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July 2007

July 02, 2007

Universities that take a proactive role in developing high quality interactive online courses will become worldwide hubs for connecting people, information, and ideas in the pursuit of knowledge, understanding, research, cooperation, and change.

Universities with online course offerings will expand students’ learning networks and facilitate their growth as critical thinkers, problem solvers, and world changers. A well developed online course is essentially a personal and communal learning environment for both the students and the teacher.

The educational tools within an online course equip the instructor to develop a course fit for the demands of students living in the information age. The result is a course that enables the students to become both receivers and transmitters of information.

Filed under: Online courses, Universities, University 2.0

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July 03, 2007

The tagging/keywords features of the InTouch platform are I think one of it's most under-rated features.

I try to tag most things - I'm not particularly consistent about it, I really should do better. This paper from Sarah Harman in Australia is excellent paper explaining why tagging is, or can be very powerful and valuable for the wider community. As interesting are the sections which illustrate ways in which Social Tagging can be counter productive too, with some clear examples and some thoughtful references to examples of social bookmarking and tagging sites within and without the enterprise. 

Social Tagging Paper

This is a great overview of the value of tagging, information classification and control for anyone looking to manage their information resources in web 2.0 environment. Highly recommended. 

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July 09, 2007

Sharing audio and video files on the Web has been possible for most of the last decade. Why, then, in the past two years has podcasting exploded onto the scene and become such a hot topic in educational technology?

How does this new technology and its widespread adoption create new opportunities in education? Is it just a passing trend, or is there genuine potential to improve the quality of the educational experience and learning outcomes?

This paper attempts to answer these questions through the exploration of educational podcasting in three realms: the creation and distribution of lecture archives for review, the delivery of supplemental educational materials and content, and assignments requiring students to produce and submit their own podcasts."

From the Office of Technology for Education and Eberly Center for Teaching Excellence at Carnegie Mellon University, this is a 15 page PDF.Podcasting: A Teaching with Technology Whitepaper

[More podcasting resources in our Guide to Choosing and Using Learning Tools]via Jane's E-Learning Pick of the Day

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‘Instant Messaging’ (IM) and ‘Presence,’ which is essentially the ability of being able to detect if other users are logged in on the network and send them messages in real time, has become one of the most popular applications of the Internet, causing people to want to stay connected to the Internet for inordinate amounts of time, a phenomena that also fosters a sense of “online community,” that perhaps no other application has done previously (Alvestrand, 2002).

In order for the learning process to be successful in online distance learning, unlike in the traditional face-to-face learning, attention must be paid to developing the participants’ sense of community within their particular group. Instant messaging – or IM – is a natural medium for online community building and asynchronous/ synchronous peer discussions.

Source: The International Review of Research in Open and Distance Learning

via Onlinesapiens Blog

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Filed under: community, IM, learning

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July 11, 2007

Tracey Caldwell, Information World Review, Wednesday 11 July 2007 at 00:00:00

Thomson's journal impact metric savaged

An argument has erupted about the impact factor measure of scientific journals following an editorial in the journal Retrovirology damning Thomson Scientific’s Impact Factor (IF) metric as flawed, misleading and...

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Filed under: ISI, metrics, publishing

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Lunchtime posting from the Elgg Jam event at Brighton University.

First, special mentions to the organisers and hosts, Brighton Uni and their Creativity centre. It's a real first to be at an event where various odours are deliberately wafted around the room to stimulate creativity, engagement and god knows what else! The peppermint was quite nice, and I can only express gratitude the our hosts they resisted the urge to inject the smell of sweaty feet and cabbage into the room!

It's quite a cathartic experience being here today. For many, many months I have felt like a bit of a weirdo at Emerald, constantly banging on about the Elgg software, and what it can do for us - everything, including solve the problems of global warming I can hear some whispering. This event is a great showcase for other Elgg instalaltions, innovations and ideas for use.

Actually it is pretty thrilling; in a nerdy kind of way.

Ben Werdmuller concluded this morning's session with a vision for the future of Elgg and quite exciting it is too. I won't go into detail here, I'll keep that for later.

My own session, how Elgg can support Journal communities went doen well I think. Lots of interest from the floor and some good conversations sparked off. Can't ask for more really.

An interesting set of new designs for the Elgg platform from a german business HDNET. Really quite innovative and inspiring designs for the basic Elgg platform I thought.

