looked nice, but it took a while to work out the bugs. Hopefully by now they have the digital experience needed to get it right the first time. This is just in time for a high-tech stocking stuffer!

Electronic Musician had a pretty thorough review of six USB mics last April. All the mics rated well, they "characterized the Blue Snowball as having the brightest reproduction of the bunch. It has excellent clarity, and its dual capsules, two polar patterns, and pad setting are a plus. The rear coloration in omni mode was a minor annoyance." This indicates how there is no perfect mic, you really need a "kit", depending on what you are recording. Or determine your recording setup before you buy your mic.

If you have any mics you don't need any more, I can provide them with a good home.

How not to plan a successful wiki

2007-09-20T20:41:00.000-04:00

One of our professors, Manuel Lizarralde, was recently in the DCC scanning hundreds of pages of books to PDF so he could "travel light" on his trip to Peru, for a semester-away with a group of students. I had not heard of this before, and thought it was a great opportunity for the students. On the Sunday before his Thursday departure I got the idea of providing him with a digital camera and an iPod with mic, for the use of the students to capture their experiences.

I offered the idea on Monday, and he gladly accepted it. Later that night I thought of starting a wiki for their experiences and use. I ran this by Manuel on Tuesday, with a quick demo, and he agreed to try it. Manuel was too busy to learn wikitalk though, and had emailed a student, Leia Crosby, to try and contact me for some basic instruction. I put the wiki together on Wednesday morning, and late afternoon Leia called me by cell phone, rushing between trip preparation tasks. We agreed to meet later that evening. Short on time, I spent about 35 minutes teaching her basic wikitalk. The next morning the students left the college about 7:30 am for the trip to Peru, and I came up with a logo for the wiki.

I was not sure what to expect, but I think it has turned out pretty nice so far. Here is the SATA (Study Away Teach Away) Peru wiki.

Many of the pictures are Manuel's, but some are the students'. Almost all the entries are from the students (Manuel signs his), with Leia teaching the others basic wikitalk. Due to slow network connections from Peru, Manuel emails the images to his stateside wife, Anne, who posts them to the wiki, and usually also inserts them in the students' writings. These are totally theirs, and not edited, but they seem a little too busy for page layouts, so Anne helps out here. Below are the students, in front of their current location in Cusco.

We are not quite sure where this is going, but it's an exciting project. Usually we plan things in great detail to ensure success, in this case there was no opportunity. The lack of planning actually seems a positive attribute this time, as no limitations were placed on the wiki's direction and purpose, which can evolve and grow with any changing needs over time. I do wish I had a full hour to teach Leia wikitalk though!

Wiki-related videos

2007-08-14T19:06:00.000-04:00

I know my posts are too long. With today's short-attention-span sound bytes they are possibly as relevant as a Jane Austen novel. WHAT, a 140-character limit in a web app, who the heck would ever use it! Bound to fail.

I write for myself, but to satisfy those wanting, or should I say NEEDING, a short post here it is.

Found a nice site today of Wiki-related videos, maintained by WikiAngela, at right, the co-founder of Wikia, which "is supporting the creation and development of over 3000 wiki communities in more than 70 languages. Part of the free culture movement, Wikia content is released under a free content license and operates on the Open Source MediaWiki software."

There are all kinds of interesting links in the above URLs. We also use MediaWiki ourselves, and though we only have less than 10 wikis at this time, it's nice to know we are in such good company.

The institutional layer cake

2007-08-12T14:51:00.000-04:00

I was thinking a few days ago that the most rewarding part of my position, to me, is assisting students learning. They are, after all, the customers, without which we would not have a job. And our youth provide us with the hope and opportunity that someday the world will be a better place to live in. My second most rewarding activity, in general, is to assist faculty in using appropriate technology to meet teaching goals. I now saw two "layers" to my job:

Then, I must admit, I got a bit carried away. I started thinking of the other layers, or major aspects, of my job and came up with the idea of a "layer cake" of major forces that affect me. This provided a more interesting visual than a stack of bricks or a pie chart, and I cooked up a rudimentary cake after an hour in Illustrator:

Each layer is a major factor affecting my position. The "Icing on the cake" consists of all the little perks one might like: an office with a nice view, monthly ice cream socials, a convenient parking spot, etc.

While I was putting my cake together, I thought of adding a "Rating" scale next to each variable (from 0 for poor to 5 for great), as a prototype for an interactive Flash project. Then, as each slider is moved back and forth in its scale, the total average at the bottom would dynamically update. If one wanted to leave a scale out of the average, "Don't count" can be selected.

I'm not sure how useful this tool would be, for someone searching for a position in this line of work, to use to compare different job situations. One way to improve it may be to include a "weight" function for each attribute, say from 0 to 10. Then, if the referenced feature, say "Salary and Benefits," was considered very important, it would be assigned a 9 or 10, and this would be appropriately factored in the total average. Each scale descriptor could also be left blank, for use as a general evaluation tool, allowing one to enter their own major job factors.

When I created my illustration late at night, I put a wedding cake topper on top of the above cake! I thought if all the layers "tasted great" it was a prediction of a successful match between employer and employee.

In the cold reality of this morning, I took the topper off. It was just a bit too cute. But one can decorate their own cake. I'm sure a smart alek will ask if you can have your cake and eat it too. The answer is yes, for what good is a cake if you can't eat it.

Wikimania, FLOSSE, and Cell Phones

2007-08-02T20:47:00.001-04:00

As we start new wikis for the Fall semester in our installation of MediaWiki, I spent more time learning about the open-source software. First, I created a better support structure in case I was not around. I had many pages of printouts on how to start and customize a wiki and condensed them into a wiki page on how to start a new wiki in our own install.

I have to refine these a bit more, and have a team member use them to start a wiki. I always receive useful feedback when others follow my initial directions, which are then improved.

I still have to come up with a better way of automating daily backups. Right now, I'm using MySQL Administrator to copy the databases, but I'm not happy with the backup procedure of the apache documents folder. We also make a mirror of the entire drive each week with NetRestore, which can be restored to a spare computer in about 10 minutes.

One of our CS students is attempting to implement math equation support, but no success yet. This seems a difficult and less-than intuitive process, without clear instructions. If we do succeed, we'd like to document the steps to help anyone else. I had spent a fruitless day attempting to "make" textvc myself, and decided it was an ineffective use of my time to go any further. I had reached my level of incompetency, the student had the misfortune to stumble in my office to return a cable for a friend, and the rest is history...

I was wondering where the upcoming Wikimania was this year, and Google gave me the FLOSSE Posse link. The conference is in Taipei, a little farther for me than the one in Boston last year. I now wish I had attended it.

FLOSSE Posse is a group blog from members of Free and Open Source Software Association (VOPE), carrying out reportage of FLOSS and Open Content in Education, there is some good info on the site.

One nugget was a reference to Knowledge Building, an activity which wikis seem to support very well. To summarize Wikipedia's entry:

"Knowledge building refers to the process of creating new cognitive artifacts as a result of common goals, group discussions, and synthesis of ideas. These pursuits should advance the current understanding of individuals within a group, at a level beyond their initial level of knowledge, and should be directed towards advancing the understanding of what is known about that topic or idea.

The teacher becomes a guide rather than a director and allows students to take over a significant portion of the responsibility for their own learning including planning, execution and evaluation.

One of the hallmarks of knowledge building is a sense of we superseding the sense of I, a feeling that the group is operating collectively and not just as an assemblage of individuals."

Another eye-opening idea I found in FLOSSE Posse is that networked communication, and the Internet, may come to third world countries via cell phones, and not the computer . Over 97% of Tanzanians have access to a mobile phone, though only one in 10 houses has electricity. These cell phones are becoming agents of social change, and are narrowing the "digital divide" more so than computers. This bodes well for technology like the iPhone, which enables one to do more than possible with a standard phone, and is closer to a computer. The cost of these technologies have to dramatically drop to make them affordable in third-world countries (and even in industrialized nations!). Google is now spending hundreds of millions on it cell phone project, there seems to be a bright future in this area.

There is an on-line community and a wiki at Shareideas on the use of mobile communications for social and environmental benefits.

The last good link I will mention found at the FLOSSE Posse was to Open Educational Resources, educational materials and resources offered freely and openly for anyone to use and under some licenses re-mix, improve and redistribute.

We live in an exciting time when it comes to rapidly developing networking and collaborative technologies. It's even more rewarding to use these, and see them used, to improve the way people live, communicate, and learn.

TSI: Videoconference with Library of Congress

2007-07-02T13:24:00.001-04:00

I think this is one TSI section that went perfectly. A couple of years ago I met Judith Graves, the Digital Project Coordinator at the Library of Congerss (LOC), at an Internet2 Spring Member Meeting. I was fascinated to learn how many resources the Library of Congress has, how many have been and are being digitized, and the variety of programs they sponsor. In addition to this, the Library of Congress also supports many Virtual Programs & Services, one of them being live videoconferences with experts at the LOC (Link in above page). Judith had given a nice presentation at the I2 meeting on both the on-line and free videoconferencing resources at the LOC, which she coordinated.

I faithfully saved Judith's card, and was waiting for the right opportunity to videoconference with the Library. The Tempel Summer Institute seemed an ideal venue. Most of the faculty had never participated in a videoconference, and it was a good opportunity to showcase new technologies, how we use Internet2, and the resources of the LOC and its experts. Our videoconferencing now runs on the Connecticut Education Network when connecting in-state, then switches to I2 when connecting out of state. Our own campus I2 subnet is also extremely efficient, thanks to the dedication of our network administrators. I don't want to jinx anything by stating all three networks, which have to work together, have been extremely reliable, and have never failed us when needed, so please forget I said it!

We have a portable videoconferencing unit in the DCC which can be moved to any classroom in Blaustein, though only three have I2 connectivity for now. However, 18 months ago we also installed a better videoconferencing system in the Dilley Room, shown below, a classroom in Shain Library. Coincidentally, the equipment was funded by a grant procured by Prof. Bridget Baird, who was also one of the participants in this year's TSI.

This is our only "professional level" facility, with two cameras and two large plasma monitors, so we decided to use it with the LOC. The room is small, but well-laid out for 16 participants sitting around three sides of a large table, with clear sight lines to both the far-end monitor and any data projection used at either end. In the above photo, the 6-foot screen displays the computer at either end, and the far end participants are viewed in the center plasma display. This 42" monitor is considerably bigger than apparent, the photo is distorted by a wide-angle lens. The left-hand wall-mounted 50" monitor is used when the teacher is at our college, and simultaneously teaching students both at our end and at the far end. In these cases, our instructor sits or stands to the left of the projection screen, facing our class. We then use the large monitor on the right to display the far end class, this is easily viewed by the instructor.

Our primary camera is mounted such that the far end can clearly see all of our 16 participants, without panning, as shown in this image. The Dilley Room was not originally designed to videoconference, and it took a lot of experimentation and effort to get equipment locations and sight lines worked out. We ended up actually mocking up working camera and monitor locations, as a few degrees and inches either way made a difference.

