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Using Quick Response codes to wear as part of Remembrance
By creating pertinent content and generating Quick Response Codes that are put on British Legion poppies people can use smartphones or tablets to get location based information on the people and events of the First World War, whilst being invited to contribute their own thoughts, photographs or pictures of artefacts from the era.
This is the link to the Prezi: http://prezi.com/szqsn5j9xrmv/?utm_campaign=share&utm_medium=copy
Gallipoli: The First Day – learning in new ways about events nearly 100 years ago
Fig.1. Screengrab from ‘Gallipoli: The First Day’ – an extraordinary multimedia, interactive 3D consideration of the events of this tragic conflict.
This ABC Australia, award winning 3d virtual tour of the first day of Gallipoli deserves attention.
This is the ‘Avatar’ of production values. Sympathetic. Balanced (I hope, it includes the Turkish perspective) and compellingly engaging. It sets the benchmark for delivering this kind of content. It says something too of the blood-letting, nation-creating, soul-searching in relation to loss in this way and on this kind of scale that many European countries will need to revisit over the next few years.
A teacher will never have the budget to create this kind of content, so how do they willingly use it in their teaching?
Does it motivate someone new to this story to find out more? How does it work as education or entertainment? Where does the funding come from? As mash-ups go this is very professional. The learning design and its gamified values are second to none.
(First posted in OpenStudio in my R&R ‘concept board’ as part of the MA ODE module H818: The Networked Practitioner).
Mobile learning at the Museum of London: QR codes and NFCs
Fig.1. YouTube video for the Museum of London‘s NFC initiative in 2011
Having picked through links that came to a dead end in a fascinating paper on the variety of technologies and tactics being used by museums in relation to mobile learning I started to see and read more and more about the use of QR codes (those matrix two-dimensional bar codes you use with a smartphone) and NFC ‘Near Field Communication‘ which is becoming an industry in its own right.
Having been kept awake at night about a need for ‘constructing knowledge’ rather than being fed it I knew that visitors, students especially, need to engage with their surroundings by somehow seeking and constructing their own views.
Without QR and NFC the simplest expression of this is taking notes, and or photographs of exhibits – not just selfies with a mummy or your mates. Possibly doing bits of video. And from these images cutting/editing and pasting a few entries in a blog, Prezi or SlideShare. QR and NFC feed the visitor controlled and curated bite-size nuggets, so more than just a snap shot, you can have audio and video files, as well as more images and text.
Fig.2. South Downs Way QR Code.
Successful trials mean that these have spread. Funny I’ve not noticed them living in Lewes and walking the dog most days on the South Downs. I’ll take a look. NFCs have been used extensively, for 90 exhibits, at the Museum of London – so a visit is required. Though I won’t be ditching my iPhone. Apple does not support NFC believing that the technology is still in its infancy … like Flash, like Betamax and VHS, and all that stuff, a battle will be fought over the NFC benchmark.
So 60% penetration of smartphones in the population … most of all of which can use a QR code, but less using a early version of NFCs. My experience?
Fig.3. QR Codes at the Design Museum
Last year a visit to the Design Museum I found the ‘Visualizing the mind’ exhibition littered with QR codes.
They didn’t work. Just as well they had ample computers. How often do organisations jump on the IT bandwagon only for a couple of wheels to fall off further down the road?
Meanwhile I’m off to walk the dog .. then using a trip to see Gravity at the Odeon Leicester Square with my kids to include an educational tour to the Museum of London (always handy to have a teenager around when using mobile technology).
‘REPORTING RESEARCH’ 2013, Interpretation Journal, 18, 1, pp. 4-7, Academic Search Complete, EBSCOhost, viewed 10 November 2013.
Applying learning on the First World War with e-learning – some Kindle reading.
Fig.1. Applying learning on the First World War with e-learning – some Kindle reading.
I believe very much in the process of pulling apart, opening out, expanding, then editing, revising and condensing. There is an applied ‘creation process’ here – the three diamonds or Buffalo system that I sense H818 is taking us through.
