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How we learn?

 

 

Fig.1. How you learn!

I set out with the idea of doing nothing more than making a face out of time, effort and motivation.

Then 28 months of the MAODE kicked in, as well as experience. How we learn is a rather complex affair. The influencing factors given above carry different weightings and change through time as events play out.

(This should be interactive so that you can adjust the size of each factor to suit your current circumstance, or circumstances you recall from past experience, at school say … or that you hope for in the future. With this in mind I’ll give the above a second shot in Bubbl.us)

Do we define ‘success’ as individual happiness or achievement through the education process and beyond?

SH1T happens.

To study learning we rock and roll between simplification and complication, in an effort to understand we create models, but the reality is always as messy as the individual, their mind and circumstances, when and where they were born and so on.

  • An uncle takes the kids to a show, and one of them take as shine to performance.
  • A child breaks an arm and goes to hospital and takes an interest in working in a hospital.
  • A teacher makes and illustrates and interesting point about landforms and calls one an isthmus and another a peninsula and the idea of naming forms and understanding how they take place takes root.
  • Then along comes World War 1, or you are hit by a bus and hospitalized or fall in love smile

And in all of this, some of us to respond to many of these external stimuli while other of us take a focus and lasting interested, whether as a hobby or career.

A work in progress!

I rather like the idea of trying to create the kinds of infographics produced by David Mcandless illustrated in ‘Information is Beautiful’.

Please suggest factors and weightings!

If you are studying education or learning is there research on these factors, surveys that give weightings and importance to the different factors, or is everything a subset of something else?

H800-11B / EMA Tutor Group Forum / h800 overview framework Janet Gray Post 1. 26 August 2011, 16:01h800 overview framework (accessed 6SEPT2011) http://learn.open.ac.uk/mod/forumng/discuss.php?d=624853

From E-LEARNING

 

Tools for Learning Design

PART ONE

This is how I develop a Creative Brief … this happens to be an MAODE exercise on Learning Design.

As a video producer this is the idea I’d sell to the client.

I’d then work with a coach and group of swimmers to set the scene and milk it.

This is the kind of thing corporate clients use to teams of 10,000 employees. This is also how I go about writing scripts, sometimes adding drawings, cut-outs from magazines and photos. Nothing hi-tech at the thinking stage … which gives people more freedom to contribute.

A whiteboard marker pen on unforgiving wallpaper backing paper (30p a roll in from the reduced bin!). Stuck to the kitchen door.

PART TWO

The Forum Thread deserves as Swim lane of its own with as much activity into it and Elluminate as I have put here into a blog/microblog.

Often I find a dedicated thread such as e-Learning Professionals is more likely to guarantee a response to something I say; the reason for this is simple, they have thousands of active members.

There are reliable statistics to say what tiny per centage of people are happy to write, read, comment and contribute. 1% to write, about 4% to comment. This has to be reflected in forum activity too, however much it is required by the course. I’ve missed out blogs other students keep, and the links back and forth to these.

You’d be surprised how much goes on in the background.

I’ve found myself working things through with people in different tutor groups, who did the module a year ago … or who have nothing to do with MAODE but have an answer. Which reminds me of the fantastic diagram drawing tool dia. How does Naughton’s journalistic point of view compare to those of an academic?

I worked through it alone, blogged about it and offered thoughts and replied in the tutor forum.

The degree or blogging I’ve put forward reflects what I consider an invaluable addition to taking part in Forum Threads. You express what you think, ‘stream of consciousness’ into your own blog, edited to140 character for Twitter than take part in a Forum where some back and forth discussion should come about.

The other invaluable form of participation is through a conference call – as Jonathan Swift said, ‘I don’t know what I mean until I have heard myself speak.’

This is akin to a treatment outline for a video. The script in our case is the ad-libs and verbatim responses of student and input from the tutor. I like the idea of swim-lines and can imagine the Tutor online as a coach, rather than a subject matter expert, as a guide and mentor.

The reality is that such rapport develops with fellow students.

It is a shame that there isn’t more continuity through your original cohort. I have used the Compendium to share projects, using the layers to attach documents and have another contribute. For a simple mind map I like bubbl.us, otherwise I’m as likely to do a sketch and photograph it to share … or draw directly into a paint/draw package such as ArtPad using a stylus and Wacom board. Like all tools you need to have a clear use for it, rather than playing in a sandpit. To be able to collaborate in a team people need to be familiar with and using the same software/platforms.

Compendium can be used as a basic mind-map or flow chart and with experience be used for much more, as an e-portfolio of sorts.

It is overly prescriptive. Tools need to be intuitive and follow common practices regarding buttons and outcomes. For a first draft I prefer marker pen on paper, followed by bubbl.us.