About 8 weeks before the videoconference (VC) date we preferred I contacted Judith by email, and filled out the on-line form requesting a videoconference. Judith was flexible enough to develop a custom program for us: a half-hour demonstration of a few of the many Library of Congress assets and services that may be relevant and useful to us, and a half-hour of Q&A with our faculty. A month before the videoconference I ran a one-hour connectivity test with the LOC's technician, Donald Blake. I always run at least one test before a videoconference. If I have never connected to the other end-point, the test is for the duration of the future videoconference. The test went without a hitch. We often leave our VC units on all the time, so I asked Donald to dial in for a short period a day or two before the conference, to check connectivity. Judith also had asked me to send some information along on the TSI faculty's interests and courses, to gear the presentation to their fields.

The videoconference itself went great. Along with Judith, Laura Gottesman (Digital Reference Specialist) and Sheridan Harvey (Women's Studies Specialist) participated from the Library of Congress. They all had taken time to research a bit of information on Connecticut College, New London, and some of the faculty's interests. This information was interwoven throughout their presentation, between general LOC facts and resources, and lent a personal note to the videoconference. The half hour of presentation and half hour of Q&A were not consecutive, but also interspersed, allowing for a more informal and friendly atmosphere. The LOC staff came across as pleasant, with good communication skills, and worked very well together.

We had a very good network connection so there was very little latency, or delay, in both of our audiovisual signals. This resulted in a more natural experience than in many videoconferences, where there are awkward slight pauses at the end of each sentence. You never know if they far end is done speaking, or if they are going to start talking again as soon as you start to say something! This leads to an experience that is not quite as transparent as "being there", which is always one of my goals in producing a videoconference.

Thanks to Judith and her colleagues, our network folks, Internet2, and the Connecticut Education Network, our videoconference with the Library of Congress was thoroughly enjoyed by our faculty, and was one of the highlights of the week.

TSI: Internet2

2007-06-26T22:40:00.001-04:00

Two tasks I was assigned during TSI were a 20-minute presentation on Internet2, which we have been connected to for almost two years, and organizing a videoconference with the Library of Congress (LOC). I had prepared for my I2 overview in a section in our wiki. Every major topic in this wiki realistically needs a frequent update, however, we often can't get to it unless necessary. Then it's an opportunity to entirely review and update the page topic, cut out obsolete information and links, add new information and links, and organize the page better. We keep an eye out for the specific use at hand, but also try to develop information adequate for a general overview. With technology changing and evolving every week, a wiki is a good tool for constantly updating and reorganizing information.

There are hundreds or thousands of links available on the web for every conceivable computer and information based technology, especially for Web 2.0 and Social Software. I have decided it's better in our wiki to just briefly explain the technology, and link to a few major examples, than to try and develop a comprehensive "encyclopedia of links" or detailed descriptions. Too much information usually results in eyes glazing over, at best, and total inattention at worst. Thus, when we target a general wiki page to an academinc audience, we judiciously try to find a few best representative examples of the relevant technology, and simplify explanations as much as possible.

We do crucially need those handy "encyclopedias of links" but other folks, like openculture, do such a comprehensive and timely job, it would be foolish to try to duplicate their efforts.

For some wiki topics, we are migrating towards a "two-tiered" approach for presenting information explaining different technologies. The distilled concepts and examples at the top, and any further details, links and examples at lower levels. This has not yet evolved into a visually distinct layout. The beginnings of this might be in our TSI Internet2 wiki page, linked to from above. I wrote up new basic fundamentals, uploaded some images, and then copied and pasted information from the older page sections, now shown below the three horizontal ruled lines. The entire page is a bit of a mess now, but the portion above the three lines is fine, and ready for a presentation. I do have to go back and clean up underneath this. It just shows how a wiki is often a constant, never-ending work in progress!

It took me 3 hours to revise our I2 page, and prepare it, and myself, for the 20 minute presentation that was scheduled. Unfortunately, the session on copyright, preceding mine, ran over by 20 minutes, there was no time for my I2 presentation, and it could not be rescheduled. Luckily, I had already shown and demonstrated our 47"-LCD I2 Cart during the faculty's earlier tour of the DCC. I had shown our contantly streaming I2 outbound MPEG2 VBrick video stream. The source is a multi-caddy DVD player. I had demonstrated incoming MEPG2 video stream reception over I2, and easily connected our H.323 Polycom videoconferencing unit to a videoconferencing classroom at Trinity College. So, at least some of the practical applications of I2 were demonstrated, though we did not have a chance to go over its history and a more comprehensive overall view.

But, I'll be ready for next time!

TSI: Podcasting

2007-06-22T12:47:00.001-04:00

We had the challenge of having faculty record, compress and create an audio podcast in about 70 minutes. Most of them had no previous audio recording experience. One thing I have realized is that, when comes to instruction time required, you can only be as fast as your "slowest student", unless you decide to leave them behind. This we don't like to do, of course. I mean "slow" in relation to production speed, not intelligence, of course.

We decided to use the Plantronics DSP500 Headsets for microphones. These work well with both Macs and PCs, and are recognized by both platforms without having to install any drivers. We have three at the library circulation desk, where students can check them out for recording real-time voiceovers in their iMovie, Final Cut Express, and GarageBand projects, one in the DCC, and nine in Marisa's Foreign Language Lab, as they work well with Wimba.

Originally I was going to use QuickTime Player Pro (QTPP) for recording, as all the computers in our teaching labs have it. QTPP can also be used to trim the audio and compress it before uploading to a podcast. Then I thought we would use QTPP just to record, and import the file in iTunes for compression, as iTunes has a great free compression engine, and can compress to mp3 or mp4. It was an opportunity to teach faculty how to use it. At the last minute, however, I decided to use Audacity for recording, editing, and compressing. Keeping production in only one program meant a simpler, faster workflow. In addition, Audacity introduces the concept of audio as a visual waveforms, and allows for much more editing power than does QTPP.

More and more individuals want to create using their own computers lately, as opposed to going to a specialized lab. Audacity has the advantage that it is free, works almost the same on Windows and Macs, and is a fairly powerful, but easy to learn, entry-level audio editor. This makes instruction and support much easier. I had used Audacity only once, months earlier. It took me about 10 hours to learn enough about the program to teach its basics, install it on 12 computers, and write up some usage directions.

In addition to installing Audacity and the LAME library as an admin, some configuration has to be performed at the local user level. I have had previous experiences with long periods of time devoted just to configure software and hardware before any work is done. Thus, I decided to pre-configure everything required for each individual user account the day before instruction. I asked the faculty to leave themselves logged into their workstations while away at lunch. This gave me enough time to connect the Plantronics headset, have the computer recognize it for the first time, and set the Control Panel Audio Preferences to use it as both the recording and playback device. I also selected the Plantronics as the recording device in the Audacity preferences, and linked the program to the LAME library. This only has to be done once for each user account. I thought we might run out of time at the end, so I preselected a compression setting of 32 kbps in Audacity. I also opened iTunes and QTPP for the first time, as there is a little extra time and effort involved with the original initialization. Having all the computers pre-configured saved a lot of time the next day during the actual teaching, everything was plug and play, and just worked!

Of course, we had accidentally logged off one computer at lunchtime the day before, and I had forgotten to configure it. So, we did have to futz a bit with one after instruction started. A small glitch, but it would have been hell if we had to configure 10 of them!

I divided the Podcasting instruction into four distinct parts: 1. Quick Tech Overview, 2. Recording and Editing, 3. Compression and Export, and 4. Uploading to the Podcast Server. I find it useful to prepare my lesson plans in our wiki. This allows me to "build it as I go" and make fast changes from any computer. It enables other people to see it and comment on it before instruction. I also project it while teaching, to help keep me on track, and allow any stragglers and confused people an opportunity to catch up.

I had previously drawn the Podcasting Workflow on a large whiteboard at the head of the classroom, and quickly went through in in about 5 minutes.

All in all, the rest of the instruction went pretty smoothly. However, I again suffered a bit in my time management, and did not have time to explain how to amplify a weak waveform. This was not in the instructions, but, while teaching, I realized I should mention it. It was not a major omission, though, as we had already gone over how to record a "healthy" waveform.

At 11:55 am, with 5 minutes to go, everyone had an mp3 sitting in their computer. I had previoulsy prepared an empty podcast for every faculty member on our Podcast Server. I had already developed instructions on uploading for a student trip to Brazil. This final portion of the class went nice and smooth, and by 12:05 everyone was listening to their podcast in iTunes. Success!

Tech note: While we used Audacity to compress to mp3 for instruction, our usual workflow up to now has been to compress to mp4 with iTunes. This takes a bit longer and involves more steps. Audacity can only compress to mp3. We will reassess our compression recommendations, but mp3 and mp4 files can coexist fine in the same podcast. We will still continue to use other audio editing programs, such as Pro Tools LE, GarageBand, and Soundtrack Pro, when more powerful features are needed.

TSI: iPods

2007-06-20T15:08:00.001-04:00

The iPod class was an optional afternoon class, and 4 faculty signed up. This was promoted as a beginner's class. Some faculty already had iPods, and justifiably did not attend. I wanted complete kits for all 4 participants, but only had two, so I borrowed from my team members and from our "new pool". To the left, below, is our complete "iPod Kit".

It includes: 30 GB iPod, iPod case, iPod-to-USB cable, earbuds, AC adapter, Belkin TuneTalk mic, Belkin mic-to-USB cable, written list of kit contents (to help ensure everything is returned), and printed instructions from our wiki, on Recording Voice Memos and Audio

I had prepared the one-hour program beforehand and outlined it in our team wiki. This was displayed on the classroom's LCD projector, alternating between it and iTunes, when appropriate. I had distributed a set of full headphones with each iPod Kit, I prefer them to earbuds for the purpose of instruction. Each faculty member had an iPod Kit, the headphones, and a computer with the latest copy of iTunes.

Unfortunately, my time management again suffered a bit. I had alloted an hour for instruction, and we had to leave the classroom for another use after the hour. I had placed an audio CD at each computer, and wanted to put the faculty through the process of importing a track in iTunes, and then moving it to their iPod. We ran out of time for this, so I just spoke about how it is done. We did have time to record a voice memo with the Belkin mic, and move it from the iPod to iTunes, which is probably more important.

I also did not have time to explain the differences between Mac and PC formatting, how to use the iPod hard drive as a storage device (though this is fairly self-explanatory), and explain a bit better what I consider to be the "heart" of iTunes, its compression engine controlled in the Preferences.

However, the faculty felt the class was very useful. None had any experience with iPods before, we covered most of the important features and procedures, and 95% of the program. The podcasting aspects were to be covered at a later class, attended by all faculty, so they were not addressed.