The variety of uses to which Elgg has been put to is very interesting and hugely revealing. Ben referred to this in his keynote and the variety is so great that it is having a real impact on the future architecture of Elgg as a platform, or more of a set of tools, principles and open technologies, infinitely configurable by the user/owner of the elgg installation. Worth keeping a weather eye on.

There's a very real sense of being in at the ground floor of something here; I'm very pleased to have been a part of it.

Well done again to Brighton, and to all the delegates for making this such an interesting and inspiring day.

 

 

Filed under: Brighton, conference, elgg, Elggjam, Jam

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Elgg Jam 07 has concluded. I had to leave before the bitter end to wend my way home, which was a shame but the day has been very illuminating.

In trying to capture some first thoughts, especially the ones that are not very well thought through yet, I hope I don't end up with the messy end of the stick; things is one or two issues are really beginning to nag at me.

The question of ownership is really becoming quite critical I think. For me, it the biggest question that Elgg and owners of elgg installations need to address.

I now doubt that Universities and other centres of learning are actually the best place for an Elgg platform. I'm pretty sure I'm not the only one thinking this too.

I asked a question of Stan regarding the Brighton Elgg community and whether or not students were free to continue to use their Brighton Elgg account after they finished their course of study; they are not.

If PDP/e-Portfolio/Lifelong learning et al are to be a genuine prospect then surely these accounts, and the evidence they amass (including aspects of Informal learning and Prior Experience) must be available, and be guaranteed to be available for as long as the learner wants it? Graham Atwell was his usual entertaining self and was forceful in making precisely this point (far more eloquently than this posting I must add); and I agree wholeheartedly.

I'm looking forward to the release of the Elgg 1.0 candidate. Ben teased us with his vision, not of a new fully featured software release, but the promise of a standards based architecture of interconnecting modules that administrators will be free to opt-in/out of and to connect in more stable and sustainable ways to other web-based services and sites. If this means that the data that a learner accumulates while at Uni with her Elgg account can be exported/transformed for use in another (employer?) version of Elgg then perhaps my own worries are unfounded - we'll see.

This has been a tremendously valuable day for me, and I'm sure for other Elgg administrators and developers. My conversations with others from far and wide (a great number of nationalities present!) have been both inspiring and informative.

Well done Brighton and looking forward to Elgg Jam 08!

UPDATE: Jon Dron has a very good run down of the day here:

http://community.brighton.ac.uk/jd29/weblog/15399.html

 

 

Filed under: 07, Elgg, Elggjam, ePortfolio, ownership, PDP, Presentation

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July 13, 2007

Kim Thomas, Information World Review, Monday 23 July 2007 at 00:00:00

Accessibility pushes adoption of Irish software system

Dublin-based company RiverDocs has released a product that converts PDF files to HTML, enabling organisations to comply with accessibility laws and make web content more searchable....

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Filed under: accessibility, PDF, web

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July 17, 2007

This is a re-print of a blog posting from Dave Kellog, CEO of Mark Logic.

A really great posting on a complex subject that Emerald other publishers grapple with every day. Highly recommended and now Dave is on my blog roll - so stay in touch!

----------------------

In the classic book, The Innovator's Dilemma, Clayton Christensen concludes that a key reason leading companies fail is because they spend too much energy working on sustaining innovations that continuously improve their products for their existing customers. Seemingly paradoxically, he points out that these sustaining innovations can involve very advanced and very expensive technology. That is, it's not the nature of the technology used (e.g., advanced or simple) that causes innovation to be sustaining or disruptive -- it's who the technology is designed to serve and in what uses.

I think search vendors need to dust off their copies of The Innovator's Dilemma. Why? Because, for the most part, they seemed wedged in the following paradigm, which I'd call the relevancy quest:
  • Search is about grunting a few keywords
  • The answer is a list of links
  • The quest is then magically inducing the most relevant links given a few grunts
And it's not a bad paradigm. Heck, it made Google worth $140B and bought Larry and Sergey a nice 767. But can we do better?

Some folks, like the much-hyped Powerset, think so. They're challenging the grunting part of the equation, arguing that "keyword-ese" is the problem and the solution is natural language. They seem unphased both by Ask Jeeves' failure to dominate search and by the more than 20 years of failed attempts to provide natural language interfaces to database data, used for business intelligence (BI). As I often say, if natural language were the key to BI user interfaces, then Business Objects would have been purchased by Microsoft years ago for a pittance and Natural Language Inc.'s DataTalker would rule BI. (Instead of the other way around.)

