Category Archives: FOTE10

Re-Located

all i thought was that @mmetcalfe appeard to have done zero research and said things no one seriously believes or thinks

My theme at FOTE 2010 was geolocation, which I used it as a springboard for considering the risks to privacy caused by ubiquitous mobile computing. You can relive the presentation here. For those of you living under the jackboot of a totalitarian regime, or working on a computer managed by a network nazi, here’s a recap.

Taking my theme from an observation by Magistrate Judge James Orenstein who wrote that much of what was private has inexorably passed into the public realm, I argued that the business models of free web services relied on productising consumers, either as advertising and consumer-profiling fodder, or as unpaid creators around whose “user generated content” advertising is wrapped. I discussed the appeal of the ubiquitous personal monitoring devices we pay to carry around with us, both to corporate and government data-miners, and the risks of an uncritical embrace of technology under those circumstances.

I worried that academia, civil society, and regulators were not addressing these risks, though they lauded the revolutionary potential of Twitter to liberate the citizens of oppressed regimes, or the power of social technologies to enhance learning and teaching.

I think productising consumers through mega-scale data-gathering is a bad thing. Others differ: there are prices we must pay for progress. For technology in education, though, I am concerned about two things: that there is the informed consent of “the product”, and that advocates maintain a critical stance towards “free” services.

Anyway. FOTE10 was two years ago. How wrong was I? Let’s see.

Product

Online advertising continues its race to the bottom, taking the shine off Facebook’s IPO, and driving Google to dig deeper for ever more seams of advertising revenue to mine. Google even bought phone-maker Motorola Mobility. Twitter is moving to monetize the value of its user-generated content, at the expense of its third-party developers. Apple has gone from offering a paid cloud service to one for free.

If online advertising is losing its shine, there is no shortage of venture capitalists in search of the holy grail. Facebook’s numbers have not deterred Twitter from pursuing an ad-led strategy.

A reaction to advertising-driven business models was inevitable. The success of paid-for utility services such as Dropbox has challenged received wisdom, and developers are articulating alternative business models. There is a growing number of interesting alternatives to social networking staples – brainchildren of seasoned developers who want paying customers, not raw-materials they can productise. Can social networks achieve critical mass without free (and implicitly ad-driven) business models? Though Flickr has languished in Yahoo!’s hands for years, it was both a lively community and attracted paying customers.

Panopticon

A series of well-publicised data breaches (some recent examples: Facebook, Dropbox, LinkedIn, and Twitter), some carried out by activists, demonstrates that, in the absence of regulation, businesses pay scant heed to the security of customer data. Some show little compunction about spying on their customers.

If HR departments have mined the web for evidence of new hires’ “judgement”, Governments have shown how useful they find new technology, and the data we maintain about ourselves. Though Apple fixed a GPS vulnerability in iOS soon after it was announced, the company waited years to fix (or was prevented from fixing?) an iTunes vulnerability until its use in British-made government spyware was inadvertently revealed during the Arab Spring uprisings.

Closer to home, though common sense eventually prevailed, Paul Chambers was found guilty for a tweet that would have passed unexceptionally down any pub not run by the Stasi.

We may have nothing to fear if we have nothing to hide, but we are not wired for global audiences for our bad jokes and half-baked thoughts, or drunken escapades.

Still, the Arab Spring was a Twitter revolution, wasn’t it? Even if believing Twitter caused the uprisings is technological determinism gone mad. Perhaps, in the face powerful authoritarian regimes, we should be pessimistic about the power of the tweet. Nevertheless, the utility of mobile social media for mass organisation is enough for the Chinese government to block any service that tries it, and the British government to want to give it a go. Despite the restrictions on promoting mass action that the Chinese government imposes on domestic social media, the Chinese web is a lively, vocal, and opinionated forum for commentary on corrupt officials and social ills: a useful barometer for the Party today. Who knows, a kernel of social change tomorrow.

Pedagogy

Silicon Valley may feel the education market is ripe for disruption. Content owners reframe learning as opportunities to watch super-star lectures, or license textbooks without removable batteries. The relevance of old-school VLEs continues to wane faster than universities’ leaders manage to embrace them. Unlucky institutions struggle with outdated IT departments engaged in outmoded practice, and there’s still no easy way for students to find out in good time when their lectures are cancelled. (I’m interested in hearing stories that prove me wrong!)