As Beetham’s Chapter 2 (Activity 2) points out learners will find their own way through a task regardless. We understand things differently, draw on different experiences and come up with our own metaphors.

Whilst I go with the ‘Swim Lanes’ analogy, I often think the reality is like a Catherine-wheel nailed to a post in the rain.

Should an exercise such as this be addressed in a way that has so scientific connotations? It is surprising how easy it is to share the narrative of a linear activity in a multitude of ways. A simple set of numbered bullet points, perhaps worked up as a presentation. As a board game, one step taken at a time. Or a set of activity cards. You can talk it through by counting five activities off on your fingers. I’ll do one of these in the truly, joyful, brilliant http://www.bubbl.us and post it to my ou blog and extracurricular blog’ ‘My Mind Bursts’ which in turn is fed to Twitter ‘jj27vv.’

Make one of these mind maps, then change your mind and be tickled with the way the ‘node’ or ‘bubbl’ behaves . Go see! This and a list of wonderful tools from an H808 student who is a primary school teacher in Thailand. Work should be fun, especially learning design. After all, if you don’t enjoy it, how do you expect your future students to behave?

PART THREE

Bubbl.us has gone from toy to a grown up tool with layers and the opportunity to add sound, images (stills and moving) and no doubt much more, none of which I have had time to try.

The old bubbl.us was like playing with kid’s party balloons and when you deleted a balloon (or node) it blew up and burst into flames. This new version still does some magic to the eye, fading away like a mist, also when you save melting into the background like a rainbow of ice melting.

An extraordinary delight to the senses and apparently of far more practicle use than I credited it with a few months ago.

Click on this and it takes you to Picassa Dropbox. You can then enlarge it, save the code and help yourself. I think all the images I’ve put into this OU identify album is ‘open to the public.’

Seeing this all again I am reminded of my inspiration David McCandless.

By working on this a few more times an art director or designer would turn it into a thing of beauty; it is this level of inspiration that sells ideas to committees, colleagues and others.

People buy into ideas. People like to be inspired.

The pedagogy must of course be sound, the right offering of activities, outcomes and learner flexibility and support is the OU magic mix.

P.S. Don’t imagine I was familiar with any of these tools until I started the MAODE in Feb 2010, most of everything I now use I was introduced to by someone here.

PART FOUR

Add the role of the Tutor.

Get in a designer and make it a thing of information beauty.

Sell it internally and externally.

Schedule, produce.

Watch what happens and adjust accordingly.

The multiple uses of video in elearning

What role does video play in elearning? What role does AV or video play in digital communications?

A simple question shared on Linkedin and picked up by a West End Production company led to my joining four producers for what became a two hour conversation yesterday. I based this conversation around a mindmap created in Bubbl.us, something a fellow MAODE student introduced me to over a year ago. (We were comparing tools, such as Compendium, for creating visualisations of learning designs).

I had thought about dripping ink into a glass of water to make a point: that digital content dripped into a digital ocean quickly dilutes, that binary code of text, images, video and sound can be melted down and mashed up in many ways. I wonder if an ice-cube in a G&T would have served the same purpose?

It is of course a metaphor, the suggestion that anything goes and anything can happen.

(I find these mind maps a far easier way to share ideas. It is non-linear. It is an aide-memoir. I’d put it online in Picasa and in a blog rather than printing off. I had expectations of calling it up on a huge boardroom screen, instead we struggled with a slow download in an edit suite. Sometimes only a print out would do. There wasn’t an iPad amongst them either).

We discussed the terms ‘e-learning’ and even ‘e-tivities‘ acknowledging that as digital activity is part of the new reality that online it is just ‘learning’ and that an ‘activity’ is best described as such.

Video online can be passive, like sitting back and watching a movie or TV. To become an activity requires engagement, sitting forward, and in most cases tapping away at a keyboard (though increasingly swiping across a touch screen).

‘Sit Back’ or ‘Sit Forward’ are phrases I recall from the era of ‘web-based learning’ a decade ago, even interactive learning on Laser Disc and DVD in the early 1990s.

There is science behind it, that learning requires engagement if stuff is to stick: watching a video, or a teacher/lecture is likely to be too passive for much to meaningful. The crudest activity is to take notes (and subsequently to write essays and be examined of course).

Here I am saying ‘anything goes’ that a piece of video used in learning may be short or long, with limited production values or ‘the full monty’, the kind of conference opener or commercial that are cinematic with production values and costs to match. We differentiated between ‘User Generated Content’ and ‘DIY’, between the amateur working alone and someone being guided through the craft skills of narrative story telling using video. I cited various examples and our our plans to bring alumni together over a weekend, to introduce TV production skills, hand out cameras and a sound kit (though some would bring their own), then based on responses to a creative brief, a synopsis and treatment, even a simple script, they would go away and shot then edit something. These pieces should have a credibility and authenticity as a result.

