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Web Networks – from the micro to the macro

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We are each unique – our brains make us so. At the microlevel the network in our heads is then tickled out into the the Web in, at first. the simplest of ways. Our first post, our first comment is that first baby-step. Unlike our firsf steps though, online everything we do is saved, is monitored, is shared. It takes on a life of its own. Multiplied billions of times now many millions of us have learnt to crawl, then walk, then run online. As we are virtual we can split into many versions or parts of ourselves too – the professional and private the immediate split, but then into hobby groups and as here, a study group. The network of networks is a living thing that mathematics can help to weight and categorize, even to visualise, but crucially – the point made here, humanising the maths requires the insight of someone asking questions, seeking to interpret what it taking place. I see currents in a digital ocean that transpires into a cloud that then precipitates digital artefacts in a myriad of other places. Others, like Yrjo Engegstrom, see the growing tendrils of a funghi. Either way it is fascinating to condense, simplify and sharing the thinking.

Getting more than you’d expect from WordPress.

An evening in the Lanes at the Skiff. 

This is Silicon Valley on the south coast of England. This was a Word Up.

Chris Harding from ‘More Than’ and memorial headstones insurance.

I’ve missed all of this, the casual, bright and open vibrancy of Brighton. Where else in on a Tuesday night do get beer, cake and good crack while talking shop?

Never in Milton Keynes.

Chris used a great analogy on bike riding with all kinds of sensors.

He monitors his performance when road racing to deal with the boredom and to understand what the training is doing for him. His joy is Mountain Bike riding.  Without analytics you don’t know a blog’s performance.

Set some KPIs before you start.

Yoast plugin

Clicktale – add in WordPress

Go squared

NB unique visitors


Referrers
Dwell time now down to 5 seconds
Page impressions – eyes on a page
Bounce rate people leaving within 10 seconds

Keep key content above the fold to disclose as much as possible in the first 250 words.

Find out what people are saying


Reciprocal feedback
Fill yourself in slowly
Like at pub
Weave them in gently

Find niche for yourself

It is very much like a play
Hejaz a degree in theatre

Persona profiling

Real or people you have made up.

When you are writing a piece of content bare them in mind.

Translation packages for WordPress

How to avoid the stale

Recycle posts

Information arch

All in WordPress SEO pack

Use inbound writer

Re Resolving and Google

Your content is you currency

6 Types of Learning

Six different types of learning

‘Categories of Activity’

1) Behaviourist-type

2) Constructivist

3) Situated

4) Collaborative

5) Informal and lifelong

6) Support or coordination

Spontaneous communication and collaboration, e.g. one-to-one or one-to-may by texting or mobile phones, by sending a message to a forum or blog while travelling.

e.g. Childhood journeys. Taking octogenarians home through mobile devices.

REFERENCE

Naismith, L., Lonsdale, P., Vavoula, G. and Sharples, M. (2004) Literature Review in Mobile Technologies and Learning, Report 11 for Futurelab. Online. Available.

The perfect Ger-man, British Citizen, Strongman entrepreneur

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I find as I read David Waller’s biography of strongman Eugen Sandow that its relevance a century on is profound: it touches on fame, fortune and celebrity, advertising, entrepreneurship, showmanship, self-publicity, branding and networking, as well as British Empire and our relations with Europe, The US and the ‘colonies’.

No doubt Sandow would have done movies (and appears in a pre-1900clip). He is part Arnold Schwarzenegger, part Simon Cowell or Rod Hull and Emu both Michael Ballentine and Richard Branson. It’s a read not merely for those who operate leisure centres and gyms, but also successful athletes and their agents, franchisees, and soft drinks companies, ad and PR agents and events companies. You’ve got to exploit what you’ve got while you have your admirers.

It should even interest body builders, sports coaches and anyone whose lifestyle includes fitness. And add in the British Army for good measure.