Early adopters engage with new players such as Coursera – a venture-funded company at the early “Twitter stage” of building out without a business model. Have the institutions that have signed up with Coursera considered the possibility of their students being served up as advertising fodder? Do their senior managers care?

The best hope for academic institutions today is that tech investors have a conservative library model of education – finding it appealing to think of learning as content against which advertising can be sold. In fact, education is in the experience, not in the stuff. How well institutional leaders understand that themselves, and how much time they have to act on that understanding now students have become paying customers is a story for another day.

The Horizon Report

With the first FOTE round table session on Shared Services written up and February fast becoming nothing else but a distant memory we are starting to put our minds to this year’s FOTE conference. Looking back at the previous three events and scouring the interweb is always a good way to start a) to see which of ‘our predictions have come true’ and b) what technological topics the education community is discussing.

What is The Horizon Report?

Part of our research uncovered The Horizon Report, 2011 Edition, an annual paper produced in collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative “examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry.”

The report covers critical challenges, key trends and technologies to watch. The former “considering important constraints and challenges” associated with technology adoption whilst key trends being based on “an extensive review of current articles, interviews, papers, and new research to identify and rank trends that are currently affecting the sphere of education and the world at large.” Finally “the six technologies featured in the 2011 Horizon Report are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use.”

Challenges & Trends

Challenges

Key trends

Digital media literacy continues its rise in importance as a key skill in every discipline and profession The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured.
Appropriate metrics of evaluation lag behind the emergence of new scholarly forms of authoring, publishing, and researching The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university People expect to be able to work, learn, and study whenever and wherever they want.
Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.

Technologies to watch

The report features six key technologies to watch and maps them along three adoption horizons: near-term (12 months), mid-term (2-3 years) and far-term (4-5 years), indicating the likely time frame for uptake in the mainstream use for teaching and learning. Four of those were covered at last year’s FOTE conference and we embedded the videos accordingly.

Near-term

e-Books continue to generate strong interest in the consumer sector and are increasingly available on campuses as well. James Clay argued in his talk ‘The iPad is the future of reading!’ that books are wonderful things, but still, the iPad is the future of reading…



Mobiles enable ubiquitous access to information, social networks, tools for learning and productivity and much more. Mobiles are capable computing devices in their own right — and they are increasingly a user’s first choice for internet access. Hugh Griffiths, the founder and owner of oMbiel, has developed campusM™ which has become a leading mobile application for UK Universities providing an integrated suite of services for students, staff, alumni and prospective students that are available on the iPhone, iPod Touch and hundreds of other smart phones.


Mid-term

Augmented Reality brings a significant potential to supplement information delivered via computers, mobile devices, video, and even the printed book. Much simpler to create and use now than in the past, augmented reality feels at once fresh and new, yet an easy extension of existing expectations and practices. James Alliban, an Augmented Reality specialist and interactive artist from London (UK) showcased some of his experiments in AR which have developed a great deal of interest in the last year, leading to the founding of his company Augmatic.




Game-based Learning has grown in recent years as research continues to demonstrate its effectiveness for learning for students of all ages. For a variety of reasons, The Horizon Report sees the realisation of this potential is still two to three years away. in his talk at FOTE10 ‘Unlocking Learning: Computer Games in Education‘ he looked at the use of computer games in education, with a particular emphasis on schools. In this 20 minute whirlwind session a number of topics were covered including learning from games, learning about games, commercial games in education and games design. Short case studies illustrated a number of examples from the Learning and Teaching Scotland’s Consolarium.



Far-term

Gesture-based computing moves the control of computers from a mouse and keyboard to the motions of the body via new input devices. Depicted in science fiction movies for years, gesture-based computing is now more grounded in reality thanks to the recent arrival of interface technologies such as Kinect, SixthSense, and Tamper, which make interactions with computational devices far more intuitive and embodied. It would be interesting to see if any UK (or international) institution is currently using gesture-based computing to deliver teaching and learning, a perfect showcase for this year’s FOTE12 conference.