The kind of outputs include the video diary and the ‘collective’ montage with contributions from around the world linked with some device. A recording (with permission) of a web conference may meet the same criteria, embedded on a dashboard to allow for stop, stop, replay. A couple of other forms of ‘user generated content’ were mentioned, but neither taking notes nor recording the meeting I have forgotten. I use the negative expression ‘corporate wedding video’ for the clips that can be generated by teams who haven’t had the training, or lack the craft skills.

For the presentation I had spun through a dozen video pieces and grabbed screens as I went along, key moments in the presentation or some trick or approach that I liked to illustrate a point: text on screen, humour, slip-ups denoting authenticity and so on. Put online and embedded in a blog these images were a form or mashup. The images could be collated on Flickr. Whilst a piece of video on YouTube can be embedded anywhere a person wants it, this content in various ways can be reincorporated. Not a bad thing if links of some kind are retained. Providing a transcript and stills are ways to facilitate quoting from the piece, for getting the conversation going on a social platform. This depends of course on the client brief, whether there is a wish, let alone permission, supported by the right Creative Commons choices, to see content shared.

We discussed external and internal communications, the difference between content for the Internet or an Intranet.

We also discussed the likelihood of people to participate in this way. I like the simple split between ‘Digital Visitors’ and ‘Digital Residents’, between those who look and those who touch, those who observe from time to time, compared to those who take an active role. I quoted Jakob Neilsen and his 95:4:1 ratios between those online who simple browse or observer (what used to be pejoratively called lurking), those who rate, like or comment and the 1% who create the content.

Forrester Research have taken this further though this isn’t something I took them through:

  • Creator
  • Conversationalist
  • Critic
  • Collector
  • Joiner
  • Spectator
  • Inactive

REFERENCE

Salmon, G (2002) The key to active learning online. (accessed 24th March 2012) https://tojde.anadolu.edu.tr/tojde8/reviews/etivities.htm

(This is one part of a larger mindmap. Things missed out here might be included elsewhere. Do please offer your thoughts. I have webcasts and webinars elsewhere. Then of course there is PowerPoint with voice, animations and ‘movies’ and many ways of presenting linear video in a non-linear dashboard).

Effort Counts -ways of learning, online and off

EFFORT COUNTS (Creme)

Assessment of learning journals and the value of reflective writing for undergraduates and graduates using Bubbl.us to construct the knowledge map from an initial sketch on a fag packet.

With special thanks to fellow student Lesley Morrell who shared this software with us in the first place. I like it as a draft before Compendium, where I will take it next.


 

Resource Guided

In which the author does their directed reading, as per the brief. Scanning a few reports, choosing the few than can be covered in the allocated time and drawing their conclusions from these alone.

Tutor Guided

In which the author first follows, then seeks clarification and support for the route to take. This may have at its heart the concern or interest in ‘how do I get the marks’ for anything that may be required for assessment. (The balanced approach is to draw upon the tutor as an additional guide to all the others in blue)

Course Guided

In which the author aims to do as the institution course moderator), awarding body requires. Previous knowledge of this, or other such like institutions will help. With the caveat: ‘A collaboration of strangers’. In which a forced grouping (of convenience, without bias/favour) is constructed and required to perform as if they have come together naturally.

Self-guided

In which the author draws more fully on their own experience of this kind of thing, through reading and practice, as a student, employee, child/sibling or parent …

Misguided

In which the author through choice or influence takes the wrong path. If working in isolation, not seeking or receiving tutor or peer group feed-back they either go off on the wrong path, or they wander aimlessly like a boat without a rudder. A certain way to disillusionment, delusion and/or depression.

Collaboration as peer guidance

In which one or two fellow students take on a mentoring or partnering or even a paternalistic/maternalistic role. They become a more trusted and understanding friend whose shared journey, experience, intelligence and way of putting things keeps you straight, or puts you back on track. Perhaps more effective where the group that collaborates is self-forming. In which an informal, larger grouping of people support one, several or each other through the process. Perhaps as effective, if not more so, where someone takes a leadership role. Either way symbiosis or reciprocity may (or may not) be expected or required.

Self-forming Collaborative

In which an informal, larger grouping of people support one, several or each other through the process.

Serendipity

In which the author, through following up references within references finds a meaning and ‘truth’ that is deeper and more meaningful to them. It is therefore given greater weight (whether or not this will be respect or followed up in the course of assessment).

Libertine

The idea that the author does as they please. They express or ‘perform’ a typed-up, written-out ‘stream of consciousness’ – ‘free thinking’ if you like.

Indulgent

In which the author goes off in a world of their own. Dropping in thoughts and ideas from any old place, even if referenced, they are drawing on their entire life experience, anything they are reading at the time, or may have picked up from the internet, TV or radio in the last hour.

