Archive for 2008

McLuhan – the man who invented the idea of the web

May 6th, 2008 by Graham Attwell

I spent an evening last week with Jenny Hughes gathering together a selection of videos for the front page slot on this site for the next six or so weeks. And we have some great videos for you. If you have any ideas of a video we should feature please email me or leave a comment. But please do watch this one. As Jenny says”If Berners Lee invented the enabling technology, this was the guy who invented the idea!”

Communication channels

May 6th, 2008 by Graham Attwell

I like this from Cristina Costa who uses Skype in much the same way as I do: “We could create a skype chat log ( this is a feature quite unknown by skype users, but this has become the main communication channel of a  group of webcasters I belong to, and it is incredible how the chat has grown and how we have bonded together. Apart from our blogs we keep this skype written chat open and include new people every time someone asks to join us. It is basically an ongoing IM conversation – every time someone has a question, an idea, etc they just type something in that chat log and the others will automatically receive it when they come online. In other words, what it allows us is to engage in a mix of real time and asynchronous communication).”

Scenarios for Open Source, Open Content and Social Software

May 5th, 2008 by Graham Attwell

The European Commission funded Bazaar project was set up to look at the use of Open Source Software and Open Content in education. The project ended in December, 2007. As ever the work of compiling the reports and different outcomes of the project takes a little time after a project. One output is a new report “BAZAAR Project Scenario Papers “. This report is based on a scenario setting exercise and two workshops – one entitled How Dude -where’s my Data and the other on Personal Learning Environments. However the scenario setting exercise went further and included:

  • Social Software, Tools and Content Creation
  • OERs and the Culture of Sharing
  • Interoperability and Metadata
  • PLEs, e-Portfolios and Informal Learning
  • Open Educational Resources
  • Data Integrity and Storage

The report – which is 41 pages long – is attached below.

Here is an excerpt on short term scenarios for social software in education.

“These short term scenarios are a vision of a future that incorporates the use of social software for knowledge sharing, capability development and education and training delivery. They are presented in order to gauge an understanding of ‘how it could be’ if social software was more widely adopted by education practitioners. This future is very close!

Social software will force us to completely re-think our business and delivery models for many activities. It’s already happening in the media and many other industries from telecommunications to music and book-selling. Usage of social software is way beyond how people learn – it is about how organisations see themselves and how they do business.

Integral to the visions of the future is the realisation that the ‘Generation Y’ is a significant part of that future. They are already engaging with social software and making connections and sharing knowledge. The ‘Generation Y’ is a significant driver in the uptake of new technologies, along with business in its quest for efficiency. Organisations and education need to ‘catch up’.

The sense of urgency for change is perhaps being forced by the convergence of the changing nature of working and learning in a knowledge era and responding to the needs of the ‘Generation Y’. This generation are natural multi-taskers (or, at least, very good fast-switchers). They innately use technology to communicate within and outside of their working lives.”

I thoroughly recommend this report for anyone interested in social software, open source, open content and so on….

Download the scenarios report here.

The big picture of European VET research – What has happened earlier and what is happening now?

May 4th, 2008 by Pekka Kamarainen

In my previous posting I promised that I would continue my reflections on the big picture of European research on vocational education and training (VET) with questions instead of presenting lengthy monologues. This is also easier to me: I do not need to have the answers – we have to find them together. This, of course raises the question: Who is interested in finding out what is happening to the European VET research?

Some colleagues may find it strange that I keep looking back at the earlier periods of European cooperation in VET research and the cultural changes that have happened in the recent times. Some colleagues may also find the the expression “change of cooperation climate” is rather strong. Why should I/we worry about the big picture? Or – to put it more stronger: why couldn’t we just keep on going with the day-to-day practice and move on to new challenges if something doesn’t work?

Somehow I cannot leave it at that. If we are going through a change in the European cooperation climate, this is not merely a matter of policy frameworks and programme structures to which we contribute. This is also a matter of our own practice – what kind of knowledge we are producing, with wshom and for what purpose. And, thinking about the role of European research communities and networks – what is their role in VET-related knowledge development?