EQUIPMENT NOTES

We had previously tested three iPod mics: the Belkin, the MicroMemo, and the Griffin iTalk, and found the Belkin to provide the best quality. This was determined not only by listening tests, but also by comparing the recorded audio waveforms. The Belkin recorded at a slightly higher volume than the MicroMemo, this is important as often the speaker is further from the mic than the optimal 1-3 feet. The Griffin recorded at the same sensitivity as the Belkin, but had a higher internal noise level, see below (click to enlarge).

These tests were conducted when each model first came out. They probably need to be conducted again, as manufacturers often tweak their products over time. Any of the three models will provide adequate quality for plain voice recording if you are a few feet from the mic.

The Belkin has a useful additional feature: a built-in USB port and included USB cable. This can provide power to the mic and iPod, to extend the recording time beyone the usual 3 hours or so, and can be connected to either a computer or AC adapter. This cable can also be used to synchronize the iPod to a computer.

I found some nice plastic boxes at AC Moore, seen in the first image. You get two, a larger one and a smaller one, for $2.99. The larger one is just the right size for our iPod Kit, and the smaller one is a good size for our Samson AL1/AM1 Wireless Mic Kit. This is shown at the right in the above image. The wireless receiver connects to the Belkin Tune-Talk, which is connected to the iPod, and the mic/transmitter can be clipped to the speaker. Then, no matter where in the room the speaker is, a good signal is recorded to the iPod.

We usually set up the levels in the wireless transmiter/receiver beforehand for faculty, with a small included plastic screwdriver. We do need to write up and include some simple usage instructions in our kits.

Often faculty come in and ask for a portable speaker to use with their iPods, to play back audio selections to their class. We were very happy with the JBL On Stage, which has a nifty remote that controls the iPod as an optional accessory. However, the JBL needs to be plugged into an AC outlet, and we wanted a truly portable but inexpensive system. After much research, we settled on the $100 Altec Lansing inMotion, shown below. It is battery powered, and comes with all the different iPod adapters, but we usually just stick our iPods in it without one. The volume is only moderately loud, but is adequate for a class of 30 or 40 students. I don't think any of the small portable systems provide actual "hi-fi" quality, but they are fine for non-critical audio and music sharing.

There must be 70 different protective cases available for the iPod, we like the Marware and Body Glove products in the $20-30 range, but there are other good manufacturers. These models are changing all the time. For those on a tight budget, there are several $10 "soft sleeve" products available.

TSI: Blogs and Wikis

2007-06-19T16:19:00.001-04:00

In the past, we were able to get through both the wiki and blogging instructions in one hour for each, which is what we scheduled for this workshop. This assumes no experience with either technology on the part of faculty attendees, which has proven to be a common situation so far.

For blogging, we decided to use Blogger. We have not used blogging much at Connecticut College for direct course support, and have not finalized a "priority features" list. I think this is best developed through actual experience, which we will soon have. We have studied and evaluated major features of the more popular blogging tools, and have anticipated some potential requirements. But you can never be certain what features are needed, and important, until you get into real-life situations. We will be conducting a more thorough evalutation of major blogging solutions this summer.

In our opinion, Blogger was a good tool to start with. It is very reliable, and has low maintenance and instruction overhead. Blogger blogs can be archived to the desktop, as they are just web pages, and then uploaded to a local web server to indefinitely preserve someone's work. Jean-Claude Bradley has successfully used Blogger for a long time for course support. Thus, while there are other good blogging tools available, we felt comfortable starting with this one. Blogger is also constantly adding new features, they are now testing direct video uploads in Blogger in draft. You automatically get the advantages of these without having to upgrade local servers.

The past two times we taught Blogger, the first 10 minutes were wasted waiting for everyone to log in for their first time. So, for "homework" we asked participants to create a Google account the day before the blogging class, if they did not have one or a Gmail account. This was a big help in moving things along. The previous times we taught Blogger, an hour was enough to cover the basics of starting a blog, creating one Post, and uploading an image to the sidebar and to a post.

However, the one hour was accomplished without any "sidebars" and with a minimum of answering questions. This time around, we decided to allow for these, and one hour was not enough. There were many justifiable concerns in controlling reading, posting and commenting permissions. We still have to study all the available options for this in Blogger. An hour and a half is a more reasonable expectation of the time needed to cover Blogger, especially if uploading of images and basic Templates instruction is included. Our overall schedule allowed for some flexibility, and we were able to shuffle it to allow for this.

Shortly before the end of my Blogger instruction, the demo computer froze up, as I probably had too many web pages (both in IE and Firefox) and applications open. I'm usually very careful to either reboot or log in and out before teaching, but this time I forgot! Prof. Stephen Loomis came in for 10 minutes, and gave some good examples of how to use blogs while I recovered the computer. In the meantime our team was also in process of changing our teaching schedule WHILE I was teaching, as I was obviously running into the time allotted for wiki instruction.

So I felt a bit disorganized at the end, and was unable to provide a nice and neat conclusion. There was now an empty 25 minute period after my presentation and before lunch (not enough time for wiki instruction!), and Marisa gratefully (and gracefully) jumped in and gave a polished presentation on Wimba, which was to be given later. Things looked like a bit of a mess from backstage, probably only to me, and later the experience reminded me of a non-sexual IT version of Noises Off, which I had seen and laughed at years earlier. However, my team ad-libbed with talent and gusto, and I understand the faculty thought the morning went pretty well!

That night, I wrote up a "Blogging Wrap-up" in WIKI 2, our dedicated instruction wiki, which is customized to the instruction task at hand. Some of the faculty had asked where and how to find blogs, so we created a few links and hints. In my experience, it's best not to initially provide too much information when teaching technology, it's just overwhelming to average faculty. One or two, or just a few, good examples are all that are usually needed. We always stress to please contact us for more information and support. I spent a few minutes the next day going over the wrap-up, and felt much better after that!

We decided to use MediaWiki as our course support wiki software for the coming school year. Here again, there are other wiki packages, literally hundreds of them now! But we already have 5 or 6 wikis in MediaWiki, and believe it adequate for the anticipated tasks.

I think our main concerns are MediaWiki's ability to authenticate against our LDAP, which we have not yet implemented, its scalabiliy (how well will it support hundreds of wikis?), and ability to set granular permissions. That is, to have different read/write privileges for each page if necessary. Inter-wiki linking would be a useful feature to have. There also is no easy GUI admin functionality, as in a commercial package like Confluence. So, while using MediaWiki, we will be evaluating other wiki solutions in the coming year.

For wiki instruction, we created an account for each faculty member and teaching staff, and a link to their empty page, in WIKI2. This allowed everyone to go to a different page, with edit privileges, for the purpose of instruction. This consisted of stepping faculty through the wikitalk examples in "Wiki Help" in the sidebar, leaving out Commenting, Messaging, and Table of Contents. We had faculty upload an image that we pre-installed on their computer, and had them embed it in a wiki page.

The wiki instruction took about an hour and a half. We spent some time teaching faculty how to change the font color using tags. Not everyone got this, and in the future I think it's better to leave any html out of instruction. The purpose of the wiki is to make it easy for anyone, novice or experienced, to author and edit web pages, not to provide the ultimate control you get with html and css. We had kept wikitalk simple in the past, and will probably return to this approach.

Aside from that, the wiki instruction went pretty smooth. One of the faculty had asked for a Glossary of Web 2.0 and Social Software acronyms and definitions. We though this would be a good wiki excercise they could work on themselves. We started a Glossary page, but did not have the time to develop it as an instruction tool for faculty, and ended up starting to fill it out ourselves.

Several faculty asked for wikis for future courses, and we will be able to copy and paste any information already entered in WIKI2 to their new wiki. Our lesson learned was not to try to cover an overview of Web 2.0 and Social Software, Blogging instruction, and Wiki instruction, all in the same morning, if you also want to allow time for questions and discussions.

TSI: Web 2.0 and Social Software

2007-06-15T15:47:00.001-04:00

Following are a few more details on teaching new technologies during the Tempel Summer Institute, described in an earlier post. After developing our teaching schedule, we revamped our wiki dedicated to hands-on instruction, WIKI 2 in preparation for the course.

We decided to first give faculty a brief half-hour overview of the concepts of Web 2.0 and Social Software, with examples of major categories in each area. A section on the WIKI2 main page was prepared for this. A picture is worth a thousand words, and I love the illustrations in Dion Hinchcliffe's Blog, so we used the following:

The image provides a nice overall view of the major revolution of web content to user-created and user-managed information. Our presentation covered general categories and was not limited to educational areas, but we also did not want to overwhelm faculty with too may concepts and examples. On the first pedagogy instruction day, Diane had already demonstrated a couple of examples of wikis and blogs, so after going over the implications of the above illustration, Prof. Steve Loomis showed his Facebook page, a good example of Social Software, and how he uses it in his relationships to students.

We then quickly went through examples we had already listed in WIKI2: Another Social Software (Twitter), Video Sharing (YouTube), Image Sharing (Flickr), Mashups (Flickvision), and Presentation Sharing (Slideshare). One of Bryan Alexander's Presentations is a good example of the difficulty of separating the concepts of Web 2.0 and Social Software. The presentation itself, converted from PowerPoint and able to play full-screen, is based on Web 2.0 coding technologies. But the comments below, "Digg this", "Subscribe to user", Tags, and Embed Code are all at the Social Software end of the spectrum. Thus it is really impossible to separate the two concepts. This can be difficult to accept for people that need exact definitions.

Unfortunately, by the time we reached On-Line Office Suites we ran out of time, so we did not demonstrate these. We expected to cover Podcasting and RSS later in the week, but were unable to cover the "OPTIONAL" topics: Tagging/Social Bookmarking (del.icio.us), 3D Virtual Worlds (Second Life), User-Driven News (Digg), and Custom Home Pages (iGoogle).

Based on the above experience, I think a minimum of 60 minutes is needed for a brief but fairly complete overview of major Web 2.0 and Social Software categories. To individuals that have not been exposed to all of these, it could be an overwhelming, but also mind-expanding, experience.

Geotagging was added in the wiki later, when someone wanted to know if Flickrvision indicated where the pictures are taken. It only indicates where they are uploaded from, whereas geotagging indicates the images' actual locations. Unfortunately, I never had a chance to explain geotagging, due to the massive amount of information we were dealing with, and time constraints.

After the above presentation, we jumped right into blogging, which will be covered in a future post.

Tempel Summer Institute 2007

2007-06-14T13:17:00.001-04:00

We recently completed our eighth annual TSI workshop for 10 faculty, conducted over a period of 7 full days. The title of the hands-on workshop was "New Ideas for Designing a Course that Incorporates Technology to Enhance Student Learning". Five members of our Instructional Technology Team provided instruction (Chris, Diane, Mark, Marisa, Janet and myself), with two other members of our team (Don and Newell) providing hardware and software tech support. Members of the library's Research Support Team also spoke on reference assistance, information literacy, and copyright issues (always a favorite topic!)

We conducted the workshop in a large computer lab, with dual projection, both from a Mac and a PC. Each faculty member had a computer to use, this year we had 7 PCs and 3 Macs, in the past few years it's been about 50/50.

