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High School kids in California given iPads loaded with coursework quickly hacked them.
Do they do any more or less studying? No more, nor less. Technology enhanced learning today is an iPad, a hundred years ago it was a Biro, a couple of hundred years ago it was the book, before that the Codex, before that papyrus … The problem with an iPad is that it is the entire library, a shed load of tools, a living room of multi-media and a phone, and camera, and games console …
Not so much a learning environment so much as a learning tool kit
FIG.1. Projected onto the sitting room wall
The migration between kit and now the use of multiple devices tells its own story – that and my enhanced levels of digital literacies.
And dependency on my Open University blog???
I am too used to starting there then cutting and pasting the HTML results into WordPress (here). This platform works because it is kept simple. OK, you have to get your head around a few basics (which are good for any blogging platform), but the thing is stable and robust – it hasn’t changed much in three years and it is always there.
Either I’ll wean myself off it or I’ll plugin to another module of course and be here for another decade.
You get used to a thing – especially when it works. Calls to other institutions regarding their VLE have left me cold – some still old school box of books and turn up for an all day Saturday face-to-face once a month as your only tutor and peer group contact.
From a clapped out Mac Book that died and a Psion I moved on to a borrowed PC laptop … and scrounging computer access around the home. Only recently I got a Mac Mini – for the previous 18 months I’ve been fine on an iPad with moments on my wife’s PC to view and print off DOCX.
The Mac Mini gets what ever screen my teenage son leaves me with – he tends to snaffle away any new screen I get, just swaps them over. I may take me days to realise something is afoot.
And then there is the above – projected onto a wall with me working on a wifi keyboard and touchpad. It changes things. Next to this screen there is a large whiteboard. I get up and doodle.
As for the sitting room? Long gone.
Cries for a TV to bring the family together fall on deaf ears. Why would any of us gather to watch ONE version of an event when we can each take or leave our news, or films, or anything else as we please on a bigger or smaller screen in various other rooms and cubby-holes around the house?
An iPad mini will replicate when I had a decade ago with a Psion, something handheld, light and discrete that I can tap on whenever I wish and wherever I am.
‘The Private Life of the Brain’ Susan Greenfield is my current highly recommended read. It is certain to take you off on a tangent from whatever you are studying, but if offers a layperson’s view of the inner workings of the brain.
The communismization of knowledge and Open Educational Resources
Fig.1. I like spirals. Thirty years ago this was just a photo. For me it is an expression of what learning looks like. (I think this is St.John’s College, Boat House – or is it Balliol?)
At the base are the undergraduates, the first years, as you climb the steps you find the second and third years, then the middle common room the MA and D.Phil students while at the top are the lecturers, senior lecturers and professors.
And when you die they raise a flag.
In 1983 (or was in 1982?) this was the epitome of ‘closed learning’ – the Oxford College boat house.
Not so much ‘dreaming spires’ as ‘dreaming spirals’.
- It was a privilege, but like many of these I’ve been either in denial or trying to shake them off for the best part of 25 years.
- ‘Je suis comme je suis, je suis faite comme ca’ (Jacques Prevert)
- And there’s no going back.
I was up at 4.03am. Back to bed at 6.15am. Then up again 20 minutes ago.
- My body was tired, my head continued to buzz.
Regarding ‘Open Learn’ what’s all this fretting about process for?
Have we all forgotten the purpose of research????
Not ‘how?’ but ‘why?’
Why? Why? Why?
We are seeking answers, not trying to construct a bridge across the English Channel with chopsticks and bendy-straws.
Not to get the process right, but to get answers to problems, to find better ways, to understand and share what is going on so that we can act, or not act on it?
Sometimes I read an academic paper and it is all about the process.
Too often I write an assignment and it has to be written to be marked – not to generate ideas. In fact, my finest few hours, a total End of Module Assignment rewrite was a disaster for a set of marks but is my theory and philosophy of what learning is. It was the culmination of months of work, years even. Expressed somewhere like the School of Communication Arts I would have had the attention of eyes and ears.
Fig.2. Submitted as the hypothesis for an End of Module Assignment the grade was catastrophic – it is of the module, but the examiners didn’t have a grid filled with the appropriate crumbs that would permit them to ‘tick the boxes’. (I did submit more than the image, 6ft high and drawn on a sheet of backing wallpaper).
Creativity doesn’t fair well in a process driven system, either in research or in marking assignments.
This isn’t an excuse regarding a grade or the need and value of process drive, guideline controlled, parameter set research, but rather a cry for some ‘free thinking’ the ‘parcours’ of mental agility and expression.