Let us consider for the moment some recent developments in the European VET research. I take the liberty of using some of the catchwords of the “i-Europe” agenda but in a somewhat modified way. For the moment I am not proposing a common agenda based on allegedly shared research interests. Instead, I want to invite my colleagues to consider, what has happened with the interests of knowledge and related goal-settings in European VET research.

For this examination I propose the following key themes and related critical questions:

1. European integration: Has the interest to participate in European cooperation maintained its popularity among European VET researchers? Or are there new dividing lines that lead to a segmentation between different forms of European participation and between related knowledge processes?

2. Interdisciplinarity: Has the readiness to cross disciplinary boundaries and to work with interdisciplinary concepts and methodologies maintained its popularity across different project generations? Or do we experience new tendencies that strengthen academic core disciplines and push interdisciplinary wort in VET-related research to the margins?

3. Innovations: To what extent is VET research addressing the need for new innovations and studying emerging initiatives in the field of VET? Or has the interest to study new innovations led to shift of emphasis from the field of VET to slightly different areas of innovative practice (e.g. the strudies on personal learning environments or e-portfolios)?

4. Contextuality and intercultural exchanges: Is the cooperation of European VET researchers characterised by awareness of one’s own VET culture and readiness to learn from other cultures? Or are there new dividing lines that reduce the willingness to reflect upon one’s own VET culture and to familiarise with other VET cultures? Or are there new patterns of internationalisation that blur the culturally specific concepts in the field of VET in such a way that ‘learning from each other’ appears as anachronism?

5. Communities and networking: Are the experiences of VET researchers on European cooperation leading to stronger European research communities? Has the EU-funding for networks helped the VET researchers to overcome periods of discuontinuity and to promote the renewal of knowledge production? Or are there new dividing lines that reduce the interest in European community development and in VET-related European networking?

6. Interactivity and knowledge sharing via e-resources: Have the earlier pilot activities to promote interactive use of web and development of joint web-based knowledge resources led to sustainable practice? Has the familiarisation of VET researchers with Open Educational Resources (OER) and with Open Educational Contents (OEC) led to new forms cooperation between VET researchers and practitioners in the field of VET? Or are there cultural dividing lines that have not yet been overcome and therefore slow down the progress with interactivity and new media in the field of VET?

I think that I have posed enough questions for the moment. I am aware that the themes and the questions are rather abstract. Therefore, when examining the key themes in the light of questions I have give some examples that cast some light on my initial question: What has happened earlier and what is happening now? I wonder, when I will find the time to proceed. Maybe someone else has views on these issues …

More from Jen on identities

May 2nd, 2008 by Graham Attwell

I was chatting with Jen about her guest blog post on identities. And we got talking about the different avatars she has to represent her different identities. So she showed me a selection. And emailed me a copy of some of them. Here they are. Cute or what?

Dramatic realization and identities

May 2nd, 2008 by Graham Attwell

A new guest post from Jenny Hughes on identities.

“Well here I am again in Bremen, squatting on Graham’s blog. He’s abandoned me on a key board while he has gone out for a pizza and, much as I dislike blogging, I dislike pizza even more – always reminds me of a picture of food on a plate.

This is the second time this week I have swapped identities with Graham. I think. On Thursday evening he was invited to a fashion show and disco. Fortunately for all those of you have seen him dance or noticed his taste in clothes, this all took place in Second Life. So there we were, sitting in a bar, laptop, fags and beer at the ready and Graham hands over the keyboard on the grounds that I’m better at talking rubbish and faster at typing drivel than he is.