Two faculty experts on pedagogy, Stephen Loomis and Eugene Gallagher, started off the workshop with a day mostly devoted to pedagogical concepts and course design. Chris and Diane also gave faculty an overview of ConnCourse (our name for WebCT) and the technologies we would be using in the course. I attended the first day to learn more about pedagogy, and to be available to answer technical questions.

I have to admit I'm mentally exhausted by the end of the school year, so I was not looking forward to working twelve days in a row without a day off. But right after commencement is the best time to get faculty before they leave for the summer. The timing also allows us a full summer of catching up on old work, starting new projects, office cleanups, and vacations, without a major interruption. So we march when we have to, and I managed to find the resources, day by day, to perform what I hope was a good job.

One thing I realized, by the end of the institute, is how competent our faculty are in the areas of teaching and pedagogy. Running a technology lab with scanners, audio and video editing equipment, and lots of technology, I often see faculty in a state inexperienced in these matters. Not seeing these individuals in their teaching environments, it's an unfortunate human tendency to generalize any lack of knowledge or understanding of technology to other areas. This workshop gave me a good opportunity to see faculty in their own natural teaching/learning worlds, and gave me a better understanding and appreciation of their skills.

One of the main purposes of the institue is to increase faculty's understanding and appropriate use of technology. So, over a period of time, their overall experience level in these areas has been increasing, as by now over 80 faculty have gone through the institute. And, of course, some of them are ahead of us in some areas of specialized technology.

This year, for the first time, we introduced podcasting, wikis, blogs, iPods videoconferencing, and the concepts of Web 2.0 and Social Software. I'll write a few posts on my involvement with these, although many other topics were covered. Considerable more preparation was required for this year's Institute, due to the introduction of these new technologies, all in the same week. Looking back on it all, it was well worth it.

Here is a LINK to the nice brochure Janet Hayes made for the Institute (880k).

Process, Product and Presentation

2007-05-04T20:44:00.000-04:00

I often try to think of ways of reducing complex situations to simpler ones, for the purpose of explanation, management and support. The danger in this, of course, is that something complicated, with a lot of connections, forces and combinations of underlying technologies IS really complicated. So, eventually, someone has to deal with the fact the situation is not simple in order to adequately support it.

With that caveat, I think that a student's educational experience in a course can be distilled to three things:

1. The process of learning. The interaction between teacher and student, student and the rest of the world, and interactions within the student themselves.

2. The visible end product or products of that process. These are created by the student or study group, and can be simple or elaborate. The goal of having some end-products in a student's portfolio seems an increasingly important tool in job searches. In addition, creating finished products as part of an educational activity, that we can be proud of, is a reward in itself. I still have some of the better term papers I wrote over 40 years ago, along with a few paintings, stashed in the basement. I get a pretty good feeling when I run across them.

3. The student's presentation of the created product to an intended audience. Verbal or formal presentations are becoming more common as part of the educational experience. (Many being PowerPoint shows!) This gets into the areas of public speaking, time management, and also affects design decisions at the beginning of project creation. These are sometimes ignored.

A little story about time management and design decisions. I let one of my student assistants work on her PowerPoint class presentation at work recently, as she was all caught up on her work with us. I noticed it was fairly complex, with 25 slides. I asked, and was allowed to, attend her oral class presentation. At the beginning, the faculty member reminded them that they only had 15 minutes to make their presentation. I divided 25 by 15, and knew she could not get through almost two slides in each minute! She rushed through her slides (I have never heard her speak so rapidly), and the professor gave her an extra 5 minutes at the end (standing up discreetly at one side, but looking slightly uncomfortable). Although the presentation went well, with very original content, it would have been a better experience for everyone if either the students were given more time to explain complex concepts, or if our student had somehow managed to leave out or distill important information. This may not be a typical presentation, but it was given by a senior in the top 5% of her class.

The presentation area is one where students can use more systematic support and training, in my opinion.

The extreme failed presentation, of course, is described in Edward Tufte's analysis of how an inadequate PowerPoint show probably contributed to NASA's Challenger disaster.

Naturally the three areas of Process, Product and Presentation are related to each other. By thinking of them as 3 different concepts, it may make it easier to support each one.

The second class wiki is first class!

2007-04-24T17:03:00.000-04:00

Based on our experience with our first wiki, we feel our second was more successful. Some of the things we did differently:

1. Myself, Diane Creede, another instructional technologist, and Ashley Hanson, who provided research support for the class, attended the entire first class. This gave us a good overview of the course syllabus, goals, and expectations, in addition to understanding better how the wiki was integrated into the course. I demonstrated how the wiki and wikitalk worked for about 25 minutes, but also stressed that students were to see me for additional instruction before starting their wiki pages.

2. The faculty member assigned the wiki production 20% of the total grade. This provided incentive for the students to create a nice wiki. it was obvious to me that the students were motivated to do a good job.

3. There were about 20 students in the course. These were paired, and each pair was responsible for creating a wiki page or pages on their topic, which was selected from a list. Each pair of students came to see me for a private lesson to go over how to create and edit a wiki page, including the use of images. This was done BEFORE they did any significant work in their wiki pages. As projects' due dates were spaced at least a week apart, this made support easier, as I only had to meet with one pair of students every week. The individual lessons took about an hour.

Assuming all 20 students had to start and finish the wiki at the same time, a different approach might have been required. I feel this second lesson is indispensable, the first half-hour introduction the first day of class is not enough.

4. The wiki was private until almost complete, and only students, their faculty and our 3 staff could view it. Thus, students were not concerned about others seeing their unfinished and rough work. The class as a whole decided when to make the wiki public. I encouraged students to start writing right away in the wiki, and not copy-paste from Word documents.

5. I encouraged students to first create main sections, using the wikitalk == characters. The sections acted as an outline of top-level topics, that could then be filled in a non-linear manner, or by a different student. Each section has its own Edit button on the side, making the process easier.

6. I would look at the wiki every 10 days or so, and if I saw something that could obviously be made to look better, or could be coded better, I would email the students with suggestions on how to do it, without making the changes myself. The main problem encountered was in using images in MediaWiki: the formatting around the text for a second image can be skewed unless break code is inserted between text blocks. This was occasionally forgotten.

7. I told students it was OK to look at each other's code, copy/paste chunks of it in their own wiki page if they liked the formatting and did not know how to code it themselves, and then customize it to their own content and appearance. I see the wiki as a collaborative effort so I feel this is justified. The main goal of the wiki was not to learn how to code.

Credit for the wiki goes to Prof. Joseph Schroeder, who had the idea for using a wiki in his course, and to the students that did such a great job. I think that just a little extra effort on our own part paid off in big improvements.

Here is a link to the Neurobiology of Disease Wiki. Prof. Schroeder even created the professional-looking wiki logo shown above.

I learned about areas where MediaWiki software could use improvements for these types of projects:

1. Administration. It would be nice to have a GUI from which one could perform user administration (add/delete/password change), and granular page permissions (read/write/protect). The latter seems impossible unless one gets into the PHP config files.

2. Esthetic control. Students want more control over the wiki appearance. For font style and color, this now means getting into htlm code. It would be nice to have an easier way to do it. Students wanted more control over image placement, and background color, this is impossible with wikitalk.

I'm not sure how well MediaWiki would scale as "campus wide" wiki software without better administrative functionality, but it is certainly a good tool for a handful of individual projects. At this time I think we could administer about 30 individual wikis. Beyond that, one would need a full-time MediaWiki administrator.

We are looking forward to supporting our third class wiki, and I can't think of much we would do differently. One improvement will be to centralize our "Help" section. We now have 7 wikis, each with its own Help section! As we find better ways of organizing this information, it becomes impossible to update each one. In addition, when you click on Help in the sidebar, you navigate OUT of the page you need help in. It makes more sense to use the Help in our Instructional Technology Group Wiki, keeping it in the background as a separate web page for reference.

Ideas for "Learning 2.0"

2007-04-01T11:10:00.000-04:00

I'm always scouring the web for ideas on how to clearly and best present 2.0 concepts. I know Bryan Alexander and others, many on my "blogroll", have done some great jobs, better than I could ever do. But still, one has to develop their own little presentation eventually, geared to the group and purpose at hand. As I used to advise others...."beg, borrow and steal". I say "steal" jokingly, of course. Lately you don't have to steal any more, almost everyone is generously giving their stuff away free, they just want a little credit. So, I will try to change that saying to "beg, borrow and credit". Hmmm, borrow and credit don't go too well together, have to work on that...

Surfing through Technorati last week, I was intrigued to see "Learning 2.0" half-way between Paris Hilton and Sanjaya in search hits. This led me to the PLCMC Learning 2.0 site.

This contains 23 Things, or small exercises, that the staff members of the Charlotte and Meckenburg County Public Library could do on the web to explore and expand their knowledge of the Internet and Web 2.0. The additional incentive was to complete all 23 items by a certain date in order to to receive a free mp3 player and qualify for a computer laptop drawing.

23 Things was developed for the library staff by Helene Blowers, the Technology Director for the library. I believe the inspiration came partially from Stephen Abram's article and the 43 Things Social Software site.

Here is the PLCMC Logo According to the 23 Things Blog other libraries are adopting the program, which has been released under a Creative Commons license, and customizing it to their own needs. Seems 23 Things is having quite a "ripple" effect, with 17 libraries signed up today. Some of the adaptations are pretty nice.

Our Temple Summer Institute, a week-long faculty training session, is coming up in June, and I'll be looking at all these sites for ideas on how we can "beg, borrow and credit". Our Instructional Technology Team is more concerned with curriculum support for specific courses, for faculty and students, but there is a lot of useful instructional information here.

Nice Wired Article on 23 Things. While the individual technologies and excersises are not new, the sequencing, combination, and process that combines them in a complete and finished self-training "package" is certainly unique, and I congratulate Helene on her innovative achievement.

Our first class wiki

2007-02-13T20:13:00.001-05:00

In early 2006 our team was asked if we wanted to support the college's first course support wiki. An innovative faculty member, David Kyuman Kim, wanted his students to be able to "create their own web site", and showed us what he wanted and was inspired by: Social Justice Movements, a site for a class by Prof. Robin D. G. Kelley at Columbia University. This was a pretty clean-looking site, running on a heavily customized install of MediaWiki.

I admitted to Professor Kim I did not yet have the know-how to get this fancy, and demonstrated our first team wiki. He was satisfied with the appearance. He did ask if we could include a few images, and make it look "like a normal web site" as much as possible. I stressed that students' ability to create and edit content collaboratively was the wiki's strength, and not a great ability to control visual appearance. We had one organizational meeting before the semester started, with Prof. Kim, Diane Creede (an Instructional Technologist), myself, and Ashley Hanson, who was going to provide the Reference Librarian support. The final result of this collaborative effort was the Theorizing Race and Ethnicity Wiki

Lessons I learned in supporting this wiki were:

1. I wish I had, from the beginning, a better understanding of the role of the wiki in the overall course. I only read the portion of the syllabus referencing the wiki itself, and did not study the rest. Our only meeting with Prof. Kim was for an hour before the start of the semester. We scheduled more meetings but something always came up to postpone them. I did contact Prof. Kim and the class by email occasionally, to remind them we were willing to help as much as needed, so they knew we were available. But I would have enjoyed more involvement in the process.