Fig.3 The cliffs below Roche de Mio, La Plagne
There is value in going off piste.
It isn’t even the democratisation of education and knowledge either, it is the Tim Berners-Lee rather than the Google approach to knowledge – i.e. give it away for free.
It is ‘communismization’ – which is a word, however horrible it sounds, I just looked it up.
This moves me onto dwelling on Creative Commons.
If the idea of openness is to give it away for free what is the reward for the author? Recognition as the author. However, I get the feeling that unless it is published some readers think they can help themselves to the ideas and words of others and claim them as their own.
There will always be theft, but as children aren’t we told that for someone to copy your ideas is a compliment?
We need to behave like the children we still are.
But does even that matter in an open society – theft of intellectual property I mean?
If the spreading of the word is all important should any of us give a fig?
If we have a roof over our heads, food and water, electricity to charge the iPad, the BBC … a health service like the NHS what more can we want?
- Better schools.
- Better roads.
- Better weather.
‘Peace on earth and good will to humankind’.
A better word needs to be found for what is meant by ‘communismization’.
Is is just ‘communization’?
- Is it simply ‘open’?!
- ‘Open’ might do.
- Free
- Open
As the air we breathe …
P.S. I worked the season in Val d’Isere in my gap year and returned a decade later and stayed in La Plagne from December to May researching a book and a couple of documentaries for Oxford Scientific Films. None saw the light of day, though after several weeks thinking about it I came down that cliff face. I made a big mistake by slowing down at the edge and nearly didn’t have enough distance to clear the rocks. I no longer have a death wish. And it wasn’t even fun. It focused the mind though. In fact, the best way to stop yourself thinking about other stuff is to take such risks. Racing Fireballs in the English Channel has its appeal – I have a tendency to end up in the spinnaker or under the hull though.
Related articles
- Web Inventor Tim Berners Lee Shares £1m Prize (news.sky.com)
- Fostering Creativity – The Use of Open Educational Resources (classroom-aid.com)
- Tim Berners-Lee: The Web needs to stay open, and Gopher’s still not cool. (boingboing.net)
- Tim Berners-Lee: ‘You can do anything with a computer that you can imagine’ (venturebeat.com)
- Inventor Sir Tim Berners-Lee says web neutrality crucial (radionz.co.nz)
- What I wish Tim Berners-Lee understood about DRM (guardian.co.uk)
Web 1.0, Web 2.0, Web 3.0 – The way it was, the way it is, the way it will be.
Fig. 1. Way is will be …
- Way was
- Way is
- Way will be …
Web 1.0 Top down and traditional
Web 2.0 Democratization of information – anyone can publish
Web 3.0 The data takes over – construction and reconstructing itself to form unique and original combinations, even coming up with new ideas?
This is doodled on the back of a handout from the Web Science Doctoral Training Centre, University of Southampton where I had spent the afternoon on 6th February.
Serendipity really – the long train journey in and back and the iPad had run out of juice obliging me to do some reading. In any case, pen on paper is often the best place to express thoughts, to ‘get them out there’ in a scamp or draft form.
This is how Dion Hinchcliffe expresses it:
With a link to hundreds of his diagrams
Related articles
- Web2.0 (ericyounglee89.wordpress.com)
Things I wished I’d known when I started the MAODE three years ago (I’ve finished, I’m doing H809 as CPD – already!)
A thorough introduction to the platform and tools as a common 16 hours to all modules.
An afternoon, face-to-face tutorial? Through OU Students regionally if not with your tutor. Perhaps through Alumni support groups in Google Hang outs or some such?
This may sound like anathema to the online, distance learning purists, but I wonder if the OU will have to ‘turn itself inside out’ and have undergrads on campus – not just postgrad doctoral students. As ‘traditional’ universities offer everything the OU and a handful of other distance learning specialists around the world used to have as ‘unique selling points’ they will be able to offer it all: e-learning support for resident students, e-learning for distance learners and blended learning for everyone in between.
Turn the Michael Young building into the OU’s first Hall of residence.
If I go into academia I will want to teach even if my ‘job’ is research. I can think of no better way, intellectually, to master (literally) my art and subject than by supporting others. Knowing some star ‘educators’ in other institutions I wonder if tutors would gain also from greater contact. The weekly tutorial (at a price) is feasible through Google Hangouts.