But I respect Powerset because at least they're challenging the paradigm and taking a different approach to the problem. And, while I sure don't understand the cost model, I also respect guys like ChaCha because they're challenging the paradigm, too. In ChaCha's case, they're delivering human-powered search where you can literally chat with a live guide who helps you refine your search.

I can also respect the social search guys, including the recently launched Mahalo, because they're challenging the paradigm as well -- using Wisdom of Crowds / Web 2.0 / Wikipedia style collaboration to created "hand-written results pages" for topics, such as the always searchable "Paris Hilton."

The folks I have trouble understanding are those on the algorithmic relevancy quest, companies like Hakia, a semantic search vendor (interviewed here by Read/Write Web) whose schtick is meaning-based search, and who comes complete with a PageRank (tm) rip-off-name algorithm called SemanticRank (tm). Or Ask who recently launched a $100M advertising campaign about "the algorithm". These people remind me of the disk drive manufacturers who invested millions in very advanced technologies for improved 8" disk drives (to serve their existing customers) all the while missing the market for 5.25" disk drives required by different customers (i.e., PC manufacturers).

Are the Hakias of the world answering the right question? Should we be grunting keywords into search boxes and relying on SomethingRank (tm) to do the best job of determining relevancy? Is the search battle of the future really about "my rank's better than you rank" or equivalently, "my PhD's smarter than your PhD"? Aren't these guys fighting the last war?

As usual, I think there are separate answers for Internet and enterprise search.

On the Internet side, sure I think search engines can certainly use more "magic" to improve search relevancy. For example, they can use recent queries and a user profile to impute intent. They can use dynamic clustering and iterative query refinement (e.g., faceted navigation) to help users incrementally improve the precision of their queries.

More practically, I think vertical search and community sites are a great way of improving search results. The context of the site you're on provides a great clue to what you're looking for. Typing "Paris Hilton" into Expedia means you're probably looking for a hotel, where typing it EOnLine means you're looking for information on the jailed debutante.

Of course, there are a host of Web 2.0 style techniques to improve search like diggs and wikis which can be put to work as well.

Increasingly, our publishing and media customers are going well beyond "improving search" and changing the paradigm to "content applications" -- systems that combine software and content to help specific users accomplish specific tasks. See Elsevier's PathConsult as a concrete example.

On the enterprise search side, I think the answer is different. As I've often mentioned, on the enterprise side you lack the rich link structure of the web, effectively lobotomizing PageRank and robbing Google of its once-special (and now increasingly gamed and hacked) sauce.

When I look for the answer of how to improve search in an enterprise context, I look back to BI, where we have decades of history to guide us about the quest to enable end-user access to corporate data.
  • Typing SQL (once seriously considered as the answer) failed. Too complex. While SQL itself was the great enabler of the BI industry, end users could never code it.
  • Creating reports in 4GL languages failed. Too complex.
  • Having other people create reports and deliver them to end users was a begrudging success. While this created a report treadmill/backlog for IT and buried end-users in too much information, it was probably the most widely used paradigm.
  • Natural language interfaces failed. Too hard to express what you really want. Too much precision required. Too much iteration required.
  • End users using graphical tools linked directly to the database schema failed. While these tools hid the complexities of SQL, they failed to hide the complexity of the database schema.
It was only when Business Objects invented a graphical, SQL-generating tool that hid all underlying database complexity and enabled users to compose an arbitrary query that the BI market took off. Simply put, there were two keys:

1. The ability to phrase an arbitrary query of arbitrary complexity (not a highly constrained search).

2. The ability to hide the complexity of the database from the underlying user

While no one has yet built a such a tool for an arbitrary XML contentbase (and while I think building one will be hard given the lack of requirement for a defined schema), MarkLogic customers use our product every day to build content applications that generate complex queries against large contentbases, and completely hide XQuery from the end-user.

Simply put, it's not about improving search. It's about delivering query. That's the game-changer.