Now whose identity am I taking over? And come to think of it, who am I? His 2L ID is Graham Lightfoot (in his dreams), a superhero lookalike who for the occasion was dressed in gimpy black leathers with definite shoulder pads (the embarrassment of it!). So I played at being Jenny Hughes being Graham Attwell being Graham Lightfoot for a while then I thought it would be more fun being my own SL identity being Graham Lightfoot being the first life Graham Attwell who was, at that moment, Jenny Hughes. Keep up. I also have another first life identity (for particular writing purposes) and she has a second life ID as well. And I am a virtual student who I teach and she is someone else in SL. Maybe I should have invited them all along, just to see what dialogue my fingers wrote.

Do I have an identity crisis? Well I guess it depends on which one of me you are asking.

So all this gets us into late-night, beer-fuelled conversations about identities – justified as ‘research’ for a forthcoming project on ‘Identities’. Now my job at Pontydysgu is to generate ideas on demand and turn up occasionally for which I get paid in beer. It’s a good system, 1 idea = 1 beer, or, if pushed, 1000 words = 1 beer. (I’m thinking about having a word with my union rep to see if I can get on to a fixed rate of 1 hour = 1 beer.) My starting point when Graham says I want 2 ideas by tomorrow is always to grope around my brain to see if I can recycle anything still alive in there. I think it’s called re-purposing. Unfortunately my brain is a bit like my handbag – filled with all sorts of junk I carry around just in case it comes in useful. And there, like the toffee in the bottom of my handbag-brain, I unearthed a rather squashed memory about Erving Goffman’s “dramaturgical approach”. It took me a while to get pick the fluff off – it was, after all, 1959 when he wrote his blockbuster “The Presentation of Self in Everyday Life’ and I had read it as a student back in the 60’s.

(Why should novelists have blockbusters and academics have to make do with Seminal Works, I ask??)

One of the things I like about the dramaturgical approach is that it looks at context rather than behaviour. I like the Wikipaedia explanation

“In this sense, dramaturgy is a process which is determined by consensus between individuals. Because of this dependence on consensus to define social situations, the perspective argues that there is no concrete meaning to any interaction that could not be redefined.”

The core of Goffman’s thinking was that a person’s identity is not a stable and independent psychological entity; it is constantly remade as the person interacts with others.

Sweet. And seems to me as good a starting point for looking at identities as any.

Now a great many of you sociologist-types will be very familiar with all his stuff, given that Goffman was one of the most influential sociologists of the 20th century, but for the rest of you and Graham, here are some sound bites.

Goffman had lots of ‘bits’ in his theory, some bits are more applicable to identities issues than others.

He makes heavy use of metaphors and looks at communication and social interaction as if it was a theatrical performance. He argues that there are 7 elements to a performance. So, in no particular order:

The front or ‘the mask’ is a standardized, generalizable and transferable way for the performer to control the manner in which the audience perceives him. I would say this could be an avatar, a login name or whatever. Just go to the chat rooms to look at some of the more off the wall names, especially when you just know that Hunkybeast and Lionking are 5 foot nothing, scrawny little men who wear string vests.

Mystification refers to the concealment of certain information from the audience and why this is done. So Hunkybeast is often a bit economical with the truth about his wife and 5 kids.

Dramatic realization is the selection of aspects of the performer that he wants the audience to know. For instance, when projects, as a matter of course, set up communication platforms on their web sites I remember being outraged that they even suggested I put up a photograph or told people who my friends were. Even now, I tend to select out more aspects of myself than maybe Graham. Though of course it depends on the context and certainly changes with my identities – on Facebook I’m happy to fill in every quiz going to find out and share with the world ‘What sort of Drunk Am I?’.

Idealization. A performance often presents an idealized view of the situation to avoid confusion (misrepresentation) and strengthen other elements. So the way I write this blog is different from the way I write an academic paper, partly because the style reaffirms it is a blog but also suggests that there is actually a human being behind the performance who is ….(I was going to say warm, funny, witty, interesting, gorgeous but Graham said …..) a small grumpy troll.

Maintenance of expressive control is about the extent to which people stay in character. I am truly ace at this. I have complete on-line alter ego who not only has a complete identity but he or she (giving nothing away) also has an identity in SL, makes spelling mistakes and typos I don’t make, uses a different vocabulary and different sentence construction and different abbreviations (yeah, I was a linguist in a previous life. That’s without the detail of their ‘life’.