Homosexuality, parenting, the state of the nation’s health and what today would be called ‘wellness’. With Waller there is always the sense of a well read mind and a well exercised pen. I happen to have read HGWell’s Tono-Bungay, but this to me suggests that David is as much an historian as an English scholar, as he does in EH Carr’s words ‘read on a period until you can hear its people speak’. The context of profound ante-German sentiment leading up to The Great War is touched upon and handled well. Indeed, there are occasional phrases or words than give the sense that the author is sitting in his study in his Edwardian smoking Jacket smoking a cigar.

This and I’ve added half a dozen new words to my vocabulary.

The way communications are going 2010 to 2015

Report of the NSF Task Force on Cyberlearning

Report of the NSF Task Force on Cyberlearning

June 24, 2008

A great deal has happened in the first six months of 2011, so reading a report published in 2008 already feels as if there are hints at what could be.

It is intriguing that projections for 2015 read like what is happening in 2011.

The rate of change can be so rapid, technologies and services leapfrogging each other all the time.

(Selective parts as indicated rather than all 49 pages. Initially download and the intro printed off. Then downloaded to an iPad and opened an iBook. The versatility here is to skip through unnecessary pages without a thought, and to pull up text in a way that gives it both tactile and visual emphasis, like crumbling flour and sugar to make bread. Suddenly reading takes on the digitization (as in a finger-like action, rather than digitization) of cooking.

If you haven’t read this my suggestion would be – don’t bother! Better to read all 33 pages of the extraordinarily insightful and precise US 2011 Horizon Report.

Published in 2008 this NSF Report admits that it is based not on the latest thinking (2008), but on reading publications which by there very nature are likely to be a couple more years old. i.e. in such a fluid, fast-changing environment go for something reasonably current, if not a live-feed or discussion. My preference is to be drawn into expert discussions in various Linkedin Discussions.

My Notes

· Learning is as accessible through technologies at home as it is in the classroom

· Cyberlearning, the use of networked computing and communications technologies to support learning.

· The educational system must respond dynamically to prepare our population for the complex, evolving, global challenges of the 21st century.

· Web technologies enable people to share, access, publish – and learn from – online content and software, across the globe.

· The global scope of networked educational materials, combined with recommendation engine software, helps individuals find special niche content that appeals to their needs and interests.

· Mobile computing not just with laptop computers but also with cellular phones, internet-telephony, videoconferencing, screen sharing, remote collaboration technologies, and immersive graphical environments make distributed collaboration and interaction much richer and more realistic.

EIGHT core strategies to promote the growth of Cyberlearning effectively

1

2

3

4

5

6

7

8

These are mentioned in the introduction, but in the course of my reading they failed to materialise. Perhaps someone can enlighten me.

Similarly, in the introduction we are enticed by the prospect of ‘SEVEN special opportunities for action that have the greatest short-term payoff and long-term promise among the many that NSF might pursue’. I couldn’t find these either.

1

2

3

4

5

6

7

FIVE recommendations that cut across the strategies for growth and opportunities for action detailed in the body of the report.

Here I had more joy as the points are spelt out and bulleted:

  • 1. Cross-disciplinary
  • 2. Interoperable
  • 3. Transformative power
  • 4. Promote open education resources
  • 5. To flourish beyond the funding of a grant

Opening Paragraph

Well-meaning and ambitious, as if written to convince the likes of the Gates Foundation for funding. Just as the US repeatedly saves the planet in block buster movies, here they go again with the evangelical zeal of their founding father.

‘To address the global problems of war and peace, economics, poverty, health and the environment, we need a world citizenry with ready access to knowledge about science, technology, engineering, and mathematics (STEM); social behavioural, and economic sciences, and the humanities.

Our primary, secondary, and higher educational system in the United States today lack the capacity to serve the full populace effectively, not to mention support the lifelong learning essential for coping with our rapidly evolving world. While technology cannot solve all the world’s educational challenges and crises. It has the potential to broaden educational opportunities, improve public understanding and strengthen learning in classrooms and beyond.