Labels: content applications, Enterprise Search, Internet Search, vertical search, Web 2.0

Filed under: content applications, Enterprise Search, Internet Search, vertical search, Web 2.0

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July 23, 2007

Thomson Releases Survey on Faculty and Use of Social Networks

A preliminary look at a survey found nearly 50 percent of faculty respondents familiar with social networking technologies, including blogs, MySpace, and Facebook, say such technologies "have or will change the way students learn." Curiously, however, about two-thirds of faculty respondents also said they do not feel social networking will have an effect on how they teach—or are at least uncertain if it will. The survey, conducted for Academic publisher Thomson Learning, reflects "a lack of awareness and understanding" of these emerging technologies, suggest administrators.

The Thomson Learning survey, was conducted over a five-week period and included 677 professors, most of whom have been "teaching for more than ten years at four- or two-year colleges and universities on the subjects of humanities/social sciences or business/economics." ...survey also found, however, that that there is significant room for growth in faculty members' use of technology: 59 percent do not have their own web sites; 82 percent have yet to make a podcast, and only ten percent have their own blogs. ...key findings indicate "a large opportunity for faculty introduction, education, and integration of social networking and media tools, for both professional and personal use."

A large opportunity indeed. Faculty has not yet opened their eyes to a big wake up call - social networking technologies will change the way students learn and the way teachers teach. The whole dynamic of pedagogy will change - the chart I posted after this entry shows that those aged 18-21 are the Creators - those who publish web pages, write blogs, upload videos - these are individuals used to working without boundaries, connecting with whom they please, mashing and creating anew - independently - and they will want their input recognized, appreciated and used. Active, constructivist learning apporoaches will be demanded. Students will want more freedom, more control of resources, learning strategies - and this will impact on our structured approach to educational programming - we will have to refine our idea of teaching "episodes" (course, program) we need to "fragment" learning into connected learning scenarios, within modifiable and open learning environments that persist and stay within the control of the learner after they leave our relationship. Ownership and control of learning will shift to the student. We have to change. Wakey, wakey - there's a tsunami of change approaching...

Via the Choice Blog and Thomson Learning

 

Filed under: eLearning, faculty, social media, Social networking

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July 26, 2007

From Harold Jarche...

I’m working on a community of practice for green building technologies and am discussing business community networks here in the Maritimes. I thought it would be a good time to review some lessons from the first online community I was responsible for.

The first online community of practice for which I was responsible was a project to enhance collaboration of members of the learning industry here in New Brunwsick, Canada (LearnNB).

The initial focus of this CoP was research and development, especially business models and commercialization. It was not intended to be a theoretical or academic community, but one looking at the development of practical applications- be they products, services, standards or models. Membership was open to anyone.

The major events during the course of this project (2003):

  1. Establishment of an initial blog
  2. Report on best practices in the establishment of a community of practice
  3. Interview protocol and initial interviews in New Brunswick, PEI and Nova Scotia
  4. Evaluation of technology platforms for the web presence of the community
  5. Discussions/conversations/interviews with interested members
  6. Establishment of two web-based systems for discussions, one private and one public
  7. Continuing discussions in person, via e-mail and through blogs with interested parties
  8. Fine-tuning of technology platforms

Here are some highlights from the Case Study:

Conclusions

  • A sense of community cannot be forced;
  • Communities are self-defined;
  • Communities are conversations; and
  • Communities evolve over time.
  • Face-to-face contact can be the impetus for online conversations, while
  • online contact can be the impetus for face-to-face meetings.
  • Communities of individuals appear to have stronger bonds than communities of companies;
  • blogging helps to define dispersed communities; and
  • password-protected web sites do not encourage conversation.

Recommendations

It was recommended that if there are future efforts in this area, then we should:

  • Keep the online community spaces for special projects and events.
  • Advertise the community space for others to test out blogging.
  • Encourage more community members to use blogs as a community building tool.

I felt that any efforts to foster community should be addressed at the grass roots level. Centralized command and control does not work well in this inter-networked world. Regional initiatives or very local initiatives seem to stand the greatest chance of success. Provincial [state] boundaries are blurry, and not part of many people’s sense of community.

Finally, the online community space never became an active place for discussion, conversation or sharing of ideas and knowledge. I keep plodding away with this blog, and Stephen Downes is also a local voice with a larger worldwide audience. Other Maritime bloggers who discuss learning & technology include Robert Paterson and Dave Cormier, both on Prince Edward Island. A more recent blogger is Charlene Croft in Nova Scotia, with some excellent insights.

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