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Diffusion of Innovations – Picking this up a year ago at the start of the Masters in Open and Distance Education (MAODE) I couldn’t relate to it.
I hadn’t enough experience of ‘e-moderators’, the term Gilly Salmon uses for Tutors (also Associate Lecturers). A year on I appreciate the complexity of the role, and potentially the considerable demand on their time and efforts to help us students sing – it can’t always happen. If we are a choir, then at times we have to learn to practice in small groups in our own time.
‘E-tivities’ is a must read at any time. You may not agree with the five-stage approach to online learning but I’d go this route until you know better from experience; i.e. play a game that has rules and works before you make up your own.
It should be a game. It should be playful.
It can be. It often is. I don’t tinker away at the QWERTY keyboard like this if I didn’t enjoy it; as Andrew Sullivan puts it, this is jazz. These ideas the latest from John Seely Brown. Remember in his lecture to the Open University he described it as ‘Bringing Coals to Newcastle’ (Week 1 or 3, H800).
That is respect for the Open University who remain the leaders worldwide.
As Lord Putnam, the OU Chancellor put it, ‘It’s as if the Open University was waiting for the Internet’. From TV and Radio, with books, videos and CDs sent out computer-based and now e-learning was and is pioneered right here.
More of this then.
And I’ve made a start on this, the seminal John Seely Brown publication:
I do like a good read, something cover to cover (though these days as a e-book, it does make highlighting and note taking massively easier). And we want to share what we think about what these guys say? I put my notes in the OU e-portfolio My Stuff so could/can share pages from there. Just ask.
I can’t be bothered with this:
I read three chapters nd skimmed through the rest.
I was working in a Brighton-based web-agency in 2000. Ten years ago I would have sung from it. A decade on I find it vacuous hype that occasionally gets it right but often does not.
That said, there are books that I dismiss the first time I look, but can be brought back to sing its praises. Another must read, especially for H807 ‘Innovations in E-learning’ is Roger’s ‘Diffusion of Innovations‘.
- Are you the learning architect or the learning builder? (mymindbursts.com)
- Do I join I club when it is clear I’ve become one of those students the OU will never get rid of? (mymindbursts.com)
- My interactive, web-based, online, offline, inline, e-learning journey to date (mymindbursts.com)
- Pause (mymindbursts.com)
- MOOCs, online education and the rights of learners. (dougbelshaw.com)
- Is it a good idea to base an e-learning module on a book? (mymindbursts.com)
- Accessible e-learning – identefying issues, actions and problems using an Activity System (mymindbursts.com)
Why I am buying e-Books of books I already own.
Some books I read a chapter at a time, over several weeks. Some books, like ‘The Isles’ I read more than once. Try going to sleep with this in your hands. You can’t you lay it on the pillow. CUT TO: Kindle version Easily tabbed forward, left hand or right. Various other books are getting the Kindle treatment, some because they work better as e-Books, anything I need to highlight and take notes on … and because I may have four, five or six books on the go simultaneously.
There is something of a feeding frenzy when it comes to consumption of digitised and other media; there’s a constant maelstrom of activity that engenders adapted behaviour by those who indulge it.
The answer is a hobby!
‘How can anyone become a thinker if he does not spend at least a third of the day withou passions, people and books?’ Asked Neeitzsche.
Does racing a Fireball count? Does challenging yourself to ski an unchartered couloir on skiis? Or does these mean yoga and meditation?
All I can manage to escape at present is teaching and coaching swimming. It engages much of my brain … though even here, if I am dreaming up a mobile-learning course for fellow teachers, or how to engage my athletes with the sessions they are doing there is no escape.
Swimming, sailing, painting, cooking, soccer … learning a musical instrument, and still, reading, which might be a book, but could be an e-reader.
I take the view that my education is life-long, sounds like a cliche, but I never chose to divorce myself from needing or wanting to learn more after university. Some of the habits of learning require reading, chunking of information and developing it in different ‘sizes’ for your own consumption, let alone for others.
Are we not, or have we not, simply created many different entry routes into a subject? From a piece on the radio or in a paper, or in a blog or emailed to us, that leads to something on iPlayer, or on terrestrial TV … or Freeview, that can be read about in popular journals (print or not), or academic … and if there is interest taken up as a course at a point of entry of your choosing?
Does this suggest anything to you?