Finally, the needs to be a level of belief by those playing the part in the parts they are playing. This may be high or low, total or partial, cynical or authentic etc. I sometimes have a sneaky suspicion that Graham believes he really is a broad shouldered super-hero lookalike in first life as well as second.

Please, all you purists, don’t write and tell me that this is not at all what Goffman meant. I am only borrowing some ideas with a view to a bit of ‘re-purposing.’ There are lots more bits I think are useful in Goffman’s ideas but this blog entry is getting way too long and I’m getting hungry.

In particular I’d like to have look at what he said about ‘stages’ – back stage, front stage and off-stage, about ‘roles’ and about ‘secrets’ and how this connects with stuff I am playing with on learning ‘narrative’ (watch this space). At the moment I’m not sure if I can do anything useful with these ideas but I’d love to know whether anyone else sees any potential in them in providing a framework for exploring ‘identities’.

PS I’ve just counted Goffman’s elements and I’ve only talked about 6 because I can’t remember the seventh. Anyone who can fill the blank?”

Loads of New Challenges!

May 1st, 2008 by Cristina Costa

Today is Labor day and it does seem that people have been working on ideas to keep us busy, busy, busy!

Or maybe it was the Spring which brought a new wave of imagination and creativity.

Be as it may, the fact is that the challenges are here and there is no way passionate people about education, the blogsphere or simply cyber-fans will ignore these two challenges that arrived to me through twitter

The Comment Challenge: From today on and for a period of one month (1st – 31st May) Sue Waters, Silvia Tolisano, Michele Martin and Kim Cofino are challenging you to be a better blog citizen. For more information link to the wiki.

Meanwhile, you can invite your students and/or gather inspiration while wandering around the blogsphere to apply to this mega cool contest: The Sparky Awards

What a shame I don’t have students right now, otherwise we would already be cooking up something for this challenge too. (the process is more fun than the prize itself. It is also a cool way to get the learners involved)

So, the question is: Are you up for the challenges? I really hope so.

If you still have some reservations, do listen to this video and read some of the comments that were stimulated by this master piece by blog experts! Isn’t this exciting! I am just thrilled!!!;-)

More for Mayday

May 1st, 2008 by Graham Attwell

As I said yesterday, Jen and me did not agree on what would be the best video for Mayday for this site. This was my choice (by the great Pete Seeger and submitted to YouTube by RedClydeside).

Mayday Greetings

April 30th, 2008 by Graham Attwell

We had a long search for a suitable May Day greetings video. Jen and me did not finally agree. Anyway this is her choice. I will post my choice on the Wales Wide Web tomorrow. May Day greetings to you all.
Great music from Tom Robinson and brilliant graphics from RedClydeside.

Layered Learning

April 30th, 2008 by Graham Attwell

I am working with Jenny Hughes on some research for the Mature project. And in the course of developing a few research proposals Jenny asked me what Layered learning is. I had to admit I didn’t know. So it was off to Google. And up came an abstract of a paper by Kumar, Torr and Zisserman which contained the wonderful phrase “efficent, loopy belief propagation.” Wow!. I wish I had written that.

Layered learning seem to have been developed by researchers working to program robots to play football. And basically it refers to breaking down skills and knowledge into a series of hierarchically defined layers. So you might teach a robot to kick the ball and to run. And you might teach them to watch what the other team is doing and to be aware of where their own team robots are and so on. And at the end of the the day you synthesis the different layers of learning to develop a football playing robot. Jenny questions whether people learn in this way. Of course sometimes we do synthesize chunks of learning to carry out a task. But just as often we may analyse a whole chunk of learning to derive the different skills and knowledge from it. In that way we can distinguish analytic learning from synthetic learning. And layered learning appears to focus solely on the synthetic learning process.

Be glad to hear from anyone who knows more than me about this.

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