  • · Internet has matured
  • · High-performance computing and advanced networking are ubiquitous
  • · Have cell phones
  • · Becoming a viable educational platform
  • ‘New innovations will continue to be introduced over the coming decade and continually reconfigure the realm of possibilities for learning in a networked world’.

Cyber-enabled learning for the future (Ainsworth et al, 2005)

Cyber from Norbert Wiener (1948)

‘We can now interact at a distance, accessing complex and useful resources in ways unimaginable in early eras.’ 11

YOU NEED THIS DIAGRAM, I WILL IN DUE COURSE DO A SCREEN GRAB AND ADD IT HERE

I always go for concentric rings, ripples from a pool, the rings and satellites of Saturn’s or planets in the Solar System as indicative metaphors for ‘spheres of influence’.

CF Figure 1. Advances in communication and information resources for human interaction (Roy & Jillian Wallis)

 

As Lord Putnam in the H800 Wk21-22 course notes is quotes as comparing advances made in surgery compared to teaching

‘Few of the innovations tried over the ensuing 25 years have resulted in large-scale change in education. Despite the revolution wrought by technology in medicine, engineering, communications, and many other fields, the classrooms, textbooks, and lectures of today are little different than those of our parents’. (And grandparents?) 12

‘K to grey’ p7 or ‘K to gray’ p12 ?

I will spot the single typo in a book that runs to 400 pages. Here I spot an inconsistency in what will no doubt become as clichéd as ‘24/7’ or ‘cradle to grave’ as a catch-all indicator/desire for life-long learning.

‘Grey’ is a proper noun, as I Lord Grey, Lady Jane Grey, even the Grey Ghost, though of course it might be the gray Grey Ghost, and once she’d had her head cut-off Lady Jane Grey would have turned gray.

Radical change is rarely instantaneous

‘Value is shifting from products to solutions to experiences’ (Prahalad & Krishnan, 2008. P.24)

Cyberlearning offers opportunities to be on the frontier of technical, social, learning, and policy research, information technology has the potential to close knowledge gaps as new digital divides appear with each wave of technical innovation. The challenge is to create a dynamically evolving system to support the learning requirements of 21st century society, work, and citizenship – from K-12 to higher education and beyond to lifelong learning (Rising Above the Gathering Storm. Energizing and Employing America for a Brighter Economic Future, 2007).

My opinion is that there is considerable wishful thinking here given the number of disenfranchised/marginalised groups in western populations both rural and urban, by culture/background, let alone millions fighting to find drinking water and food each day. If the forces that spread education globally train for now more teachers to go out into the field, all well and good, but I don’t see aid agencies handing out smartphones in the refugee camps of Somalia, Ethiopia and Kenya.

BACKGROUND

Why is this such a propitious time for a cyberlearning initiative?

· Quantity, variety and quality of content

· Constant beta releases

· Open, interoperable and global publishing for anyone of anything

· Open Learn

· Creative Commons

· The Long Tail marketplace … purchasing niche items below the popularity curve (or at either ends of it).

· A different ecosystem of learning materials is evolving

‘Advances in computer graphics, interactive visualisation, and immersive technologies now provide verisimilitude to the physical world, a window on unseen processes, and support for hypothetical explorations.’ P17

3.4 Target new audiences pp.27-28

· Materials used in unanticipated ways

· Should be deliberately made for multipurpose uses

· Adapt, mix, mash up.

· Engage users at inception

· Context awareness and content adaptability (Pea and Maldonado, 2006)

GalaxyZoo

· July 2007, 100,000 took part. December 2007 a Dutch teacher made a discovery.

· Also that moth and Spotify

4.3 Harness the deluge of learning data pp 43-44

Imagine this is 2015. Our teacher has quantitative and qualitative data about their students. This is happening with the Khan Academy 2011 and has been running for a couple of years.

· Not so sure about brain imagine and physiological factors

· Spend valuable practice time where it is required.

6 Summary and Recommendations

1. Develop a vibrant Cyberlearning field by promoting cross-disciplinary communities of Cyberlearning researches and practitioners.