(Solutions: Go to the entire first class to hear about the overall course requirements and get a "feel" for the course. Ask to go to some classes when the wiki is discussed or used. Try harder to schedule meetings with faculty to ensure their needs and expectations are understood and met.)

2. We only had an hour of class time to present, in person, both the wiki instructions (30 min) and the reference librarian instructions (30 min). Students were strongly encouraged to contact us later for further assitance, and I put as much information as possible in the wiki on-line help. However, I only heard from one student once.

I think the students could have benefited from more instruction on how to format text in a wiki (wikitalk). A single 30-minute introductory class is not enough. The large number of students in the course, forty-two, could have made support challenging. However, as they never contacted us, it was not a factor.

(Solutions: Make a requirement, or a strong suggestion, that at least one student from each group or team meet with wiki support staff to go over how to use it, at the beginning of their actual use. Course time is usually tightly scheduled, so this must be done on the student's own time.)

3. It seemed there were long periods when no work was done on the wiki. Then, all of a sudden, it would greatly expand in size. This seemed to happen twice, at mid-term and at the end of the semester, probably when due dates came up.

(Solution: Create a greater number of deadlines or "milestones" when material has to be submitted in the wiki. This, however, is up to the faculty. This can also be addressed in the solution to Observation 5.)

4. At deadline times, text was usually copied-pasted from Microsoft Word. Formatting such as bold, italic, and paragraph spacing is lost when this is done, and you end up with long run-on sentences without any breaks. In many cases, these were not fixed by students. This made the wiki very difficult to read, with a disorganized appearance. I ended up fixing all the problems myself, at the end of the semester.

(Solutions: Encourage writing directly in the wiki instead of copy-pasting from Word. Implement better instruction on how to format text in a wiki. There should be a student 'visual editor' for each group, responsible for appearance, not content. This editor needs to contact staff for assistance with wiki formatting. Staff needs to contact the editors if they see things are not right.)

5. A student contacted me twice, concerned that "everyone" outside the class could see his unfinished work, while he was working on the wiki. In both cases I suggested he contact Prof. Kim directly to express his concerns. I also told the student that the chance of someone stubling into the wiki, one of millions of web sites, is pretty slim. It's possible this aspect of the wiki: always open to readers, though only editable by students, may have been responsible for the large amount of "copy-paste", from finished Word documents, at deadline times.

(Solution: Make the wiki private initially, with a password needed for reading in addition to editing. However, as the goal is to eventually "publish" the results, do this when students feel comfortable, or at the end of the course.)

6. The wiki never did look like a "normal web site", though it has more variety than many wikis. All fomatting to make text more "stylish" was created by staff. It seemed that there was just enough time for students to insert text in the wiki, with no time left to learn to make it more esthetically pleasing. There was a possible misunderstanding with Prof. Kim, he may have expected us to do that. No images have yet been included. In addition, we did not know what types of images to look for.

(Solution: determine whose responsibility it is to make the wiki attractive. If it is the students', then allow for adequate training, support, and time. If our job, ensure we ask for enough guidance regarding text style and image selection. Better communication between our staff and faculty is needed in this area. After the course is completed, ask faculty if anything can be done to enhance its appearance. Obviously, content should be left alone. Insure faculty understand that it is technically difficult to make a wiki appear like a "normal" web site.)

7. I thought that Prof. Kim was satisfied with the work we and the students did, but things were so rushed at the end of the semester that I did not ask for more detailed feedback on the overall process.

(Solution: Request a meeting with faculty at the end of the project to go over, in more detail, their likes and dislikes, and their own "lessons learned")

As the instructional technologist that was in charge of primary support, I hold myself responsible for any problems that could have been resolved by better involvement or judgement. I think and hope I have learned my lessons. All in all, though, I think it turned out to be a nice wiki.

In a future post I'll describe how we are handling our second wiki at Conn. Thanks to Ward Cunningham for inventing the wiki. He prototyped it on HyperCard, and then ported it to the web in 1995. Ward named it after the Hawaiian word for fast or quick, and was inspired by the Honolulu Airport shuttle bus that runs between the airport's terminals. The fact that the wiki was invented over 10 years ago shows how some collaborative, participatory technologies that are now sometimes considered "Web 2.0" have been around for a long time, since "Web 1.0"

That first wiki, WikiWikiWeb, is still running!
To the left is its logo.

Wikis at Conn, Beginnings

2007-02-13T20:09:00.000-05:00

In the fall of 2005 I thought it was time to get familiar with wiki technology for the purpose of course support. After evaluating a dozen hosted and locally installed solutions, I decided to go with MediaWiki for our first wikis. The reasons for this were, in no specific ranking:

1. A local install gave us more customization possibilites and software control. For some nice MediaWiki customizations, look at Beagle and Mozilla Developer Central. I wanted the potential to get away from the stock wiki look.
2. The college already had a student-managed wiki on another server, Connwiki, running on MediaWiki.
3. There is a very large user base in Wikipedia, which runs on MediaWiki.
4. There is a large base of developers and tweakers, with lots of helpful support information on-line. Many other sites run on MediaWiki.
5. MediaWiki is open-source, free, and non-proprietary.
6. Although relatively complex compared to some of the other wikis, I thought I would be competent enough to administer it after installation, with enough sources of help online if I needed assistance. There are also tech support staff here familiar with the technologies involved: HTML, CSS, PHP and MySQL.
7. If the on-line help and local help was not enough to get me out of trouble, the underlying technologies were popular enough that it would not be hard to find and hire an expert to fix things.
8. I wanted some "under the hood" experience, for my own personal development.

I spent my Christmas vacation in December 2005 learning how to install and configure MediaWiki. I first reformatted my PowerBook hard drive into 2 partitions, put OSX and all my stuff on one, and installed OSX Server on the other. I could boot into either partition, and used the server side for wiki development. I imaged the server side with NetRestore after a basic system configuration, but before installing any software, so I could easily restore it to its pristine state if I messed up. I did end up having to restore and start fresh a few times, due not only to MediaWiki. I was also learning how to customize Apple's Weblog Server for a podcast server in the same partition. So, the restoration option came in real handy.

It took about 40 hours to teach myself how to install MediaWiki and customize it to the state I needed. I had little background in HTML, CSS, PHP, and MySQL, though I had some programming experience in Director's Lingo, which no-one seems to use much any more. I learned just enough of the technologies that MediaWiki runs on for the job at hand. I have to admit my experience was usually more of a "cookbook" approach than true understanding. Thankfully, there are enough "recipes" around, though spread out a bit.

My biggest concern, on top of having the wiki run reliably, was security. I did not want a hacker getting in and messing up our site. This concern proved to be justified, as looking at the web logs later I determined an average of two hacking intrusion attempts a day, for a considerable amount of time.

After a few successful installs on my PowerBook, I felt confident enough to install the production version on an older but reliable Mac G4 running OSX Server 10.4, and started our first wiki, for our Instructional Technology Team. The computer is automatically backed up every night, with a complete image of the hard drive created weekly. Our wikis are still running on this G4, but will be migrated to a new XServe this spring.

Can Academic Staff Learn Anything from Sports Coaches?

2007-01-04T09:11:00.000-05:00

My daughter played competitive sports for many years. I feel she learned many lessons as a player that carry over to general life skills and strategies. Recently I became aware of lessons that athletic coaches can learn, and how these also carry over to leadership in other areas of life.

The December 2006 issue of Fastpitch Delivery, a softball trade journal published by the National Fastpitch Coaches Association (NFCA), has a good article where Jeff Janssen and Greg Dale interviewed some of college sports' top coaches to determine the secrets of their success. They discovered a new style of coaching they call "credible coaching" that focuses on developing solid relationships with athletes based on trust and respect. This is unlike the traditional style of coaching which used fear and intimidation to motivate athletes.

I think many of the characteristics of what they call "credible coaching" can carry over to team building and leadership in the real world. So here are a direct quotes from Jeff Janssen's article on Credible Coaching: "Coaching is about relationships....You have to create an environment of trust among your staff and athletes. Without trust, you have nothing. If you do have trust, you will be able to accomplish great things."

Janssen and Dale identified seven primary components associated with successful coaches. Credible coaches are:

1. Character based
They seek to do the right thing. They are honorable people with high ethical standards and great integrity. They tell the truth to their athletes and never manipulate or play mind games with them. They conduct themselves in a professional manner and take pride in representing their teams and athletes with class.

"A lot of our success in Duke basketball has to do with character. And at the heart of character is honesty and integrity" (Mike Krzyewski)

2. Competent
They have a thorough understanding of the strategies and fundamentals of the game. They know how to make the appropriate adjustments. They are highly inquisitive people who continually look for innovative and improved ways of doing things. Further, they understand that admitting their limitations and mistakes is actually a sign of strength, not weakness. Even though they are highly capable and often revered people, credible coaches tend to remain humble and keep their success in perspective.

"Sometimes the most important listening you do is the listening that comes after you've reached the top, after you've gotten very good and could be susceptible to the idea that you know everything." (Dan Gable)

3. Committed
Credible coaches are highly committed people. They create successful visions for their teams and are more than willing to put in the time required to make them happen. They have a true passion for sport and coaching which fuels their intense drive and enthusiasm. They also have incredible reserves of energy and resiliency which enables them to weather the inevitable storms of adversity.

4. Caring
Credible coaches care about their athletes as people. They sincerely want the best for their athletes in all aspects of their lives and are willing to help them in any way possible. They invest the time to get to know each of their athletes on a personal level, showing an interest in their athlete's families, friends, faith and future goals.

"I know if somebody really cares about me and is really fighting for me, I'll go through a wall for them. The same works in reverse. If somebody knows you don't care about him and aren't really fighting for him, then he won't go through the wall for you" (Mike Shanahan)

5. Confidence-builders
Credible coaches continually build their players' confidence. Credible coaches have a special knack for making people feel good about themselves, capable of achieving almost anything they set their minds to. The are demanding and set high standards, yet are patient enough to help athletes develop and improve. When athletes do fall short, they use a good balance of being challenging and supportive to get people get back on track.

"When people realize that someone has faith in them, productivity usually increases. We have a natural desire not to want to disappoint those who believe in us and trust us" (Tom Osborne)

6. Communicators
Credible coaches are excellent communicators. They are open, honest and direct when communicating with individuals and the team. They continually remind and refocus people on what they need to do to be successful. They seek to involve their athletes as much as possible and value the input they receive from them. They have the remarkable ability to truly listen to their athletes. They take the time to understand where people are coming from and are able to make decisions accordingly. Because of their ability to listen, credible coaches are often aware of concerns and conflicts, and proactively address them before they become major problems or distractions.