Thorough

The idea that the author does a comprehensive job, though this may be descriptive, rather than reflective or thoughtful. The ground is covered in a systematic, probably linear way – which in effect resulted in Dewey 19933) first thinking about a better approach.

Resourceful

In which the author play Huck Finn (in which he gets friends to paint a fence for him). This might be considered more devious, than resourceful as it implies building on, though hopefully not plagiarising the thinking of others. It may include reading all the suggested resources, but may also imply seeking out something more current that may very well answer the exact question for which they are seeking the answer.

The next step, even if the word count has been exceed, is to put it through Compendium to add underlying reports and references.

I’ve already had a great experience of producing a project briefing document in Compendium, sharing this withou someone several hundred miles away and then discussing it on Skype. Compendium meant that he got what is clearly a draft, a working document, the way my mind has thus far thought the project through. He could then indulge where necessary his greater curiosity by reading the attached notes, documents or reports.

The trick with this continued reflection on reflection, beyond due dates, word counts or reading lists, will be to wrap it all up at some stage, editing along the way, and if it is going to be submissable, reducing it to a 500 word count.

This has to be the eighth or ninth effort at this, forays that have yet to benefit from the kind of academic rigour and effort that will no doubt deliver an end result.

The fear is that this is like shooting an arrow at the moon, when the target is 60 yards away – clear as dandy. But this is who I am, and how I approach things. The trick is to pay me on a fixed-fee basis, because you may pay for 20 hours effort, but you’ll get 60.

Virtual Learning Environment vs. Personal Learning Environment. Who wins?


  • John Petit
  • Martin Weller
  • Niall Sclater

Stephen Downes – Students own education

·How much do they actually differ in their views?

·What is my perspective?

·Freedom is lack of choice

·Parameters work

·Creativity is mistakes

·Have rules, the mischievous or skilled will break them anyway

·The end result counts.

a)This isn’t a debate. Neither takes sides and the chair interjects his own thoughts. A debate, whether at school, university or in a club, or in a court of law or the House of Commons, is purposely adversarial, people take sides, even take a stance on a point of view they may not wholly support, in order to winkle out answers that may stand somewhere between the two combatants.

b)During the MAODE this might be the second such offering as a ‘debate,’ the last being as weak. What is more I have attended a Faculty debate which shilly-shallied around the issues with at times from an audience’s point of view it being hard to know whose side the speakers were on?

c)As well as deploring the lack of rigour regarding what should or should not be defined as a debate, the vacuous nature of the conversations means that you don’t gain one single new piece of evidence either way. Generalities are not arguments, neither side attempts to offer a knock-out blow, indeed Martin Weller seems keen to speak for both sides of the argument throughout.

When Martin Weller implies that a VLE constrains because ‘There are so many fantastic tools out there that are free and robust and easy to use.’ I would like a) example b) research based evidence regarding such tools, which do offer some compelling arguments, these commercial and branded products have to offer something refreshing and valuable.

Unlike some university offering they are therefore not only effective, but vitally, they are fun, tactile, smartly constructed, well-funded, give cache to the user, are easy to share, champion and become evangelical about, explored, exploited and developed further. Here I compare Compendium with the delight of bubbl.us.

Here I compare blogging in the confines of the abandoned cold-frame that is the Victorian OU student blogging platform compared to the Las Vegas experience of WordPress.

I can even compare how WordPress performs externally compared to the shackled version provided by the OU. On the one hand there is a desire to treat students like sheep; there is even a suggestion in this chatty-thing between Niall Sclater and Martin Weller than OU undergraduates ought to offer the most basic environment in which to operate. Access is an important point, but you don’t develop players in an orchestra by shutting everyone in a hall and giving them a kazoo. And if that Kazoo requires instructions then it deserves being ignored. Having lived with it for a year the OU e-portfolio My Stuff might best be described as some kind of organ-grinder with the functionality and fun-factor of Microsoft DOS circa 1991.

Martin Weller makes the point about tools that might be used this before, during and after their university experience. There is a set of ICT tools covering word-processing, databases, number manipulation, calendars and communications that are a vital suite of skills; skills that some might already have, or partially have … or not have at all. The problem is in the accommodation of this widely differing skill set.

JV Exposure to new, or similar, experience of better as well as weaker programmes/tools, fashion, peer group, nature of the subject they are studying, their ambitions, who they are, how much time they have, their kit, connection and inclinations, let alone the context of where they are going online.

In this respect Martin Weller is right to say that ‘some kind of default learning environment’ is required first of all.

Caveat: You are going to need people to use the same kind of things in order to be able to communicate.

·University blog vs. their own bog.

·University e-portfolio vs. their own portfolio.

·Elluminate vs. Skype.