I digress:
H809, understandably is a module to take once you have several modules under your belt, however, H809 light, say these first couple of weeks, might be an invaluable, even open and free ‘stand alone’. I would have scrutinised more closely, fewer papers had I known what I know now.
These first few weeks has been applied learning – using the OU Library not simply as an exercise. Invaluable.
(p.s. cats were fighting in the street. I got up to survey the aftermath and couldn’t get back to sleep. Why not catch up on H809 as a few postings from fellow students suggests I am getting a tad behind this week).
Don’t get behind. The ‘tick boxes’ on the VLE ‘ladder’ are a blunt instrument. Every exercise deserves a ‘tick box’ too, though I understand why the OU wouldn’t do this – it starts to smack of primary school. It really is the case (like exercise), that a a couple of hours every day is better than trying to do it all at the weekend, or worse, abandoning it for a week/10 days because catching up is a monster. If this happens seriously think about abandoning that week – keep up with everyone else first as learning with them is better than learning alone.
Isolation is a state of mind, or a behavioral issue. The sooner you learn to tip the contents of your mind out on your lap the better. Learning together is a joy.
Make time to get your head into gear in the first few weeks. If you have to give it more time than the course notes suggest put in the extra hours so that you ‘get it’ otherwise you will struggle all the way through. You can’t do much about is as an EMA approaches if you’re still asking ‘but ?’ about weeks 1-3.
There is no need to print anything off! Get an iPad and a Kindle. Get your digital literacy skills up to speed ASAP.
Write it all down. The default button in this OU Blog is private. Use it as a learning journal, portfolio, digital notebook, aide memoire.
Take the initiative. Meet online in week one. Buddy up, agree a time. Nothing beats meeting your fellow travellers. Google Hangouts work. The nuttiest one I remember was a ‘Pyjamma party’ – all above board and ‘propper’ but given the time differences some were in bed and woke up for it. I guess it requires the ‘hyper gregarious’ character in the group to do this.
Don’t get distracted:
Most don’t blog at all … it should fit in to the regular programme.
Contribute to student forums always, even use RSS feeds but get used to putting the next activity first otherwise you can expend too much of the week’s allocated hours discussing the first couple of activities. Enough is enough. Get the other activities out of the way then come back.
Reading – nothing quite beats it, does it?
Fig. 1. This week’s reading – almost. I’ve got the stack by the bed too, which includes ‘The Gutenberg Galaxy Marshall McLuhan (half way through) and ‘The Shallows’ Nicholas Carr – which I read wearing boxing gloves to resist removing the pages.
Here we see:
Passion at work: blogging practices of knowledge workers. The 2009 doctoral thesis of Lilia Efimova – who, naturally, has a wonderful blog.
Spaced education improves the retention of clinical knowledge by medical students: a randomised controlled trial. (2009) B Price Kerfoot, William deWolf, Barbara Masser, Paul Church and Daniel Federman – try QStream to get a flavour of this, then read a dozen papers from Dr Kerfoot.
The Music of Business (2013) – Peter Cook. Business with rock playing. He’s an Open University Business School MBA Alumnus, former Tutor on ‘Creativity, Innovation and Change’ a module I did early in 2012. Should be fun.
In Search of Memory : the emergence of a New Science of Mind (2006) Eric Kandel. I may not be about to study neuroscience of psychology but this may help get my head in the right intellectual space.
Delete : The virtue of forgetting in the digital age (2009) Viktor Mayer-Schonberger. Of the Oxford Internet Institute. On my second read as my interest is in memory and what I consider to be an infinite capacity to learn and gain more knowledge. I know it’s just a film but I do rather think that if we could live forever our minds wouldn’t let us down (Groundhog Day).
Using Computer-based Text Analysis to Integrate Qualitative and Quantitative Methods in Research on Collaborative Learning. (2010) Wegerif and Mercer. As part of the module H809. Already read, reviewed, dissected and taken notes.
A map to get to the University of Southampton Highfield campus from Southampton Central Station.
Your Research PhD (2005) Nicholas Walliman – I’m sure I’ve read more of this than the Kindle suggests, though it must just be very long.
Authoring a PhD: how to plan draft, write and finish a doctoral thesis or dissertation. (2003) Patrick Dunleavy. I’m following the instructions to the letter. From these two books I’ve drawn up a ‘plan’ on a sheet of A1 paper. I need a bigger sheet, so I’ll double these up or use wallpaper backing paper to plot the detail. I’ve got my head around RefWorks and have a healthy collection of papers to read, usually picking of a couple each day.