"You have to listen to develop meaningful relationships with people....You can't do that by talking. You do that by listening. What I have learned is, coaching is not all about me going into a locker room and telling them everything I know about basketball. It's a matter of knowing how they think and feel and what they want and what's important in their lives. Listening has allowed me to be a better coach" (Pat Summitt)

7. Consistent
Credible coaches develop a sound philosophy of coaching. This philosophy remains stable over time, but they are flexible enough to adapt to changing situations or personnel. They maintain a consistent approach to rules and standards for the team. They tend to be highly organized people who take their practice and game preparation very seriously.

I could not find the article on the NFCA web site, so I have taken the liberty of directly quoting relevant passages for the benefit of the non-softball world.

My opinion is that being a "credible coach" is a big, challenging task, and that it is hard to find a coach that scores high in all the above areas. Naturally, you also need talented players and support staff to be successful. The above principles only provide a successful path to reach a common goal, once you have that talent on your team.

Not all of these components may be relevant to leadership in academic settings, and most IS staff probably do not want clones of Pat Summitt or Mike Krzyzewski yelling at them from the sidelines. And, I'm sure that Pat Summitt teaches as much as she listens. The point, though, is that listening is very important to her.

However, some of the concepts Jeff Janssen and Greg Dale have found can be used by leaders in any field to improve the effectiveness of their teams. All levels of leadership, starting with the staff member that supervises one part-time student assistant, can benefit. It is perfectly justifiable to cherry-pick the components that resonate to individual situations.

One should note that not all good players make good coaches. I remember two players that helped a college win a national championship, and then graduated and made a mess of coaching a summer team of young girls. So, some of us may be happier and better suited to playing on the team than coaching from the sidelines.

A final thought is that in sports there are usually winners and losers. In academia, everyone can be successful, there do not have to be any "losers". Maybe that's one reason why a few slightly-jealous folks claim we "don't live in the real world"!

Education, Blogging and Branding

2006-12-20T21:54:00.002-05:00

As we look forward to implementing blogging for the purpose of student curriculum assignments, we are deliberating whether to use a hosted service, such as Blogger, Edublogs, or WordPress.com, or installing, configuring and supporting our own institutional blog server. For this post, I will define a "student blog" as one created to meet the academic requirements of a specific course. And I will use Blogger as the example of a hosted service, though other good ones exist.

The pace of innovation and development is rapid in the blog server area. By using a hosted service we can "ride on the coat tails" of the constant improvements and added features of the service we use, reaping benefits with little additional work. With us hosting our own solution, we have to concern ourselves with never-ending upgrade procedures, migrating old blogs to the new server, etc. This is on top of all the work involved in setting up a secure and full-featured blogging server to beging with, backing it up, and maintaining it. It seems that if you have a critical mass of users, or anticipate one, this work can be justified.

However, what is the "tipping point" of users that makes it more sensible to use a hosted service? Assuming we had only a few classes interested in student blogs next semester, I am tending towards using a hosted service. A major downside to this may appear to be the lack of "branding" of the blog to the institution.

If a student blog is to remain private, with only the student(s) and faculty in the class and support staff seeing it, branding should not be an issue. If a student blog is intended to be a public blog with a "PR" slant to it, we would pass it on to College Relations, which uses a locally installed version of Movable Type. However, in most cases the primary purpose of a student blog is not to make our institution look good. If it does, so much the better, but pedagogical issues should not be shaped by publicity issues. Do we want someone asking a student to change a blog to make it look better on our public web site?

I have tried our slightly older installation of Movable Type, and find that Blogger is much easier and more fun to use. The usability aspect is a major one, I want technology to be as transparent as possible. As Will Richardson recently said: "I’m more and more finding myself without patience for tools that aren’t extremely easy and intuitive, no matter what they claim to offer." I find that faculty and students want and need this transparency in technology, without it few will use whatever technical solutions are offered. Personally, I like to get "under the hood" and tinker, but most people here just want to get in the car and drive. Because of this, I'm currently leaning towards Blogger instead of a local Movable Type, but am concerned about the "branding" issue.

Not sure excactly what "branding" meant, but knowing its importance to some people, I Googled "define branding", and came up with this:

"The process by which a commodity in the marketplace is known primarily for the image it projects rather than any actual quality."

"The process by which the true character and purpose of the company or organization is communicated."

"Is a promise, a pledge of quality. It is the essence of a product, including why it is great, and how it is better than all competiting products. It is an image. It is a combination of words and letters, symbols, and colors"

"The process of building a favorable image for a product or company that differentiates it, in the minds of prospects and end users, from other competitors."

"Selecting and blending tangible and intangible attributes to differentiate the product, service or corporation in an attractive, meaningful and compelling way."

It has become more and more apparent to me over the years that branding and PR are big factors in how an educational institution communicates with the outside world, so how important is branding in academic student blogs?

While finishing this post I ran across a timely video, where Glenna Ryan, formerly of Rensselaer Polytechnic University, talks about their admissions student blogging efforts:

The above was pulled from Dan Karleen's recent blog entries on Admissions Blogging.

It's obvious from this that "admissions blogs" are NOT the same as student academic blogs, they are shaped by totally different forces, and have a different purpose. However, we now get into the gray area of student blogs that were private for the purpose of an assignment, but because they are worth sharing, everyone later agrees should be made public.

If they are hosted, there is no college "brand" associated with them. If a public student blog has a little orange "B", does it make any difference in branding the institution? Should we go to the effort of eliminating the top Blogger bar in student blogs by customizing the html template? And what influence and how much control should non-pedagogical forces and non-instructional staff have on the content and style of a student's academic blog?

We will soon be facing those challenges, and it does not hurt to prepare some sensible answers and formulate policies. There are many factors influencing the choice of a local vs. hosted version of a weblog server, not just branding, and unfortunately politics can trump technology. There is no same best way for everyone, and we'll only be deciding what's best for our spring 2007 semester. There are currently too many rapid developments in this area to formulate long-term strategy. Our goal is to stay one step ahead, and keep a close eye on the future.

Although College Relations has supported a few "PR" student blogs, our Instructional Technology Team is new at supporting student academic blogging. I am both impressed and humbled by how far others have gone, such as MIT's Katie Livingston Vale (800k PDF), and Drexel University's Jean-Claude Bradley. Thankfully, we have a variety of good role models to guide and inspire us.

Web 2.0 day at Wesleyan! BarCampCONN?

2006-12-16T10:20:00.000-05:00

Yesterday Bryan Alexander from NITLE came to Wesleyan University, and gave a full-day presentation on Web 2.0, I believe this is his SlideShare presentation, except for the title page of course:

About 40 instructional technologists and librarians from Connecticut College, Trinity College and Wesleyan University attended the full-day workshop. Bryan did a grea job presenting and linking together many concepts and processes in a rapidly-changing area. I don't know where he finds the energy for this, I'm usually out of gas after 90 minutes of teaching. The presentation was structured, but informal in that Bryan graciously allowed interruptions for comments or questions anytime. This worked better than a Q&A a the end, as we moved rapidly through many different Web 2.0 landscapes. Here is a link to the workshop wiki.

It was a day full of information, and probably started a lot of wheels spinning in the attendees' minds. My only regret was not asking Bryan, before the presentations, to explain the term "Long Tail" to the folks. It took me a while to figure out what it means, both socially and economically, and it might have helped others that don't know.

I spoke very briefly with Michael Roy, from Wesleyan, about a possible collaboration between our institutions to bring the first BarCamp to Connecticut next summer. This has been a fantasy of mine for a while, but I don't really have any ideas besides wouldn't it be neat! It obviously requires more than this, starting with it HAS to be successful, so "success" needs to be defined. What would be the goals of BarCampCONN (BarCampCT, or whatever), and why do it at all? After surfing through the post-analyses of a few BarCamps, I think it would be wiser to have a one-day the first time, as attendance often drops off the second day.

The first thing we would need, of course, is a cool logo, such as one of these:

Build an attractive logo and they will come? It reminds me of the early 70's when I was sailing on the Hudson River Sloop Clearwater. We'd sail from town to town with a bunch of musicians and environmentalists, have a festival, and make Stone Soup. We started with a big pot of boiling water on an open fire ashore, and put a clean stone in it. As people came by, they would throw different vegetables in the pot, with us keeping an eye on things. After a few hours we'd have a great soup for everyone to share, created communally. The soup would simmer and change throughout the day, as people came and went, added and ate different ingredients. Can an eye-catching logo be the cyber equivalent of the stone?

The Story of Stone Soup
Of course, we are not in a famine, we are all soldiers, and you can't buy a magic stone, you have to make one.

One reason to have a BarCampCONN would be that the "We is greater than the Me" (I'm borrowing this from someone else, but I forgot who!). There is something stimulating, reinvigorating and exciting about getting a bunch of people together to talk and do Web 2.0 stuff, and it seems safer than sky-diving. So, I'm going to try and go to one or two BarCamps this winter, and see what it's all about. Amsterdam or Paris would have been nice, but I missed them. Should I spend my team's entire remaining travel budget and put in a travel request to BarCamp Rome? Nah, it will be turned down, so I'll settle for something closer.

Thanks to Bryan and Wesleyan for a great day!

iPods for Audio Commentary, Media Commons

2006-11-24T10:02:00.000-05:00

With our support, Prof. Michael Reder is using digitized audio for providing feedback to students in his writing course.
I ran into Susan Sipple's work which seems similar.

Here is a link to another site on Susan's work.
In Michael's case, he is also providing for students to comment on each other's writings, and the use of iPods and iTunes seems to make the process easier than using a computer and sound-editing software.
I have to admit, frankly, that I did not initially think much of Michael's use, it seemed a bit "gimmicky". It just shows how I have to overcome innate prejudices as to what is a worthwhile use of technology. Part of of my initial feelings were due to the fact I did not fully understand his rationale to this approach, so I have to do a better job at inquiry and understanding. I did talk to one student in his class, informally, she told me the technology was easy to understand and use, and that no-one had any problems with it, beyond minor issues they were able to figure out.
She thought the student>student feedback using verbal vs. written communciation was better, and preferred it. Michael comments on every student's papers, I believe, and each student comments on a few peers. We'll obviously need a full and systematic "debriefing" at the end of the course, Susan has done a good job at this it seems, and we will be inspired by her work.

I had posted directions on how to implement the recording/compression in our wiki. However, I find it much more useful, if I want students to learn something, to make a personal presentation. In this case, it was with the iPod, mic, and laptop connected to an LCD projector. Diane and I went to the class, and in 15 minutes showed them how to record to the iPod, import the recording to iTunes, compress it to AAC, and drag the compressed copy to the desktop. I had also printed out the on-line instructions for each student. They expressed satisfaction when I handed them out.