2. Instil a platform perspective into NSF Cyberlearning activities

(I disagree. This is not a religion. There is no need to build a church and invite people to attend and take part).

3. Emphasize the Transformative Power of ICT learning. From K to Gray. Synergistic relationships with  Foundations: Gates, Hewlett, Kauffman, MacArthur, Mellon)

4. Promote OER

5. Sustain innovations

Linkedin to the FT

Sounds like a plug? It isn’t meant to be, but it’s the phrase that comes to mind.

Spotting that the FT had a blog roll of student MBAs I was concerned that there was no one fom the Open University. Reading through the OU Blogs I found a link to Sean Brady. I’ve had fellow students who are in the services; they are reliable bloggers. I wonder if it acts as evidence of their learning and the investment in them by the MOD?

Anyway, I left Sean a comment, then looked for him in Linkedin; I’m impatient. I then sent him a message.

We got in touch, discused the idea and I approach the FT.

And here he is

Spam spam spam spam spam spam spam spam spam spam spam!

Is there a difference between nuisance spam and illegal spam?

SPAM

You should consider this while watching the Monty Python Spam sketch set to Lego animation

Rather like between fly tipping and dropping litter? is it simply a matter of scale … And being caught in an ocean of digital activity?

Serendipty, Social Media and the Zapruder effect

The Hub and Mulberry Suite, Open University Campus

An extraordinary end to an extraordinary week capped by what might have been lunch alone, but at The Hub the chances of a meeting with like minds is always high. (The Hub is the Open University Campus refectory; it sits, as the name suggests between various faculties behind Walton Hall).

I joined OU eCommerce Director Mark Everest and Project Manager Alex Cabon; our enthusiasm tumbled over each other like dogs playing in fresh snow.

Alex was the Student President of AIESEC a remarkable organisation that puts young minds to work, mixing their education with applied thinking (a heady combination, we call it ‘practice-based learning’ at the OU Business School.

It made me think partially of the Duke of Edinburgh’s Award, but also of a consultancy service that Oxford students give to local businesses through the Careers Office there, mixed in with The School of Leaders in Poland (a Soros Foundation that Dr Zbigniew Pelzynski established soon after the collapse of Soviet communism).

Mark enthused about video over text – this should be me to camera for 90 seconds rather than 270 words.

I shared my idea for ‘WikiTVia’ in which every highfalutin wikipeadia entry becomes a video clip while Mark hankered for thousands, or was that hundreds of thousands or even a million testimonials from the OU Community i.e. everyone, ‘stakeholders’ we would all them, students, staff, alumni … he mentioned the value of the footage of the plane that landed on the Hudson River, even though it was caught on a mobile phone. Footage of rough quality with an important story or event captured is sometimes referred to as ‘Zapruder’ after the footage of the JFK Shooting … production stands count for nothing where the story is powerful.

During the Tsunami in Japan while I watched footage first on BBC News 24, then CNN and finally on NHK English my 12 year old son was watching authentic content without the commentary directly from mobile phones on YouTube. We’ve got ‘citizen journalism,’ now for ‘citizen TV.’ No longer should we be asking people to pick up their pens, rather we should be saying click record on your phone.

I’ve armed myself with a Sony Flip, yet I’ve been a broadcast cameraman in my time.

What a Sony 35mm digital camera (movie quality, can be hired for £75 a day!) cannot deliver is the content, that extraordinary story, the narratives of each person’s experience with the OU. Often I feel overwhelmed by these personal stories. Anyone can tell their story – I’ll interview you over Skype if that helps. Perhaps interviewing requires skills and patient, there are craft skills to shooting, editing and lighting a ‘film’ (which we still call them).

My role in bringing these stories to the screens of smartphones, iPads, laptops, TVs and the like occurs every time I reach for a digital recorder (sound or sound and pictures), but in the coming months will be me and a BAFTA nominated cameraman.

Have you got a story to tell?

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