·Mac vs. PC,

·Tablet vs. laptop.

·Desktop vs. smartphone.

·Paper vs. e-Reader.

·University Forum vs. Linked in or others.

·Twitter vs. Yammer.

Swimming analogy: training pool, leisure pool, main pool, diving pool, Jacuzzi.

Niall Sclater makes a point about a student using an external blog that doesn’t have a screen reader. Do browsers not offer this as a default now? Whilst I doubt the quality of translation I’ve been having fun putting everything I normally look at into French or loading content onto an e-reader and having it read to me on long car journeys. The beauty of Web 2.0 and Open Learn is that developers love to solve problems then share their work. Open Learn allows these fixers to crack on at a pace that no institution can match.

Perhaps issues regarding passwords is one such problem which is no longer a problem with management systems. Saving passwords etc.: Other problems we have all see rise and fall might include spam. The next problem will be to filter out spam in the form of ‘Twitter Twaddle’ the overwhelming flack of pre-written RSS grabbed institutional and corporate messages that should without exception be ‘flagged’ by readers as spam until it stops. I never had a conversation with a piece of direct mail shoved at me through my letter box, or spam come to that matter. Here largely the walled, university environment in which to study, is protected from the swelling noise of distraction on the outside,

Niall Sclater talks about the Wiki on OU VLE, in Moodle ‘comprises what we consider is the most useful functionality for students. The OU ‘cut out a lot of the bells and whistles you find in MediaWiki’. New to wikis I enjoyed being eased into their use, but like a keen skier, or swimmer, having found my ‘legs’ I wanted incremental progressions. Being compelled to stay in the training pool, or on the nursery slopes, to return to by Kazoo metaphor, is like having Grade 5 flute, but having to play with six novice recorder players in Kindergarten. We move on and therefore what is offered should move with us.

Universities fail abysmally to sell their products to their captive audiences.

Commercial products are sold, invitingly to everyone who comes within earshot. There is a commercial naivety and intellectual arrogance sometimes over stuff created that must be great, because it is the invention of brilliant minds … and that its brilliance will be self-evident even if it sits their within its highly branded overcoat waiting for some time to take an interest and take it out for a test drive. Creators of these tools forget that a quick search using some of the terms related to the affordances of the product being offered will invariably produce something more appealing from the likes of Google, Adobe, Apple or Microsoft.

Nail Sclater points out that some students can be confused by too much functionality. I agree. If there is a product that has far too much functionality, it is Elluminate. And even for a library search, it ought to be as simple as the real thing … you go to a counter and ask for a title. Google gets it right. Keep it simple. Others are at last following suit. Or is the Google God now omnipresent?

Martin Weller stumbles when he says that Nail ‘hits on two arguments against decentralised PLEs by

a)Giving three arguments

a.Authentication

b.Integration

c.Robustness

b)He is meant to be in favour of PLEs.

i.e. academics are incapable of debate because they are, to use of Martin Weller’s favourite terms ‘contextualised’ to sit on the fence. A debate should be a contest, a bullfight ideally with a clear winner, the other party a convincing looser.

You wouldn’t let a soldier chose his weapons then enter the fray. There has to be a modicum of formal training across a variety of tools, and in a controlled, stepped fashion in order to bring people along, communally, for retention and to engender collaboration and participation and all that benefits that come from that.

Who at a time of change is going to declare their role, or department redundant? Brought into a new role, Social Media Manager, I feel I will have succeed in 12 months if I have handed over the keys to others, spread some of the glory about. That’s how I see it, a little bit of everybody’s lives. You can wordprocess, you can do some aspect of Social Media. There are other functions though that long ago were circumvented by clever software. Web 2.0 deplores the gatekeeper. It wants to put everything ‘out there,’ enabling everyone and anyone to make of it what they need and please.

Personally I’ve been loading content, text and images, in diaryland since Sept 1999 and have never had an issue with access, yet I have repeatedly found my OU e-portfolio failed, or that while composing a response in a forum the system fell-down and I lost what I was doing.

Nial Sclater argues in favour of VLEs to ensure usability, access, extension to students, common ground on terms of tools, opportunity and form an assessment point of view, use of content too.

While Martin Weller wants to ‘Support’ – an argument for VLEs. (I’ve now made the point several times that Martin Weller seemed unsure of which side he was on, and by personality and from experience, will never take a side in any case).

We DO want people going away being able to use package X. Do we turn out Roy Castle types who can play loads of instruments not very well, or a virtuoso performer who can at least play the cello well?

JP stepping in ‘as my confidence grew I got to know that and my confidence grew across the year as I got to know that and one or two other very limited and well-supported tools’

Nial Sclater’s point that the same tool is required for collaboration and assessment. This applies also to reading the materials provided and doing the activities so that these are the points of reference for assessments (as currently practised). How can a Tutor mark an assessment that is based on vegetables from a walled Victorian kitchen garden, when the student offers flowers grown from seed in a tub? To return to my sporting analogy, how might I judge a person’s ability to swim after 12 weeks if they’ve been learning how to sail?