H809 Practice-based Research in Educational Technology. Only week 2. This is making me approach anything I read with enormous care. Courtesy of Google it doesn’t take long to track down the authors – I like to know what they have written since simply to get a perspective on where their career has gone or is going. Not the guide that is recommended to judge a paper but when faced with a list of potential papers on the same topic I hope I pick out the authority based on institution and their CV.
Just read:
Evidence for Delayed Parafoveal-on-Foveal Effects From Word n2 in Reading (2012) Sarah Risse and Reinhold Kliegl – A remarkable read, even if it takes a microscope to a piece of text and how we read. Fascinating.
While still reading:
The Gutenberg Galaxy (1962) Marshall McLuhan
The Timeless Way of Building (1972) Christopher Alexander
and about to attack
The Shallows (2009) Nicholas Carr
Related articles
- Personal Knowledge Management and the hangout where we should all hangout. (mymindbursts.com)
- When it’s your turn your toolbox better be full | Quand ce sera votre tour, votre boîte à outils a intérêt à être pleine (mymindbursts.com)
- On Getting a Ph.D. (gukira.wordpress.com)
- Using Creative Research Methods to Study Doctoral Writing (tutoringtoexcellence.blogspot.com)
- I love words (mymindbursts.com)
- The Gutenberg Galaxy – first thoughts, from the first pages (mymindbursts.com)
- Musings on Digital McLuhan (smkelly8.com)
- Google is making more of us brighter (mymindbursts.com)
How do you split your time online? Visual expression of my ‘personal learning environment’ PLE
Fig. 1. The latest expression of how I learn on line. February 2013
This has gone through various forms and ought to included learning across all platforms – I get books from Amazon where the eBook doesn’t exist, I use sheets of A1 paper on a drawing board to sketch out ideas and plans, I use the iPad as a digital camera and use a digital SLR too.
Fig. 2. How it was
The difference? Even more reading and writing.
Fig. 3. Earlier still. A year ago?
A more realistic expression of my learning environment or context i.e. taking on board multiple influences
Fig. 4. A difference expression of the same thing – centred on e-learning
I cannot through words share with my mother our collective memories, I cannot do a ‘mind transfusion’.
Fig. 1 My parents – and a fraction of the record we have of left of them now that they are gone.
My mother had a stroke.
She would die within three months and after a second stroke very poor comprehension and ability to communicate will get very much worse. I cannot become an expert in care for a stroke victim overnight, but I read enough and ask questions. We find two ways ‘in’ – song and images. The images are never of people – various sparks of joyous recognition come when we are seen in the flesh and behave like children rather than adults in our 40s and 50s. I cannot through words share with my mother our collective memories, I cannot do a ‘mind transfusion’. I cannot even talk about things we did a year or ten years ago – I sense the time is irrelevant, she is as likely to recall her first doll as she is our last visit to the Royal Academy of Arts to enjoy Van Gogh’s Letters. A visit where she gently nurtured the interest of her 13 year old granddaughter, sharing insights between the letters, sketches and paintings from the point of view of an artist and art teacher and art historian, to a bright girl who liked to draw.
A mouthful of the food from the Fortnum and Mason’s restaurant might have triggered her memory – we did treat her to various foods.
What worked, in defiance of the medical reports that essentially said ‘there is nothing there’ was an iPad loaded with images grabbed from a number of hefty art books – 20th century art, the Van Gogh exhibition book and pictures from the Louvre. I spoke to that part of her that I might work. I challenged her as I showed the pictures to say when the letter had been written or why was Van Gogh so keen to tell his brother what he was up to. And what was the name of Van Gogh’ s brother? I got through Van Gogh and contemporary artists then moved onto the Louvre.
Up comes the Mona Lisa.
‘Where is this painting? We’ve seen it. It was so small?’
And she replied, ‘Louvre’.
‘Where’s that?’ I asked.
‘Paris’ she said.
Perhaps had my mother been in her sixties we and she could have seen a way to perceive with this.
Would a lifelog have got to this point in under 15 minutes? Might a screen of fast moving images offered in spaced-out way, with eye-tracking identify that ‘glimmer’ of recognition that would then prioritise images in the same set? Though who would know why a set was being favoured? We associate images with feelings, and people, and places, not with a set book or date or necessarily a genre of work.
Fig. 2. I think in pictures. But have to communicate in words. I wonder if a stream of pictures, as Tumblrs do, is a better record of our thoughts?
I think Bell has shown how we can freeze content from the digital ocean without knowing what value it will bring.