Learning analytics loosely joins a variety of data-gathering tools and analytic techniques to study student engagement, performance, and progress in practice, with the goal of using what is learned to revise curricula, teaching, and assessment in real time. Building on the kinds of information generated by Google Analytics and other similar tools, learning analytics aims to mobilize the power of data-mining tools in the service of learning, and embracing the complexity, diversity, and abundance of information that dynamic learning environments can generate.


Which of these trends are currently impacting your institution?
How are you addressing the challenges associated with the integration of e-books and mobiles into your delivery of teaching and learning?
Are you already using augmented reality or game-based learning? If so how has it changed teaching and learning?




Reference: 2011 Horizon Report Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium.

Making ripples in a big pond: Optimising FOTE10 videos with an iTitle Twitter track

With 24 hours of video uploaded every minute to YouTube, your videos can quickly be lost within a sea of content. Not only this, but because videos have historically been difficult for search engines to catalogue, your drop in the ocean of content can become indistinguishable from everything else.

It’s not surprising therefore that the current kings of search and owners of YouTube, Google, announced that in March 2010 that video’s on YouTube would be auto-captioned. Whilst this announcement is pitched at improving accessibility for the hearing impaired, it also means there is wider accessibility in terms of how the videos are indexed and ultimately searched. Need proof? The following Google search returns this video, which convenient also highlights the value of captioning videos for search engine optimisation.

But what if you have conference videos or other educational resources, like lecture capture, which isn’t on YouTube? There are a number of options to captions including: using standalone voice recognition software, various caption/annotation tools, professional captioning, or just sitting down and manually writing captions in a text editor. All of these potentially have a cost associated with them. If only there was a way you could crowdsource captions … hold that thought.

A well as the rise in popularity of video, conference delegates are increasingly using the micro-blogging service Twitter to share ‘What’s happening’ with other participants as well those further afield. For many this is becoming a valuable medium allowing the individual to find voice in a format which is usually dominated by whoever is standing at the front of the room. At the same time conference organisers are benefitting, from what is usually thousands of tweets, amplifying and raising the profile of the event.

The record of conference tweets is arguably a resource which is equally as valuable as any conference proceedings, papers, posters, videos, but the nature of a tweet means if not consumed in the moment then they can potentially loose context. And it is here that two worlds collide. Using what was said by the audience to caption a video of the presentation, contextualising ‘what’s happening’ with what happened.

The idea of Twitter Powered Subtitles for Conference Audio/Videos on Youtube was first proposed in March 2009 by Tony Hirst which presented a method for extracting conference tweets and creating a subtitle file for YouYube. Almost a year later in February 2010 the idea was revived in Twitter powered subtitles for BBC iPlayer which saw the publication of the online Twitter subtitling tool iTitle.

iTitle integrates with the JISC supported Twitter archive service Twapper Keeper to generate subtitle files in different formats as well as playing back video clips from different sources with subtitle overlays. Since March the evolution of this tool has been improved following feedback from users to incorporate features like backchannel filtering, embedding subtitled videos in other sites, and a RESTful interface.

A number of conferences have now enhanced their video archive with timed tweets  including the JISC Conference, ALT-C and the Institutional Web Management Workshop (IWMW). FOTE10 is the latest event to get the ‘iTitle’ treatment and links to the videos are contained below:

The hypothesis was that providing providing a twitter subtitle track would improve the discoverability of FOTE10 videos. Does it work? Well if anyone is ever searching for an “ed tech jackanory” there should be a happy ending.

Martin Hawksey

By day:
e-Learning Advisor (Higher Education)
JISC RSC Scotland North & East

By night:
Coding Hobbyist (Mashed Ed)
Edinburgh

Open Source Education


Open source or software freedom isn’t simply another way of procuring software, it’s more a state of mind, a particular attitude to technology. Of course, you can just treat it as a cheap way of getting high quality, robust code, and there’s certainly no requirement to grow a beard, wear sandals or drink real ale in order to install open source applications. However, the philosophies that lie at the core of open source as a movement are important, and, I think have much to offer to education more generally; furthermore, open source approaches to development can apply to things even more important than software, such as curriculum resources, school policies and even the curriculum itself. This brief paper seeks to explore some of these areas. Read more »

FOTE10 in Second Life III: How to join?

The folks over at Virtually Linked have put together two screen casts showing how easy it is to join us in Second Life.