Parameters have a purpose.

The greatest resistance to a writer is having no sense of purpose, no goals, no parameters, no set pieces, no one to be on their case. A free for all, perhaps as the new London Business and Finance School is finding, is that just giving students the lot and telling them to get on with it is not conducive to a viable learning experience. (Nor do I think it’ll deliver someone is able to work with others).

Expressions of learning

Think about your own learning – the resources and tools you use, where and when it takes place.

Early mornings from 4.00am, weekends, mornings only ’til 10.00 or so.

Occasionally some reading in the evening.

But vicariously too, in a conversation, or going for walk, say looking at pebbles and shell washed up on the shore, or the layers of deposits in a chalk cliff.

What is your experience of being a learner?

If I’m not learning something new or building on my knowledge I am bored. I’m staggered I survived formal learning, I found the Oxford approach tedious, skipped all lectures, and relied instead on libraries and Blackwells which could between them supply every book or journal I wanted.

I failed to get far with a correspondence course on writing.

I learn best with a mixture of doing, reading/workshops and further application. I can be inspired or frustrated by my peer group. They can be a vital part of the mix, a course I did across Europe having the most refreshing mix of people.

What tools and resources do you use?

I’m slowly getting it all down to the iPad for its speed to the web, then grabbing and pasting into websites that I use as folders, eportfolios, writer’s journal as well as open blogs. I also chuck things into my email folders to collate, aggregate or check through later.

What are your views on different technologies?

I make the time to try most things and will become temporarily hooked. Currently fixated on Linkedin, WordPress blogs and Stumbleupon.

Likely to read most content as an eBook putting notes into iWriter. This is in stark contrast to printing everything off a year ago then filing it.

Forever grabbing screenshots or taking pics that go from Picasa to Picasa Web and then into blogs.

Can you think of examples where technology has made a significant difference to the way you learn?

When I started the MAODE I fell back on methods I had used during A’ levels snd quickly filled several files.

A year on and I hold the iPad in my right hand and manage a kind of touchtyping with the other. I try not to rely on harddrives and memory sticks instead putting it online, increasingly as private or password protected entries in a number of blogs hat act as themes or categories.

I would worry about learning away from The OU and finding the VLE not up to scratch or being cut-off from fellow students.

Can you think of counter examples where you had a bad experience of a particular technology?

I hate Outlook and Excel.

I both instances I feel the nerd has taken over, that my mothball of a mnd is being shoe-horned into a match-box. Worse, My unregimented, freefalling, excitable mind is being containerised, my best thoughts quaterised. It disables some minds and enables the petty. These are to me like walking in crocodiles to the school dining hall; they are overly prescriptive.

I am starting to hate Word 2011 in favour of an iPad App, iWriter which is less like trying to write while dressed as a Morris Dancer and playing the Great Whurlitzer.

Interested in the potential of computers I joined an undergraduate group in 1983 but found having to learn programming was akin to sticking stamps onto envelopes with my toes.

I used interactive DVDs successfully to learn AdobePhotoshop, FilemakerPro and Dreamweaver.

Simply a voice talking through the screen shots then getting you to do the same. The next best thing to having someone sit at your side and be your guide.

All self-paced, vital as I might prefer to do 20 intensive hours in one shot rather than nibbling at it.

What did this do to your motivation for learning?

There must be intrinsic motivation.

How did you deal with the situation?

Giving up. Which I know now was unnecessary. Thinking my mind isn’t suited to a thing instead of tackling it.

Support is vital.

Some formal training, then support at your shoulder. Time to figure it out. Understanding as you get it wrong. Those expert at these things can be unsympathetic to new comers, assuming their knowledge, rather that helping or nuturing.

Had the motivation been there could I have found my own way into the technology I do wonder.

I love the intuitive, where the learning is self-directed and incremental. Anything that needs an instruction manual or behaves like the off-side rule will put me off.

I love the Sony flip. IT just does video. Like Google ‘just does search’.

Excessive bells and whistles should be offered as Apps to add later rather than being offered up front.

Visualing metaphors I use to explain learning online:

It is like the letter a …

  • A dandelion in seed (Content online)

  • The solar system (Social Media Networks)

  • Drops of ink in water (Content online)

Akin to my ever changing Personal Learning Environment mindmap:

  • Lichen (How your knowledge grows/links)
  • Ball-bearings (Dependency and interaction)
  • A map (layouts, representation)
  • The water-cycle (Binary code as water molecules)
  • A Catherine-wheel (Spinning beautifully then falling of its stand!)