Fig.2. The ‘Buffalo’ system of opening up, the compressing thinking
These days it is easy to grab and mash any content on a digital screen, but where I have a book I will, in some circumstances take pictures rather than write notes, then quickly bracket and annotate this text before filing it in an appropriate album online – for later consumption.
Regarding CC I’m afraid as the music and movie industries have already shown people will do as they please even where the copyright is bluntly stated. Academia will require and expect that everything is done by the book – the rest of the world won’t give a monkey’s … ‘we’ll’ do as we please until there’s a legal shoot up or the ‘industry’ realises that it has moved on.
Regarding eBooks, Amazon are looking at and expect to be very much at the forefront of the evolutionary of the book. Google are competing in the same space.
‘Have we reached the Napster moment in publishing?’ a senior engineer at Amazon asked.
My head, content wise, is in another place, studying First World War military history. As never before on the MAODE or subsequent OU e-learning modules, I know have content to put into these processes. For example, ‘the causes of the First World War’ might require reading of a dozen books and papers/pamphlets starting with H G Wells in 1914 and ending with books appearing on tables in Waterstones this week. Courtesy of the Internet just about anything I care to read, at a price, I can have within seconds on a smart device … or overnight courtesy of Amazon.
Whatever my practice, this content is mashed-up in my head.
If I mash it up through screen grabs, notes, sharing in social media and blogging then this is another expressing of what is going on in my head – though controlled by the parameters of the tools and platforms I use – currently a wordpress blog, SimpleMinds for mindmaps, and ‘Studio’ for layering text and images over screengrabs i.e annotations. As well as what ever Kindle gives me in the way of notes and highlights.
This kind of ‘extra corporeal’ engagement or visualization of what is going on in my head with the content gives it an life of its own and an extra dimension while also re-enforcing my own thoughts and knowledge. I’m sure that I am rattling along this learning curve at a far, far greater pace then I could have a decade or two decades ago. Patterns are more apparent. And I am spotting too many misappropriated images too. The idea that you can grab a frame and relabel it is 100 years old!
Fig.3. How I filmed the Front. Geoffrey Malins
For example, the footage from the ‘Battle of the Somme’ is often ‘grabbed’ with subsequent combatants and authors claiming these to be original photographs of their own – they must have had access to the negative. This footage, as I am very familiar with it, is repeatedly put into films and documentaries completely out of sequence.
As reference above is correct – I find ‘grabs’ from the film footage and photographs taken by Ernest Brooks who accompanies the ‘cameramen’ around the Somme in June/July 1916 constantly claimed as another person’s own photograph or belonging to their collection.
A false or alternative impression is therefore built up.
Then, across YouTube, sections of TV dramas and films are snatched and cut into a person’s own re-hashing of a different story. Harry Patch died age 111 or something – the last veteran. A tribute to him uses footage from the TV drama starring Daniel Radcliffe called ‘My Boy, George”.
Are we therefore seeing with text, stills and moving images what has been happening to music for the last decade or more – deliberate, and often illegal sampling and mashing, rehashing, exploiting of someone else’s work? If so what impact will this have on content in the future? Does too much of it start to look familiar, rather than original? Or does originality come out of this process too?
The conclusion might be that people simple sidestep the stilted, stuck, formal process of academia – where the sharing process is so desperately slow. The paper I read on use of audio and tracking in a museum I thought was reasonably current as it was published in 2008 but the technology used comes from a different era – 2003. Research done in 2006, initially submitted as a paper in 2007, published the following year.
An R&R department functioning like this would be left behind.
Knowledge must leak, must be shared sooner, and where those share a work in progress it should be commended.
Online vs. Face to face Learning
I’ll add notes here as the differences between the online and ‘traditional’ learning experience dawn on me as I do the two in parallel. Actually there’s a third comparison I can make – that of L&D which the other week included something neither of the above formats offer – ‘learning over a good lunch!’
The ‘traditional’ seminar or lecture forces your hand somewhat – you have to be there. Many these days are recorded, though mine will not be. I’m inclined therefore to take either a digital or audio recorder along to record these things. I have, just a couple of times over three years, got behind with the online course as I kept putting it off.
