UELconnect Blog

Interesting session led by Barry Sampson from Onlighnment I did feel however it was a tad lacking in the strategic sense though. One nice touch was setting the expectations in terms of the education side of things I.e how this related to performance rather than learning. Personally I took this to mean that we were look at social media in terms of what was easily measurable, or at least easier to measure. He also made the distinction between social media and social networking, by contending that social media is based round the content and social networking is people centric. Hard to agruge with but I’m not sure that it is that easy in practice to seperate these things out. Interestingly enough he judged Linked in to be one of true networking sites due to it’s focus on the individual rather than on related content.

The session did feel as though it focussed slightly too much on the tools rather than the strategy side of things. I could have lived without the ten minute segway in to Twitter but there were certainly people there who seemed to gain benefit. One outcome of this tools focus was that he reminded me of indenti.ca the open source twitter clone. Also 5min.com as an example of how ‘learning’ or at least skill type activities are now easily accessible.

He did make an interesting point about e-learning content not really following the web paradigm of navigation and consumption. Basically consider an e-learning course (essentially corporate courseware), now think about how you navigate through these courses My experience is that the pace is normally restricted, you have to do certain things to progress (answer a question, drag something somewhere) and it quite possibly takes you an hour to get to the end. Now think of how you navigate the Web. Spot the difference? Okay so I’m not saying that there are not valid reasons for developing courses in this way but it is fair to say that the experience is not natural. At least I think this as the point he was making.

Couple of useful resources to review further and blog about:

The Nielson report 2009

barrysampson on tiwitter
theconversionprisim

ruderfin

This was one that I thought would be interesting and it did not dissapoint. Unfortunately I have completly forgotten the name of the other chap who co-presented this session. It started with an interesting lead in statistic that the world needs another 18 million teachers to bring education to rural areas.

The basic premise of this presentation was a programme (English in action) run by the Open University to teach English teachers in Bangladesh. The ultimat outcome being that this trickles down in to the primary and secondary schools. English in Bangladesh being a government priority (they are supporting this project for a fairly epic nine years) in terms of engaging with the global economy. Interesting to note that India is beginning to outsource to it’s neighbours in terms of the language support facilities it offers multinationals i.e. call centres and such.

This project is currently in the pilot phase with 400 teachers across 200 schools (2 teachers per school). The teachers receive an ipod loaded with content but an interesting approach was to limit the ipods to one per school. Essentially coercing (and I do not mean that in a bad way) the two teachers to collaborate with each other. Nice idea methinks. There are 12 modules of teaching which are tought through a ‘communicative language approach’ and there is an emphasis on scenario based learning. All of the content is in English and Bangla. The OU also showed a quick demo of some of the content and it basically uses real teachers in Bangladesh as subjects of good practice. Again nice touch. The English was also Bangla English rather than using the rather dry received pronunication which I was expecting. The content is also contextualised for the local culture as well. Engagement with the wider community across schools was facilitated by Twitter and Facebook (the usual suspects in the social media category). The schools also come together once a month in batches of 10 for a facilitated face to face.

The challenges that the technology represented were interesting to note:

• teachers’ time
• stakeholders’ attitude
• electricity (approximately only 45% of homes have electricity)
• mobile coverage
• 52% of the population is illeterate
• digital literacy
• climate robustness of the technology (oooops ipods seem to be getting a bad rep on this point)

The first two challenges are certainly problem in any country in terms of adoption for new methods of delivering education. The others just make me realise all of the things we constantly take for granted in our day to day lives.

This is obviously a very worthy project focussing more on the pedagogy than the technology. They basically said that the delivery method (the iPod) would probably change but I did get the sense that this would not cause major problems to the actual delivery. I also think that ther e will certainly be outcomes of this project that can be adopted by other Universities in terms of creating more flexible deliveries of our education offerrings to students. One to watch.

More info: http://www.open.ac.uk/platform/news/learning-and-teaching/ou-english-action-eia-secures-%C2%A32m-funding

Nabeel Ahmed IBM Learning Technologist

I thought I would pop along and take in the presentation by Nabeel Ahmed a Learning Technologist from IBM. Mainly it was out of curiosity to observe the differences between the education sector Learning Technologists and the corporate versions. Terminology was the first thing I noticed the presentation was peperred with the language of the Blue Chip corporation. ‘Low hanging fruit’ and ‘growth sector’ sector. Hey I’m not judging! Let’s face it education terminology is equally vague at times.

So the theme for the afternoon was transformation but in my mind I always translate this to ‘change’. Basically the chap gave a brief overview of what IBM were up to in terms of usage of mobile tech internally (and what they expect to be doing). The abridged version of this was:

• Network learning and attempting to harness the weak ties (2nd and 3rd level level connections)
• IBM Blue pages now accessible through mobile devices (Blue pages being their internal directory)
• Performance support for selllers i.e. delivering just in time information to people out in the field.
• Just in time learning rather than porting courseware to mobile platforms (courseware being the generic term for e-learning courses) * I thought this was interesting shift in attitude incidentally.
• SMS messages pushed at new joiners e.g. ‘have you completed your compliance training?’

I think it is fair to say that none of that was particularly cutting edge but it was all good common sense stuff. Also some of which we already do as a Univeristy, txtools alerts for instance. Probably the one thing no University has however is the level of funding that IBM command. Apparently £60 million is being invested over five years.  Not surprisingly the Blackberry was the officially supported smartphone within IBM (I’d assume due to security being stronger). However he did say that there was going to be a shift toward opening things up to a users’ personal devices.

One nice quote that he referred to from the Wall Street Journal (although I can not source it) by Sam Palmisano CEO of IBM was ‘the PC is the past, now it all goes on the mobile phone’. Not sure I completly agree but how do you define a Personal Computer these days?

by James Paull Gee

After reading his book ‘What Video games have to teach us about language and literacy’ it was fair to say that I was looking forward to this one. Of course not just because of my love of video games…. well maybe that was a big part of it.

I must admit it did feel like an abridged version of the first chapter of his book but that it by no means a negative statement. Very interesting stuff that introduced the key concepts around his work e.g. the creation of affinity groups around game based technology, situated learning, semiotic domains (which I am pretty sure I completely misinterpreted) etc.

Particularly liked his comparison of Yu-gi-oh with PHD level work. Admitedly this was slightly tongue in cheek methinks. This was a comparison in terms of the language and level of comprehension required to access the content of the game. For anyone who has not seen this game it is indeed completely baffling.

I definitely think his work is worth reading. If you want to read more about his work take a look at his profile page on the GLS site.  Take a look at this youtube video which explains what he does a lot clearer than my babble.

Interesting morning listening to a fairly diverse set of speakers at the Tuesday session of handheld learning. None of the keynotes actually addressed handheld learning as such instead they addressed more general issues around education and cultural systems.

Dodgey iphone photo of the porter tun room

Particularly enjoyed Malcolm McLaren’s rant about society in general. Excellent anecodote about his days as  a wine taster. Who would have guessed. Not sure I completely agree that we are culturaly restricted as he made about but perhaps he had a point. He did mention that ‘Holywood consider stupid cool’ personally I think it is going the other way these days. One example that springs to mind is Juno where the protaganist is anything but stupid.  Anyway, to cut a long story short the first three keynotes set a nice tone for the conference with  a mixture of entertainment and optimisim.

Lots of resources available on the handheld learning website, including footage of last years confernce proceedings. Worth a look if you have the time.