  • A glider riding a thermal (Personal development)
  • Delibes, Lakme. (Music as metaphor. Dance. Entanglement. Rising)
  • Learning to sight read music
  • Soaring and bound

  • Swimming pool (coaching/training)

Each might emphasise different aspects of the process: –

  • What is being learnt
  • Contexts
  • Audiences

Ways of expressing yourself

  • Empathy
  • Shared experience

What artifacts (tools, resources, etc.) are being used?

Where and when things are happening

  • IPad
  • Photoscspe
  • Picasa
  • Artpad
  • Bubbl.us
  • Wordle
  • MRI scan
  • Engestrom’s activity systems
  • Google Images
  • David Mcandless

Cloudworks

Grainne Connole is the ‘star turn’ in Cloudworks. She is Oprah. This is a channel, a network, a show. To stand out, let alone to be attractive to users, it requires this kind of ‘ownership.’

This ‘online filing system’ is weak because of how it is presented NOT for what it does and can do.

It has the potential to be a social educational campus/network. The key is to overlay ALL assets with an image of the person who composed the material, i.e. the entry into the content is the person or if not an image, then at least the opportunity to add a ‘book cover/sleave’ i.e. something visual, relevant to the content, personal and engaging.

Facebook has the right balance between form and functionalty. There is a caareful balance of personalisation and prescribed layout/design. (Like a good TV channel, you know where you are when you’re in Facebook).

Often I see ideas screaming out for the input of a designer

Here I mean a visualiser, an art director kind of designer, someone who can take the excellent functionality, the problem solving, engaging, satisfying programming/sites – and add some feeling.

We are emotional beings, we respond and are motivated for subjective reasons. We chose one thing over another because we ‘like’ it, not necessarily because it is better than another product or service.

In time it won’t just be an art director that is required, you’ll need a producer

… someone who can run the ‘channel’ as a living entity, as a live-show, that will include video. Am I describing the librarian of the 21st century, an ‘asset manager’ who is not working in the City of London?

If you give the new bubbl.us a go I promise that some of the things it does, and how it looks, makes it a joy. Every time you create a new node or bubble it automatically offers a different, though matching, graded shade of the previous colour.

(Six months ago it was more child-like – you deleted a bubble you didn’t want and it bursts into flames! Now they fade away like mist on a Spring morning).

There is a war going on out there.

Make yourself attractive. People haven’t time to compare sites, they’ll just run with what looks right and if it delivers they’ll stick with it.

See Visualising the Learning Design Process, A. J. Brasher, below.

See Information is Beautiful, David McCandless.

Understanding the practicalities of learning design for learning online

PART ONE

This is how I develop a Creative Brief … this happens to be an MAODE exercise on Learning Design.

As a video producer this is the idea I’d sell to the client.

I’d then work with a coach and group of swimmers to set the scene and milk it.

This is the kind of thing corporate clients use to teams of 10,000 employees. This is also how I go about writing scripts, sometimes adding drawings, cut-outs from magazines and photos. Nothing hi-tech at the thinking stage … which gives people more freedom to contribute.

A whiteboard marker pen on unforgiving wallpaper backing paper (30p a roll in from the reduced bin!). Stuck to the kitchen door.

PART TWO

The Forum Thread deserves as Swim lane of its own with as much activity into it and Elluminate as I have put here into a blog/microblog.

Often I find a dedicated thread such as e-Learning Professionals is more likely to guarantee a response to something I say; the reason for this is simple, they have thousands of active members.

There are reliable statistics to say what tiny per centage of people are happy to write, read, comment and contribute. 1% to write, about 4% to comment. This has to be reflected in forum activity too, however much it is required by the course. I’ve missed out blogs other students keep, and the links back and forth to these.

You’d be surprised how much goes on in the background.

I’ve found myself working things through with people in different tutor groups, who did the module a year ago … or who have nothing to do with MAODE but have an answer. Which reminds me of the fantastic diagram drawing tool dia. How does Naughton’s journalistic point of view compare to those of an academic?

I worked through it alone, blogged about it and offered thoughts and replied in the tutor forum.

The degree or blogging I’ve put forward reflects what I consider an invaluable addition to taking part in Forum Threads. You express what you think, ‘stream of consciousness’ into your own blog, edited to140 character for Twitter than take part in a Forum where some back and forth discussion should come about.

The other invaluable form of participation is through a conference call – as Jonathan Swift said, ‘I don’t know what I mean until I have heard myself speak.’

This is akin to a treatment outline for a video. The script in our case is the ad-libs and verbatim responses of student and input from the tutor. I like the idea of swim-lines and can imagine the Tutor online as a coach, rather than a subject matter expert, as a guide and mentor.

The reality is that such rapport develops with fellow students.