My thinking is to play to what is possible, making information available in a multitude of sizes and forms. Suddenly I feel like a brand manager for Kit-Kat biscuits 😦 Though there is much more educators should be learning from commerce.
(I was an advertising agency account manager for Kit-Kat, Polo, Walnut-Whip and Dairy Box in a former, distance life)
When your 14 year old daughter is in bed with flu, and running a temperature, you relent when she pops her head up from under the duvet and wants to use your laptop to watch a movie and get in touch with friends.
I think, because I use a keyboard extension that the chances that I will pick up her germs are reduced; I forget that we both use the same mouse. She blows her nose, uses the mouse, goes to sleep for three hours. I pick up the laptop, go online, do stuff like making a sandwich …
That’s four out of four now down with the bug, only the dog and the guinea-pigs seem fine (so far).
It doesn’t take long before I wind down
An odd sensation, like your battery has gone flat.
If only it were as simply as plugging yourself into the wall or changing a battery 😦
I am just grisly and very tired
I had a flu jab in October so I should be avoiding the worst of it.
Sit back from this screen … you just can’t tell how infectious these things can be !
If it is one bonus it is the Kindle
It can be read in bed, your head on a pillow, operated with one finger, one thumb … and as my brain is mush I can make the text huge and read three words across like a TV autocue. When I fall asleep, so does it. When I wake up it is picks up where I left off. In fact, it will read the book to me … however, will it tell when I am asleep? That would be clever.
I’ve gone from one book to several
Between them Amazon and Kindle have their fingers in my wallet.
I’m 46% the way through the Rhona Sharpe book. Here’s a new concept … no pages.
In addition I have samples of six other books, two blogs and a magazine on a 14 day free trial (I will cancel these 7 days in or earlier to be sure I don’t continue with anything I don’t want)
And new books, and old books.
In the 1990s I bought CDs to get back or replace LPs of my youth. Over the last five years I’ve got rid of most of these and run with iTunes.
Books, due to lack of storage space, are in really useful Really Useful boxes in a lock up garage we rented to help with a house move … three years ago. Is there any point of a book in a box? I have over the decades taken a car load of books Haye on Wye and sold them in bulk. A shame. I miss my collection of Anais Nin and Henry Miller; I miss also my collection on movie directors and screenwriters. Was I saying that this part of my life had ended? Or I needed the space (or money). I fear, courtesy of my Kindle and lists of books I have made since I was 13 that I could easily repopulate my mind with the content of these books. Indeed there is no better place to have them, at my finger tips on a device a tasty as a piece of hot toast covered in butter and blueberry jam.
I do nothing and the page views I receive doubles to 500. What does this mean? I am saying too much? That the optimum blog is one per day? Or have folks found they can drill through here for H807 and H808? Who knows, I don’t the stats provided by the OU are somewhat limited. I’d like the works. Which pages do people enter on, which are most viewed, where do they exit, what’s the average pages viewed by an individual and so on. In my experience 500 page views means three people reading 100/150 each with a few others dipping in and out.
How Kindle has changed me in 24 hours
My bedtime reading for anyone following this is ‘The Isles’ Norman Davies.
I read this in the 1990s when it came out. I felt it deserved a second reading. It is heavier then the Yellow Pages and almost as big. Because of its bulk I may have it open on a pillow as I read; no wonder I fall asleep. (Works for me). Having downloaded it to the Kindle last night in 60 seconds and for less than £9 I may now read more than a couple of pages at a time. I can also annotate and highlight the Kindle version. I have an aversion to doing this to the physical thing … I am used to selling on my old books. Not something I can do with a Kindle version. Which makes me think, should these digital versions not be far, far, far cheaper? Take ‘The Isles.’ The dust cover is in perfect nick, I took it off and boxed it rather than get it torn. The damp in the lock-up garage hasn’t caused too much harm. I could get £8 for it, maybe £5.
More on E-learning:
- Rethinking Pedagogy for a Digital Age. (Rhona Sharpe)
- Creating with WordPress (blog)
- Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms. (2010) Will Richardson
- E-Learning by Design (William Horton)
- How to change the world (blog)
- SEO Book (Blog)
- Digitial Strategies for Powerful Corporate Communications (2009) Paul Argenti and Courtney Barnes
- The Online Learning Idea Book (Patti Shank)
- Using Moodle (Jason Cole and Helen Foster)
Some bought, some simply samples. The blogs on a 14-day free trial. Neither worth £0.99 a month.