Michael emails his comments to the students, and they email their own feedback to each other. I was concerned about email size limitations, but the comments are not much longer than 5 min. each, so only about 1 MB in size. Our backup plan was to create a shared network folder for the class, with drop folders for each student, however this has not yet been necessary.

making Media Commons is something I plan to investigate.

"MediaCommons is, or rather will be, a new kind of media studies press for the digital age -- a network in which academics, students, and other interested members of the public can forge critical pathways through a mediated world and publish dynamically in a mediated environment.

making MediaCommons is a planning site through which we'll develop the possible directions this might take."

Educational Widgets?

2006-11-22T14:10:00.000-05:00

I've been thinking lately if there are any widgets that would be useful in blogs dedicated to educational or pedagogical purposes.
This Posting finally got me to write. Seems there are office/business widgets, why not education-oriented ones?

I'm not talking about OSX dock widgets, but those viral-like critters starting to populate blog sidebars, among other realms.
I am purposely "widgeting out" (there is a less elegant term but I am not using it) my personal blog just for fun.
My favorites right now are the clock and the lava lamp.

So, if anyone knows about a widget designed mainly for pedagogical, curriculum support goals, I'd love to hear about it.
I will do the same.

Apple and Social Software, Part 2

2006-11-18T09:39:00.000-05:00

Thanks to everyone that responded to my message on Apple's role in Web 2.0 Social Software on the QuickTime User List.
I don't doubt Apple will stay dominant in the video creation field, and in the iPod/iTunes/iTV/iPhone/etc..ecosystem.
And I received some good suggestions on addressing the challenges in our own intranet, which I am researching.

My already stated concern is that QuickTime use is minimal in the new popular Digital Social Networks: blogs, wikis, mashups, etc. The "blogosphere" alone is big, 57 million blogs tracked by Technorati. As we use QT here for the delivery of course material, we would like to see it succeed also in Web 2.0.

There was a short period, when the video bloggers first started, when QT was actually the most popular format for user-generated video in social networks, the vbloggers were usually producing their snippets using iMovie or on Macs, and it was natural to export to QT. However, YouTube then came along, and we know the rest of the story.

However, I don't think it's too late for Apple to make a move with QuickTime, and I have refined my thinking a bit, so am reposting. Here is my revised thinking.

To be successful in this new web world, QT has to at least be able to do what Flash does now:

1. Make QT web-friendly. Be able to embed a QT movie in a web page, and not have it download until the play button is pushed. QT is track based, it seems a natural for combining a poster movie, audio track, and video track inside one .mov. This creation could be automated with QT Player Pro, giving Apple another reason to sell it. Or a developer could pick this up.

2. Make QT popular (or at least common). Sponsor a video sharing area where you can upload your movies (QT and non-QT), not have them re-compressed if not needed, and if needed, encode to QT (and Flash if deemed necessary). Even Microsoft has started their own video sharing site, Soapbox. MS must have felt it was the only way WMV would retain a presence on the web. Soapbox movies are encoded twice, btw, the Mac version is in Flash, showing you how much confidence MS has in the future of WMV on the Mac.

I know Revver distributes in QT, but only for downloading. If Apple does not want to start its own video-sharing site, maybe partner with a company like Revver, help develop and polish its product, and assist with the back end.

3. Make QT easy to share. Enable easy copy/paste code from the above #2 in QT format to a blog, MySpace, wiki, etc. Apple understood podcasting and syndication, and got a good head start. But that is a totally different model, it's a ONE-TO-MANY model. I publish, you subscribe and experience, with no direct feedback.

A big chunk of the new web is MANY-TO-MANY, with countless links between different people's blogs, video sites, tags, image sites, etc. Right now, QT is an outsider in the Many-to-many social networks, which are much more numerous, and quite different from the rss One-to-many networks.

I think the above "big 3" are all needed, they all work off each other, and 2 out of 3 is not enough. However, then you could add:

4. Make QT movies customizable. Make the skin selectable, kind of like Odeo does, but incorporated as part of the movie itself. Skins could be downloaded, and installed/activated in QT Player Pro, another reason to buy it. Or a developer can pick this up.
People on the web want to customize their own "net space", and create their own unique digital identities.
Blogging and wiki hosting sites have many skins to choose from, bloggers have thousands of free widgets to select, on top of Flash movies, Photobucket/Flickr images, other blogs, etc...etc...
People are furnishing their empty web apartments. Make it easy to hang a nice QT movie on the wall, with that neat frame no-one has seen before.

I have seen some encouraging signs for the future in Leopard server:
a wiki server (many to many, but I don't see any reference to video)
http://www.apple.com/server/macosx/leopard/wikiserver.html

and a podcast producer/server (one-to-many, but this is a good market Apple is successful in and needs to stay in)
http://www.apple.com/server/macosx/leopard/podcastproducer.html

I don't know if the above will enable any of the features on my "wish list" at the small end of the scale (education, SMB), but I would like to see those issues also addressed at the large end.

One of my final concerns is that if there isn't a viable audience for QT on the web, this technology is going to lose developers.
We are going to have great podcasters, video editors and compressionists, but who is going to put together neat things like the chattering video wall?

http://www.beet.tv/2006/11/post.html

Apple is finally waking up to social software

2006-11-10T21:08:00.000-05:00

A couple of years ago, Apple was at the forefront of "new-web-uses", with the incorporation of syndication, podcasting, and video into iTunes. However, things change fast in internet time, and before long, blogs, wikis, YouTube, and all those other "social software" apps and neat Flash video players started to leave Apple behind in innovation. Even the QT Player Plug-in looks like it needs a bit of a design overhaul, or at least make it easier to skin. And why can't you embed many QT movies in a web page, without having them all dowload at once and freezing the page, unless you hand-tool a separate poster movie? It was actually easier to embed a QuickTime movie in a web page a few years ago, then you could just use the embed tag.

Apple's Weblog Server, included in OSX Server, has been a disappointment to me. It's supposed to be a blogging tool, and a podcasting tool. But it does neither well, from a user interface standpoint, and comment moderation is very poor. As Apple has survived and then thrived by its interfaces, this is surprising to me. Nothing has been done to improve Weblog Server since its inital release. I'm sure the "back end" is very robust, but the front end is poorly thought out. You can actually do more with Blojsom, which it's based on. I have a right to criticize Apple products, by the way, as I use many of them!

After many hours of work, and searching for information scattered at different web sites, I managed to customize the interface to make it usable for podcasting, it's at http://video.conncoll.edu/weblog/
I have to admit that trying to edit those Velocity templates, which I had never heard of before, was not much fun.

We have not really used it yet (still hand-coding podcasts), and I'm afraid if I install a major OS update it will break something. The purpose of our podcast server is to make it as easy as possible for a novice end-user to update a podcast after we create it for them. We are not ready to sign up for iTunesU yet, waiting for the early adopters to pull the arrows out of their backs and help Apple improve the first release. I decided to take my lumps on other new software.

Well, it seems Apple has finally woken up! I had run across iTunes' iMix a while ago, but did not pay much attention. However, this link caught my eye
http://docs.info.apple.com/article.html?artnum=304795

It seems that now you have a "Publish to the Web" feature, which creates code that you can paste into your web page or blog, and links you to your or others' iMix. Here is an example of an iMix.. I picked a random one, have not looked at the songs yet.

When I copy-pasted the Apple code Blogger Beta gave me the error "Your HTML cannot be accepted: Tag is not closed..." but I bypassed it and it seems to work anyways.

I think this is a first for Apple: automatically creating copy/paste code for web sites and "social apps", and I hope to see this functionality incorporated in some of their server products, such Weblog Server, which needs a complete interface overhaul and some back-end tweaks, and extended to other media types, such as QuickTime movies.
Another first, I believe, is that the above is in Flash format, I have not seen Apple use Flash in such a prominent role before.

I have to investigate if an iMix, now that it can be published, has any educational uses. One more thing to look at!

Lecture Podcasting Kit

2006-11-06T22:14:00.000-05:00

Here's something I put together a month or so ago that seems to work well for recording lectures:

At the top left is the Samson AL1 AirLine Micro wireless transmitter. It has a built-in mic, you can easily clip the whole unit to someon's shirt or lapel (while they are running away from you!). It also has a separate lav mic, which optionally plugs into the transmitter, this can then be clipped to your belt. There is a third way to use the transmitter, with a lanyard that clips on to it and goes around your neck. Then you don't need the lav.

At the bottom left is the small AM1 Wireless Receiver. It has a line out, but is low in volume, so I use the headphone out. The advantage is that you can control its gain with a small screwdriver. Next comes a small adapter, from 1/8" (3.5 mm) to 2.5 mm, the usual line-out is 2.5 and a male-to-male 2.5 to 2.5 mm cable is supplied. I'd like to clean up the system a bit by getting a 3.5 to 3.5 cable. This goes into the Belkin TuneTalk ($70), set to line input, which connects to the bottom of the iPod, and can record over 3 hours at "low" quality, 22.5 KHz 16 bit mono, which is fine for speech.

Street price for the AirLine transmitter/lav/receiver is $270, a good bargain indeed. Here's how it sounds
http://video.conncoll.edu/d/hw/podcast.html

The nice thing about the Belkin is that it comes with a USB cable which plugs into its bottom. This can be used to power the iPod from its AC adapter, you could then record all day long if you wanted.

For important lectures, I have my "backup kit", which I slap on to the podium just before the talk. I used to use the Sony MiniDisc MZ-B10, but once it locked up on me at an important lecture, and I don't trust it any more. So, I went back to using my old iPod Photo, with the Griffin iMic. One of my associates here has never had problems with MiniDisc, and uses them often, but one critical failure is too much for me when there are alternatives.

One of our faculty used the wireless mic kit connected to his laptop, and recorded voice and the laptop's PowerPoint screen with Camtasia. However, he did not match the output of the receiver very well to the laptop input, and got some distortion.
It's important to set these levels beforehand, with a bit of experimenting. I made a podcast out of this at
http://video.conncoll.edu/f/mzim/podcast.xml
The "Glow..." has the distortion, the later "Fluorescence" came out much better, after we tweaked the levels.

All in all, I like my little rig, and plan on using it more in the future. The only improvement I'd want is a way to monitor the audio while I am recording, and a VU meter on the iPod would be REAL nice!

Slideshare Demo

2006-11-05T09:04:00.000-05:00

Bryan Alexander is coming to talk to some of the Conn. Coll, Trinity and Wesleyan staff in December, above is one of his presentations in slideshare. This looks like a nifty tool, but what happens when the author takes down his presentation? Any way to save it locally? I had found a nice presentation on blogs and wikis, which was subsequently deleted by the author. Possibly did not want folks to see her presentation beforehand?
What's nice about slideshare is that the url links also work.
I'm also fascinated by the on-line presentation tools in Zoho and ThinkFree Show, these allow you to actually create your presentation on-line, in slideshare you only upload existing PP and can't edit. But what heppens with all the above when you need your presentation, and have not internet access? Need to explore...
On the slideshare web site, type web2, education, wiki, or blog in the search box, it's amazing how many presentations are already posted. There are already over 350 tagged with education. 72 slideshows under "elearning", while Downes
http://slideshare.net/Downes/profile has over 60 shows on learning networks

News from Diane, with some sidebars

2006-07-15T09:02:00.000-04:00

One of our fellow workers, Diane Creede, was at a WebCT conference this week, and emailed me some interesting URLs I had not heard about.