It is a shame that there isn’t more continuity through your original cohort. I have used the Compendium to share projects, using the layers to attach documents and have another contribute. For a simple mind map I like bubbl.us, otherwise I’m as likely to do a sketch and photograph it to share … or draw directly into a paint/draw package such as ArtPad using a stylus and Wacom board. Like all tools you need to have a clear use for it, rather than playing in a sandpit. To be able to collaborate in a team people need to be familiar with and using the same software/platforms.

Compendium can be used as a basic mind-map or flow chart and with experience be used for much more, as an e-portfolio of sorts.

It is overly prescriptive. Tools need to be intuitive and follow common practices regarding buttons and outcomes. For a first draft I prefer marker pen on paper, followed by bubbl.us.

As Beetham’s Chapter 2 (Activity 2) points out learners will find their own way through a task regardless. We understand things differently, draw on different experiences and come up with our own metaphors.

Whilst I go with the ‘Swim Lanes’ analogy, I often think the reality is like a Catherine-wheel nailed to a post in the rain.

Should an exercise such as this be addressed in a way that has so scientific connotations? It is surprising how easy it is to share the narrative of a linear activity in a multitude of ways. A simple set of numbered bullet points, perhaps worked up as a presentation. As a board game, one step taken at a time. Or a set of activity cards. You can talk it through by counting five activities off on your fingers. I’ll do one of these in the truly, joyful, brilliant http://www.bubbl.us and post it to my ou blog and extracurricular blog’ ‘My Mind Bursts’ which in turn is fed to Twitter ‘jj27vv.’

Make one of these mind maps, then change your mind and be tickled with the way the ‘node’ or ‘bubbl’ behaves . Go see! This and a list of wonderful tools from an H808 student who is a primary school teacher in Thailand. Work should be fun, especially learning design. After all, if you don’t enjoy it, how do you expect your future students to behave?

PART THREE

Bubbl.us has gone from toy to a grown up tool with layers and the opportunity to add sound, images (stills and moving) and no doubt much more, none of which I have had time to try.

The old bubbl.us was like playing with kid’s party balloons and when you deleted a balloon (or node) it blew up and burst into flames. This new version still does some magic to the eye, fading away like a mist, also when you save melting into the background like a rainbow of ice melting.

An extraordinary delight to the senses and apparently of far more practicle use than I credited it with a few months ago.

 

 

Click on this and it takes you to Picassa Dropbox. You can then enlarge it, save the code and help yourself. I think all the images I’ve put into this OU identify album is ‘open to the public.’

Seeing this all again I am reminded of my inspiration David McCandless.

By working on this a few more times an art director or designer would turn it into a thing of beauty; it is this level of inspiration that sells ideas to committees, colleagues and others.

People buy into ideas. People like to be inspired.

The pedagogy must of course be sound, the right offering of activities, outcomes and learner flexibility and support is the OU magic mix.

P.S. Don’t imagine I was familiar with any of these tools until I started the MAODE in Feb 2010, most of everything I now use I was introduced to by someone here.

PART FOUR

Adding the role of the Tutor.

Is this a model or an expression of what took place?

At what point, by adding Tutor engagement, and then picking out individuals in relation to their tutor group forum participation do you make assumptions?

A questionnaire would elicit the facts.

At some point the complexity of the activity shown diminishes the ease at which the chart is interpreted.

 

I’d replaced the imploring ‘HAVE FUN!’ with the more germane ‘ENGAGE!’ i.e. take part, I say this because debate and discussion may not be fund with a smile.

Often I liken a session that spins out of control as a Catherine-Wheel nailed to a post that fizzles and falls … or winds down. Some activities can be like this, ‘full of sound and fury, signifying nothing.’

They tend to be the most fulfilling, where everyone in the group takes part. Or at least SIX on a regular basis to give the thing some spin.

Failure to participate is the killer; with it an activity can be a wild success, drawing people in, urging them to take part. Without them you are on your own ‘with your books and your thoughts.’

The reality of distance learning online is a bit of both, the trick is to be able to engage and disengage with reasonable flexibility, not feeling guilty whether you are quiet for a period or when you are ever-present.

The role of the tutor is a tricky one

Mentor and coach, or subject matter expert? Institutional insider to guide? Overseer? Absent landlord? Marker? Assessor? Animateur?

The role is changing. It will be as different as it is in the ‘real’ world from the one-to-one private tutor, or the ‘gang master’ running 60 students via pre-recorded video lecture. Customers, as students can call themselves with greater validity if they are paying significant sums, will be demanding.

‘Change is all around us’.

(Sung to the tune of Wet, Wet, Wet’s ‘love is all around us’).

PART FIVE

Get in a designer and make it a thing of information beauty.

Sell it internally and externally.

Schedule, produce.

Watch what happens and adjust accordingly.

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