Best on Kindle
The big surprise, the book that is so beautifully transmogrified by Kindle, lifted by it, is ‘The Swimming Drills Book’ (2006) Ruben Guzman.
No! This isn’t what happens if your swimmer gets it wrong. This is a drill called ‘dead swimmer’ in which they float head down, then slowly extended into a streamlined position, kick away and then swim full stroke.
‘The Swim Drill Book’ is a mixture of text, almost in bullet point form, and line drawings of swimmers in various stages of effort to perform a stroke or drill or exercise.
If an author needs advice on how to write for a Kindle, or for a tablet, I’d point them at this book. This is NOT how it was conceived, but it is how it works on this alternative platform.
You can try it for free
Download Kindle for PC or Kindle for Mac then find ‘The Swimming Drills Book.’ You can then view a sample which takes you beyond the acknowledgements, contents and introduction into the first chapter.
A thing of beauty
By tweaking the layout, text size and orientation, you can place the diagram/drawing full screen. It simply works, just as the stunning black and white engravings and photographs that your Kindle will feature (at random) when ‘sleeping.’
Here’s an thought: if you’re not reading a book it is gathering dust, a dead thing, whereas with a Kindle your books are simply asleep.
Information behaviour of the researcher of the future. Written in 2007 (published 11 January 2008). Reviewed in 2011.
Part of the Week 1 jollies for H800.
(This picks up where I left off in the Forum Thread)
After a year of MAODE, a decade blogging and longer keeping journals (and old course work from both school and uni I might add) I feel I can tap into my own first, second, third or fourth take on a topic.
Increasingly, where this is digitised my preferred learning approach is to add to this information/knowledge, often turning my ideas inside out.
We are yet to have a ‘generation,’ (a spurious and loose term in this context) that has passed through primary, secondary and tertiary education ‘wired up’ to any consistent degree from which to gather empirical research. Indeed, I wonder when things will bottom out, when we’ve gone the equivalent journey of the first horseless-carriage on the Turnpikes of England to the 8 lanes in both directions on the M1 south of Leicester – or from the Wright Brothers to men on the moon.
I’d like to encourage learners to move on from copying, or cutting and pasting in any form, to generating drafts, and better drafts of their take on a topic, even if this is just a doodle, a podcast or cryptic set of messages in a synchronous or asynchronous discussion i.e. to originate.
I lapped up expressions such as Digital Natives, an expression/metaphor only that has been debunked as lacking any basis in fact.
I fear this is the same when it comes to talking about ‘Generation X, Y or Z.’ It isn’t generational, it is down to education, which is down to socio-economic background, wealth, access (technical, physical, geographic, as well as mental), culture, even your parent’s job and attitude.
My 85 year old Father-in-law is Mac ready and has been wired to the Internet its entire life; does this make him of this ‘Generation?’
If x billion struggle to find clean drinking water and a meal a day, where do they stand?
They’ve not been born on Planet Google, so don’t have this generational opportunity.
I find it short sighted of the authors not to go for a ‘longitudinal’ (sic) study. It strikes me as the perfect topic of a JISC, Open University, BBC tie in, the filming part funding the research that is then published every three years for the next thirty, for example.
Trying to decide who is Generation X, or Generation Y or the ‘Google Generation’ strikes me as fraught as trying to decide when the islands we inhabit became, or could have been called in turn England, Scotland, Wales, Great Britain or the United Kingdom.
We could spend an unwarranted amount of time deciding who is in and who is out and not agreed.
We can’t it’s like pouring water through a sieve. The creator of IMBD, a computer geek and film buff was born in the 60s (or 70s). Highly IT literate, then as now, he is not of the ‘Google Generation’ as defined as being born after 1993, but is surely of the type?
Personally I was introduced to computers as part of the School of Geography initiative at Oxford in 1982.
Admittedly my first computer was an Amstrad, followed by an early Apple, but I’ve not been without a computer for the best part of thirty years. I can still give my 12 year old a run for his money (though he does get called in to sought our browser problems).
And should this report be quoting Wikipedia?
Surely it is the author we should quote if something is to be correctly cited; anyone could have written this (anyone did).
Reading this I wonder if one day the Bodleian Library will be like a zoo?
The public will have access to view a few paid students who recreate the times of yore when they had to read from a book and take notes, and look up titles in a vast leather-bound tome into which we strips of paper were intermittently stuck. (not so long ago).