Simply go to the Virtually Linked website and follow those steps and we’ll see you in the virtual world next Friday:

  1. Complete ‘Registration’ (above to right)
  2. Download & Install Second Life client software
  3. Log In and use Second Life Tutorials for Basic Functions
  4. Click on Senate House picture for link to FOTE10 location
  5. Get seated and start streaming from the live location.

Registration & Download

Finding Senate House in Second Life




Introducing…

Me, Dan Humpherson! It’s an anti-climax I realise this: who am I?
Well – I currently a work as a user interface developer based in Telford, Shropshire. While the company I work for operates across a number of different sectors, the majority of my work involves branding and designing applications for use in the Education market.
I’ve worked on a number of great projects in the past few years: reporting applications, open source tools, a Silverlight based VLE, a parental reporting tool, and a portal. All these products were designed to be used actively in schools by teachers, parents and students.
So why FOTE? Well you’re probably expecting me to turn up pockets loaded with business cards, promo material and that cheesy grin that says “How great it is to meet you: can I get the name of your bursar so I can quickly raise that purchase order?”.


I’m at FOTE to tweet my fingers to the bone – negotiating the back channel like a whippet at a race course. I’m at FOTE to participate in the discussion – I’ll be actively tweeting from the @FOTiE Twitter account all day.


I’m a bit of a Twitter fan and for me, and I hope others, it should be pretty interesting. Hopefully I’ll be acting as the ‘go to guy’ on Twitter for information, updates, details and anything else that might crop up during the day.


Luckily for me this also happens to coincide with a great conference totally relevant to my line of work.


…that’s why I’ll be a FOTE10. What about you?

Kindles are wonderful things

Gloucestershire College LRCThough we know books are wonderful things they do have a few disadvantages.

They are heavy! Okay carrying a single book is probably okay for most people, but think about carrying all the books in a bookshelf? Yes not a practical solution to carry them all in one go!

You have to buy books, either from a book store or Amazon. Regardless of the route you take it will still take time to either find and buy the book in a bricks and mortar store, or wait for Amazon to deliver it. I have bought books from Amazon.com and it takes weeks for them to be delivered from the USA unless I am willing to pay an arm and a leg for speedy delivery.

Of course if you don’t buy the book, you can always borrow from your local library. Well you could borrow from your library under two assumptions. First that they have a copy, second that no one else has borrowed it. Yes you can request a copy or reserve a copy, but once more that takes time. In academic libraries the problems of scare real books can impact on the learning process. I recall from my undergraduate days when as soon as a lecturer mentioned a book in a lecture as “essential reading” the entire cohort of students would literally run to the library to get the single copy available out… The library did sometimes under the direction of the academics add the book to a “special collection” that allowed the book to be borrowed for one hour! No more, just one hour! The focus moved away from learning and onto book borrowing and logistics!

One advantage given to paper books is the ability to highlight words or phrases, annotate sections of interest or fold over the corner to bookmark a page. This is fine if this is your book, but can change how someone views the content of the book if they use a book that already has annotations and bookmarks. Their view will be skewed by the previous reader. Also if you annotate or bend pages of a library book then the librarians rightly get a little upset.

If you talk to lost property offices at railway stations and airports you will realise that people lose books all the time. Once lost, the only way to retrieve that book is to buy a new copy.

Finally though for many books are an accessible format, for some the small text and black on white printing can be inaccessible.

The e-book reader is a technological solution to some of the issues we face with real paper books. There are many models out there from the new Sony Reader with touch interface, the Nook and the well received Amazon Kindle. These e-ink devices allow you to read books anywhere and at anytime, well under the assumption it isn’t dark!

Sony eBook ReaderYou can put onto these devices an entire library of books. The Kindle is only 241 grams (8½ oz.) so weighs less than a single paperback book.

The Kindle (and now some other e-book readers) allow you to buy and download books over wifi or 3G without needing a computer and without needing to wait for delivery. A single click and the book is there in almost an instant ready to read.

Some educational institutions are now providing learners with a Kindle and filling it with the requisite text books, literally providing them with a library on the move. Libraries that use e-book readers, no longer need to guess how many physical copies of a core text will be needed they can provide copies on demand as and when needed. Many e-book readers like the Kindle, allow you to highlight, annotate and bookmark an e-book. However these can be easily removed if you are using a borrowed e-book reader from the library for example.