Perhaps from such an iceberg or glacier, at a later date, we can mine such event sparking artifacts that call up a memory as indicated above. But this artifact is not the memory and never can be. We should applaud Bell and others for going beyond thinking about such massive data collections, the ‘world brain og H G Wells or the Memex of Vannevar Bush.
Related articles
- ‘We are not made of wood’: Van Gogh’s apocalyptic letter up for sale (rt.com)
- What Van Gogh’s Famous Self-Portrait Looks Like as a Photograph – Megan Garber – The Atlantic (theatlantic.com)
- Automatically Augmenting Lifelog Events Using Pervasively Generated Content from Millions of People (mymindbursts.com)
- Digital content, like its liquid equivalent in a digital ocean, has an extraordinary ability to leak out. (mymindbursts.com)
How more deeply embedded is a visual memory if you crafted the drawing or painting that is the catalyst for its recall.
Fig.1. Hockney on iPad. Now here’s a lifelog to treasure. How does the master i-paint?
If a moment is to be captured, maybe David Hockney has the answer with a iBrush painting on an iPad. This is closer to the truth of a moment, seen through the artist’s being, their psychological and physiological approach to what they both see and perceive in front of them.
When we do we form a real memory of the actions required to undertake a task. We build on our initial attempts. The memory to ski, to dance, to swim, to skip, to ride a bicycle, to write, to draw, to pay a musical instrument – these cannot be caught by a complex collection of digital recording devices. Perhaps if the player wore a total bodysuit as actors do to play CGI generated character then we’d have a record of the memory of this experience. It wouldn’t a digital memory make – just a record.
The Semantic Web aims to standardize transmission and translation of information, is an important effort in this area. (Bell and Gemmel, 2009 p. 220 )
Is it really necessary, possible or desirable to take the moronic qualities of sports coverage and impose it on a person going about their every day and far less eventful day. This is the premise for a comedy sketch. (Bell and Gemmel, 2009. p. 224)
Fig. 2. How we learn. Conceptualised in SimpleMinds while taking the Open University Masters in Open and Distance Education.
All praise to the blogger Mark Stewart but does such a record need to be entertaining to gain validity and so a place in Digital Lives at the British Library. (Bell and Gemmel, 2009. p. 225)
Though remembering and talking through a difficult time can also offer its solution. However, these is a difference between hoarding the memory or keeping it to yourself, and letting it go. The wrong memories permanently on recall will be multiple albatrosses.
Take WW1 veterans, or any war veterans, some want to tell, some went to bury. Why should people in the future feel obliged to record it all, to have more than enough to bring it back?
As written language is such a recent phenomenon it is perhaps not the best or even the most natural way to remember.
Going back we had the drawn image and the spoken word, but never the absolute of a panoramic or 360 digital picture, but rather moment filtered through the mind and expressed at the fingertips as a painting or drawing.
Fig. 3. Web 1.0 invigorated by Web 2.0 into a water-cycle of, appropriately, clouds.
Weather systems and water courses, urban run–off and transpiration.
Here the flotsam and jetsam of web content, the good, the bad, the ugly and ridiculous, the massive, the moving, the invaluable as well as the ephemera, is agitated, mixed–up and circulated, viewed, pinched, reborn, mashed up, bashed up or left to atrophy – but it is in the mix and open for business. Find it and the thought, or image, or sound bite, the message, the idea is yours to dwell upon and utilise. It is education, revelation and knowledge of a new order. Expect more of the same and the unexpected.
Related articles
- I’ve long visualised digitization as creating an ocean of content. With Web 2.0 this ocean developed currents, weather systems and a water-cycle. (mymindbursts.com)
- Digital content, like its liquid equivalent in a digital ocean, has an extraordinary ability to leak out. (mymindbursts.com)
- The greatest value of extending our capacity to remember, but externally and internally will be to take a record and build on it, treat it is as living thing that grows into something more. (mymindbursts.com)
- The idea of a machine that acts as a perfect memory prosthesis to humans is not new. (mymindbursts.com)
- The power to remember and the need to forget (mymindbursts.com)
- Automatically captured autobiographical metadata (mymindbursts.com)
- I use dreams to dwell on a topic. (mymindbursts.com)
- The diffusion and use of innovations is complex – like people. (mymindbursts.com)
- Automatically Augmenting Lifelog Events Using Pervasively Generated Content from Millions of People (mymindbursts.com)
- Grimms Fairy Tales – visualization to empower or distort meaning and memory. (mymindbursts.com)