Is there indeed, any point in the campus based university gathered around a library when all his millions, or hundreds of millions of books have been Googliefied?
Will collegiate universities such as Oxford, Cambridge, Bristol and Durham (Edinburgh and Dublin? Harvard ?) become even more elite as they become hugely expensive compared to offerings such as the Open University?
There may be no limit to how much and how fast content can be transmitted … the entire Library of Congress in 3 seconds I am told, but there are severe limits to how much you can read and remember, let alone make sense of and store.
Is this not the next step?
To rewire our minds with apps and plug-ins? I smile at the idea of ‘power browsing’ or the new one for me ‘bouncing’ the horizontal drift across papers and references rather than drilling vertically, driven by a reading list no doubt.
I can give a name to something I did as an undergraduate 1981-1984. Reading Geography I began I the Map room (skipped all lectures) and then spent my morning, if necessary moving between libraries, particularly the Rhodes Library and Radcliffe Science Library, by way of the School of Geography Library, of course, and sometimes into the Radcliffe Camera or the PPE Reading Rooms.
I bounced physically.
I bounced digitally online as a preferred way of doing things. Though this often leaves me feeling overwhelmed by the things I could read, but haven’t read, that I’d like to read. Which is good reason ONLY to read the latest paper, to check even here if the paper we are asked to read has not already been superseded by this or fellow authors.
Old digitised news keeps like a nasty smell in the wind?
Users are promiscuous, diverse and volatile and it is clear that these behaviours represent a serious challenge for traditional information providers, nurtured in a hardcopy paradigm and, in many respects, still tied to it. (p9)
The problem with the short read and low tolerance of readers is the way papers have thus far gone from print version to digital version without, yet, thorough transmogrification.
We await new acceptable ways to write, and submit and share knowledge that is less formal and to anyone versed in reading online, digestible.
All authors for the web would do well to read Jakob Nielsen on web usability.
There is a way to do it. If it looks like it belongs in a journal or book, you are getting it wrong
Do the authors appreciate that labelling the behaviour ‘squirreling’ is self-fulfilling?
It normalises the behaviour if anyone reads about it. Whilst metaphors are a useful way to explain, in one person’s words, what is going on, such metaphors soon become accepted as fact.
There is a running debate across a series of article in the New Scientist on the way humans think in metaphors (good, can’t help it), and how ideas expressed as metaphors then set unfounded parameters on how we think (not so good, and includes things like the selfish gene, competition and so on).
This dipping, bouncing and squirreling, horizontal browsing, low attention span, four to eight minute viewing diverse ‘one size does not fit all’ individual would make for an interesting cartoon character. I wonder if Steven Appleby or Quentin Blake would oblige. ________________________________________________________________________________
Why ‘huge’ and why ‘very’ ? Qualify. Facts. Evidence. And why even, ‘very, very.’ This isn’t academic writing, it’s hear say and exaggeration.
There’s a category missing from the graph – branded information, such as Wikipedia, or Harvard Business Publication, Oxford or Cambridge University Press and Blackwell’s, to name put a few.
Where so much information is available, and so many offerings on the same topic, the key for anyone is to feel they are reading a reliable source.
The point being made later about ‘brand’ presence for BL … something we will see more of with the commercialisation of information. Even Wikipedia cannot be free for ever, while the likes of Wikileaks, for its mischief making and spy-value will always be funded from nefarious sources.
There are very very few controlled studies that account for age and information seeking behaviour systematically: as a result there is much mis-information and much speculation about how young people supposedly behave in cyberspace. (p14)
Observational studies have shown that young people scan online pages very rapidly (boys especially) and click extensively on hyperlinks – rather than reading sequentially. Users make very little use of advanced search facilities, assuming that search engines `understand’ their queries. They tend to move rapidly from page to page, spending little time reading or digesting information and they have difficulty making relevance judgements about the pages they retrieve. (p14)
Wikipedia and YouTube both exhibit a marked age separation between viewers of content (mainly 18-24s) and content generators (mainly 45-54s and 35-44s respectively). (p16, ref 17)
‘there is a considerable danger that younger users will resent the library invading what they regards as their space. There is a big difference between `being where our users are’ and `being USEFUL to our users where they are’.
Surely it would be easy to compare a population that have access and those who do not?
Simply take a group from a developed, rich Western nation and compare them to a group that are not, that don’t have the internet access, video games or mobile phones.
Information behaviour of the researcher of the future. UCL 11 JAN 2008