If you lose your Kindle, you’ve not lost your library. You can replace your Kindle and then re-download your library to the device.

In terms of accessibility, the ability to change text size and contrast on e-book readers ensures that they are more accessible than paper versions.

Having said all that e-Book readers are not there to replace books, they enhance and enrich the reading experience. Just because I have a Kindle doesn’t mean that I am never going to read another paper book again! Far from it, I suspect that reading sample chapters on the Kindle will probably result in  purchasing the paper version… likewise though I will admit I can see myself clicking the “buy” link now and again.

e-Books also have a few disadvantages in that once I have purchased a copy of an e-book, it is nigh on impossible to lend that copy to a friend… it is impossible to donate the e-book to the local Oxfam shop… it is impossible to impress your friends as you can with a books on the coffee table or the bookshelf when they come to visit…

e-Book readers, like the Kindle are wonderful things, but still, the iPad is the future of reading…

FOTE10 in Second Life II: How they do it?

The folks over at Virtually Linked have been busy re-creating parts of Senate House in Second Life.

From the screencast below, taken by Julius Sowu, it can be seen that this process is performed in stages. Appropriate expertise is required in 3D modelling to achieve a good representation that is also workable in terms of internal navigation.

We will shortly be adding a step-by-step guide on how to join and experience FOTE10 inside this immersive environment.

Speaker Bio – Hugh Griffiths

Hugh Griffiths

Hugh is the founder and owner of oMbiel. oMbiel have developed campusM™ which has become a leading mobile application for UK Universities providing an integrated suite of services for students, staff, alumni and prospective students that are available on the iPhone, iPod Touch and hundreds of other smart phones.

Prior to this Hugh was co-founder and joint Managing-Director of Griffiths Waite, an award winning Systems Integrator. Hugh was at the company for 15 years providing advice and guidance to customers implementing Web 2.0, BPM, SOA and Enterprise Architectures.

The Mobile University: last year's model?




iPhone unpacking

So I’ve given my FOTE10 talk a rather argumentative title, but it’s certainly not to imply that I don’t believe in the use of mobile devices in universities which I do with passion – so let me explain…

The explosion in the use of smart-ish devices, over the past couple of years has produced a rash of conferences, workshops and resulting papers all delving into the dark art of enabling our institutions to be part of the in-crowd. And that’s all great.

But when are we going to get past the “thing”, the technology, and onto embedding what we use mobile devices for in education into the mainstream? My argument is that until we quit talking shop and get on with it we’ll move slowly in a fast moving world. This is also probably argumentative and unfair so please argue against me and tell me about all the wonderful things you’re doing at your place!

One thing many people are doing is providing information via smart-things. There are native apps, mobile Web sites, mobile stylesheets and all or none of these. It’s the technological wild west – nobody is quite sure whether there is a best way to do it so the techies debate endlessly. Providing information via mobile devices is a good thing of course and at UCL we’ve been providing the campusM service for students since the spring. I’m just urging people not to get too hung up on particular technologies. While there’s no money around we have to choose what we get into carefully and try to gaze into the smart-ball and avoid here today gone tomorrow technologies.

Predicting the future is a mug’s game, and the tendency of those of us in the technology game is to over-predict (“by 2020 everyone will have a tablet device” type of thing – reality usually replaces “everyone” with “some people”). Although device convergence was predicted at the phone / music player / PDA level, who would have predicted in 2006 that a phone from Cupertino would revolutionise the way phones are designed and used? I was fortunate enough to attend a pre-iOS Handheld Learning conference – it was a completely different world even four years ago. Then the devices were less endowed. So what were talks about and what were the devices being used for? Well…er…education in classrooms.

Whether by chance or intelligence some predictions are scary. In the summer of 1989 at the end of a conference in Bangor a group of participants was asked to write up some thoughts and scenarios for the future twenty years hence and produced a Education 2010. A lot of what they thought was pretty much on the mark including top prize for a child’s classroom visit scenario by Jonathon Briggs (from what was Kingston Poly in those days):

…the Professor…spends lots of time telling them things. I bet I would not remember all of it. The boys spent ages typing things he said into their pads.

Which is what I’m typing this post into right now! Last year’s model? Maybe, maybe not – but worth the debate…

Location:Foley St, London



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