Travel … and the associated cost
It’ll be around four hours door to door once a month. This means getting up at 4.30 am. Not of course something someone in full time tertiary education needs to do. Off peak, unless booked well in advance it’ll cost £74 return … £24 if I stick to exact trains. The last train home was heaving. I could and did ‘work’ the entire journey whereas home is a constant distraction.
Eating on campus
Lunch I may have to take with me as the campus only had premade Spar sandwiches at every outlet. A jacket potato or pasta would have been better.
After lunch I did something I last did in double Geography on a Friday afternoon. I sat at the back, cupped my hands over my eyes as if in deep thought … and fell asleep.
When to put in the hours
Something, however common to many people on any part-time distance learning course is ‘the early morning shift’ – putting in 90 minutes or so before breakfast.
While this and other support services are offered to us on our VLE it was invaluable to to have a person run through it as a presentation in person. This kind of stuff should be given a linear expression … a mini-module for newcomers and as a refresher. All I’ve done, two years after the event, was a webinar.
The networked practitioner in e-learning and the 1914-18 War revisited
I’ve just read ‘The Sleepwalkers. How Europe went to war in 1914’. By Christopher Clark.
More than any book I have read before on the subject this blows away any myths or propaganda – not least the fact that Germany did not start the war, that award goes to Russia with France’s support. I’d have liked to study this period with the Open University but the History modules simply don’t accommodate this. I’ll therefore be going up to the University of Birmingham, in person, once a month for a mammoth day-long series of tutorials and lectures. That’s as ‘distant’ as it gets with very little online support.
A few weeks ‘out of the loop’ (it’s called a vacation) and I feel the knowledge on e-learning I have gained over the last few years draining away – it is such a vibrant and fast-moving area that I feel I need to refresh and update at every opportunity. This is why I am returning to the Open University to study the module H818 The Networked Practitioner. Having already achieved a Master of Arts in Open and Distance Education earlier this year, H818 and H809 which I completed three months ago, will go towards an MSc in Education; not that I am chasing a qualification, rather I went to keep my thinking alert, current and applied.
There’s a practice based element to this which I’ll apply to an long-held interest in the First World War. There’ll be a lot of interest, reflection and soul-searching over the 100th anniversary from 2014 to 2018. That war is relevant to the Europe and wider Europe we live in today, from Northern Ireland to Syria, via the Balkans and the EU.
Where do I stand academically? Where and what next? And the madness of being.
Masters in Open and Distance Education (MAODE) with the Open University, UK (OU)
H800: Technology-enhanced learning: practices and debates
H807: Innovations in eLearning – Learning outcomes
H810: Accessible online learning: supporting disabled students
B822: Creativity, Innovation and Change
H808: The e-learning professional
This completes the Masters Degree. I graduate on Saturday 27th April 2013
Currently (March 2013) I am taking H809 as a bridge towards doctoral research or professional consultancy. Complete in June 2013.
H809 Practice-based research in educational technology
I joined the #H817open MOOC for one component of this module. I will register for 2014
H817: Openness and innovation in e-learning.
- Why skiing is my metphor for life and learning (mymindbursts.com)
- Martin Weller and the MOOCers (mymindbursts.com)
- Openness in Education WK1 MOOC (mymindbursts.com)
- Making swim coaching a tad easier with SwimTag (mymindbursts.com)
- How to visualise learning – think Lava Lamps! (mymindbursts.com)
- How more deeply embedded is a visual memory if you crafted the drawing or painting that is the catalyst for its recall. (mymindbursts.com)
- No. 5 aha moment: the Web as a universal standard (downes.ca)
Knowledge through objects
Elias Asmole believed that knowlege could be gained through the study of objects and so gave his collection to start a museum in Oxford in 1677. When students got tired of wordsin the myriad of libraries acorss the city they could come here.
I need a few days in the Ashmolean and a few weeks to savour it, helped by a hundred ‘grabs’ with the iPad as I went around. Visitors were asked to name the 20 things to see if you had little time – I’d go for the maps and timelines and collections such as these that cover nearly 1500 years in a few coins and notes. Here an Anglo Saxon, then a Mercian Penny. Alfred the Great, William the Conqueror and Edward III. Henry VII, Edward IV and Elizabeth I.