First was Radford University's Opus X project. This is a "Digtial Music Library" that will enable their Music Department to distribute copyrighted music to student's iPods, and meet copyright guidelines and laws. We'll be looking at this closely, as we have two classes this fall where students will be provided with free iPods, for the purpose of curriculum support. Along with Duke, of course, one of the big iPod schools is Georgia College and State University, so we'll be looking there for ideas also. The distribution and control of copyrighted music, especially purchased from the iTMS, will be one of our bigger challenges.

Diane also sent along edublogs.org, a hosted Blogger-like service for educators, running on WordPress. There seems to be a nice sense of community about it. My concern is that the day I used it, networking activity was pretty slow, hopefully this was an anomaly. I know PBwiki was down for a few hours last week, one of the downsides of hosted services. When you open an edublog account, you also automatically get a Wikispaces account, and it's displayed on your blog. Wikispaces seems to be based on WikiMedia, but I have to confirm this.

A big advantage to using the above hosted sites is that we usually don't have the time to learn how to tweak the appearance of our blogs and wikis, so often they all look similar, or "canned". Content is of course more important, but faculty sometimes want some diversity in appearance, or a wiki to "look like a real web site". Controlling the appearance of MediaWiki and WordPress is not easy to learn. With edublogs and Wikispaces, many templates are pre-made and easily implemented. Some of us like to "get under the hood". I am not sure the hosted solutions allow the gearheads enough satisfaction, not that this would be enough justification for an institution to host their own wikis and blogs.

With an edublogs account, you also get an on-line Yacapaca testing/evaluation solution. So, the combination of the three is starting to look like a Content Management System for courses! All for free, or minimal costs for more extensive use. Speaking of CMS, I have been following D'Arcy Norman's Blog , and noticed a few weeks ago that he switched from WordPress to Drupal, and is very happy with it. Drupal is a true CMS, which can support blogging. Interestingly enough, IBM has just evaluated several open source tools for deploying a collaborative web site, and decided that Drupal best met their needs . Top link is here .

This brings up the amount and diversity of the Cambrian Sea of open source software that is rapidly evolving, and the question of who will survive and how will it evolve, if it is to survive. Some former Microsoft employees have opened ohloh , a beta site that is very incomplete for now, to try and keep track of this, over 3,600 projects are listed.

While few of the above are CMS/wiki/blog tools, the same "survivability" issues arise. Dries Buytaert, lead of the Drupal project, anticipates they have a lot of work to do to remain competitive in the future, as does anyone else that intends to still be around in 10 years. No-one wants hundreds of hours of work in a system that will turn into the equivalent of 8-track audio tape.

How will educators now using the server-driven, expensive, 20th century technologies of WebCT combine its use with these new 21st century hosted inexpensive tools? It will be interesting to get Diane's feedback regarding WebCT's "official" position, and how the educators at the WebCT conference are actually handling this.

If there was a way to standardize how all these software tools communicate, with a common API, you could "snap" different modules togther (WebCT and non-WebCT), depending on what you needed, and have them all work together, orchestrated by some type of "snap-on" manager. I think we are also waiting for a good hosted image database solution, suitable for educational purposes. Flickr is great, but some institutions and educators want a more "serious" appearance and customizable interface.

Finally, Diane learned an easy way to put RSS feeds, and have them rendered as web pages, within WebCT. Not sure I fully understand how this will handle feeds with images and media (audio, video), but Diane is going to show us next week, when we start our 10-day Tempel Summer Institute, a WebCT training session for 9 faculty.

We are still unsure how to best handle the promotion of blogs, RSS, podcasts, wikis, social software, for the purpose of use by faculty in direct curriculum support. My feeling is that we should have a general philosophy and direction, but each case should be evaluated on its own merits, and needs to be justified and supportable. The issue of sustainability also comes up in the ephemeral nature of the web. How long should a student's blog, created for the purpose of a class assignment, be made available?

But, I'm sure, it will all get sorted out, things always do.

Creating a free blog and newsfeed

2006-06-24T10:27:00.000-04:00

I thought I'd post this to make life easier for anyone who wanted to get started with blogs and newsfeeds. Blogger and Feedburner are a good combination, but are not totally intuitive, especially on how they work together. Jean-Claude Bradley has a nice screencast showing how to do it here

There are more templates available in Blogger, after you have set up your blog. Go to your Dashboard, (click on the B in the upper left), log in, and click on Change Settings for your blog, then go to Template>Pick New.

What's great is that you can get into the "guts", if you know what you are doing, or want to learn and are brave, in Template>Edit Current, and totally change the blog's appearance. You might want to copy/paste the existing code into a text file, for later "recovery". Then, if you really mess things up, just copy/paste the original code back into the template.

Lots of technology, little time!

2006-06-17T08:49:00.001-04:00

This week I realized how quickly, and almost exponentially, the web-based, client-centered software landscape is changing. I started my free wiki at JotSpot. A few days later noted that eBay and JotSpot got together to host what will probablybe the world's largest wiki at eBay Wiki. This has nothing to do with education, but bodes well for the company's future.

I also ran across PBwiki (Peanut Butter Wiki) and started free wiki there. Here is an example of PBwiki used in education.

It's a real challenge to try and keep up with all these new solutions, and evaluate them for the purpose of supporting education. I will probably never have the time to really populate the above wikis, but will keep them as "placeholders" for hopeful future use. I think, for now, we'll stick with our locally hosted MediaWiki for instructional support. We use this for our own test wiki here.

A faculty member, David Kim, had us start a wiki for his Theorizing Race and Ethnicity class, here . I think the students were not quite sure what to make of it at first. Out of a class of 40 only a few had used a wiki before. I was concerned that there was not much entered during the semester, but it all seemed to come together at the end. David asked us to "pretty up" the site so it looks a little more like normal web pages. This is going to be possible, but a challenge, as MediaWiki's appearance is not easy to customize. The css used to create the page is somewhat scattered in different files, so I have to get into the "guts" of it. I think we will also look for some copyright-free images to upload, to break up the long strings of text.

One of our students, Jonathat McLean, started a wiki for general use at the college last fall, here , using another locally hosted installation of MediaWiki, this seems to have gotten a good response from the student body.

We are going to migrate our WebCT 4 courses to WebCT 6 this summer. We are going to try and use WebCT as much as possible for direct curriculum support, but are willing to look at other solutions if they are needed, and not found in WebCT.
We are also on our endless search for a robust networkable image database, especially now that it seems that it has been eliminated in the latest WebCT. We are trying to co-ordinate a site visit by Luna Insight to see what they have to offer.

Towards the end of the week I ran across an interesting blog by Fred Stutzman, which I put in my Blogroll. Fred is doing a lot of work on social networking, collaborative work in the "blogsphere", etc., and is hosting a BarCamp in Raleigh, which is already full. The BarCamp sounds as much fun as vloggercon 2006 was in San Francisco June 10-11, which was also sold out.

I watched the last session's live video stream, and have to admit it was the first time I have looked at a small 320x240 movie for more than 10 minutes, it was that interesting. There was a text chat room running alongside the stream, for folks that could not attend. The comments were amusing at times, occasionally poking good-natured fun at the speakers.

One of the best moments was at the end, as the last session was breaking up, John Leeke , one of the "chatters" set up a flashmeeting with his account, and invited everyone in the vloggercon chat room to join him. This took about him about a minute to set up, but the "move" to the new chatroom (vloggercon was now shut down) was fairly seamless, and I had never used flashmeeting before.

This of course led me down a whole new trail, to explore flashmeeting and the innovative folks that developed it, at Center For New Media, in the UK. One of their neater reseach project is hexagon http://cnm.open.ac.uk/projects/hexagon/, a multi-user video/audio/text chat room, where the partipants are depicted as little images in "beehive" hexagons.

Now, how cool is that!

Students, Images and Courses

2006-05-29T09:02:00.000-04:00

This fall we have three freshmen seminar courses where all students in each course, about 16, will be provided with free digital cameras. Right now, our "camera selection team" has settled on the Nikon Coolpix P2.

We are studying the best way for the students to share/distribute/present their images. A lot, of course, will depend on the faculty member's preferences. All we can do is provide choices, and be ready to support them.

There are free (or almost free) "social software" web-based solutions.

Blogger, example at http://omin.blogspot.com/
You could then create a podcast or RSS feed with feedburner

Or Flickr, and connect the two? You could also use Flickr by itself, without a blog.
Other choices are PowerPoint, WebCT image database (my team is shying away from this), Photoshop Web Photo Gallery (uploaded to WebCT).

There is also the wiki. I wrote up a tutorial for uploading images to a wiki we support
http://nutmeg.conncoll.edu/Theorizing_Race_Wiki/ (in Help)
but no students uploaded images. They were not required to, which may be one reason they didn't.

The students will use Photoshop Elements for editing the images, this is installed in all our computer labs and Keyserved.

The camera also can shoot short QuickTime movies, with audio, and there is an interesting debate on our team regarding how much this will be used.

Image upload test

2006-05-27T12:39:00.000-04:00

I was wondering how well blogs would work for image uploading for a student project, so this is a test.
It is an 800 x 550 pixel image, 72 dpi, 76 kb jpeg. Uploaded using the "small thumbnail", center image. This is the maximum size that fits in a MediaWiki page, displaying on a 1024x768 monitor.

This also gets also in the issue of how to best present students' images for the purpose of class assignment, in a linear fashion (PowerPoint, blog), or image-set (Flickr, wiki). I don't think there is a mature image-display-collection tool out there yet, that can be hosted locally at an institution, without a lot of time or expense, that has all the features we want.

Gallery2 seems a good "home-brew" flickr candidate, but I have not heard of many higher-ed institutions adopting it, and there is a bit of the "herd instinct" at work in higher ed. Having bucked it enough times, I'm not in the mood now...

Looking ahead to video, I want to analyze the code to this
http://mylifewithbadenglish.blogspot.com/
We can host the videos on one of our servers, and just link to them from our blogs.

My first post

2006-05-27T10:49:00.000-04:00

Ok, I've started a few test blogs with Apple's Weblog Server, included in OSX Server. Seems great for creating podcasts, but not many features for just a blog. So, am testing Blogger. I'm wondering right now about these features:
1. Is it free to use without any ads showing up?
2. Can images be easily loaded (a bit of a bear in Weblog Server)
3. How about video and audio clips? Formats, size limitations?
4. How does the blog transfer to a podcast?
5. Can I edit my posts at a later time?
6. Comment moderation? Getting spammed?
7. Suitability for instruction. Jean-Claude Bradley at Drexel University seems to use it pretty well.