There was an interesting article in yesterday’s (Tuesday’s) Guardian about how un-e-enabled a lot of FE colleges are in the UK.
While not unimpressed with these statistics, the British Educational Communications and Technology Agency (Becta) puts a different slant on the overall state of ICT in FE. By its reckoning, barely a quarter of colleges are “e-enabled”, to use the quango’s unlovely jargon. A further quarter, by contrast, are either not convinced about the need to sharpen up their ICT or are late-comers to it.
At a recent HE Academy event I presented at I offered to provide a series of links relating to resources and tools for digital video and podcasting. Here are some podcasting tools and resources.
Apple’s Garageband is part of the iLife suite which comes pre-installed on every Mac. Though initially designed as a music recording (and creation) application, it can also be used to record (and publish) podcasts. Watch a tutorial on creating a podcast, Quicktime required.
With GarageBand, you can create your own virtual on-stage band and play along on your favourite instrument. You can record, edit and mix a song exactly as you want it, in pristine CD quality. It’s the perfect place to get your act together.
This open source software which is available for a range of platforms allows you to both and edit audio. Quite a complicated piece of software it certainly is very powerful.
Audacity is a free, easy-to-use audio editor and recorder for Windows, Mac OS X, GNU/Linux, and other operating systems. You can use Audacity to:
Record live audio.
Convert tapes and records into digital recordings or CDs.
Recently released this audio application makes it not only much easier to capture and record audio on your Mac, it also makes it much easier to strike that balance between quality and file size when sharing your podcast.
Using WireTap Studio, you can record the discrete audio output of any application, as well as all system audio, or record audio input from any microphone, line-in, or audio input hardware. If you can hear it, WireTap Studio can record it. Once you have recorded your audio, you can easily organize your recordings in the convenient Recording Library, and edit them with WireTap Studio’s integrated lossless audio editor. WireTap Studio also boasts full Audio Unit effects support, for adding professional quality effects to your audio.
One of the key issues when recording podcasts is the microphone. Cheap microphones have not been calibrated (it is the calibrating which costs that is what makes a good microphone expensive), you can get good cheap microphones, but you just have to be lucky!
On a mailing list I frequent, the question was asked what was hindering or helping the sharing of digital learning resources.
IPR issues aside…
One issue that I wonder about, is are practitioners (and/or colleges) actually creating a wealth of digital learning resources, or are they generally repurposing (third party) resources which exist already.
Second issue, sharing learning resources is only part of the story, the context in which those resources are used and how they are used is equally if not more important and certainly then makes the resources (or even just the ideas) much more transferable, not just between colleges but also internally between courses.
Third issue, storing and finding resources. A folder or hierarchal structure makes filing simpler, but searching more complex.
Fourth issue, compatibility. Here we could be talking about Office 2007 or 2003, Publisher on a Mac, or other resources which require specific software.
Fifth issue, branding, not just from a college perspective but also from a qualificational perspective. One of the things I didn’t like about the NLN materials, was they were branded by subject and level. But as anyone who teaches the subject knows, Level 2 Business materials can be used with Level 3 Tourism students, but sometimes the branding, or qualificational specific nature of materials can put off or confuse learners.
Sharing is good, it saves time, enables practitioners (and learners) to access a wider range of resources.
Despite the issues, these are not reasons to not share, more issues to be aware of.
If a student is spending all day watching YouTube videos on a college machine.
If you block YouTube across your whole college network does this mean:
a) that the student now spends all day studying hard and learning.
b) that the student spends all day trying to find a working proxy server that would then allow him to watch the 30 second video, a proxy server which could incorporate trojans or other internet nasties…
c) that the student spends all day searching other web 2.0 video sites (such as blip.tv, metacafe, revver etc… trying to find that elusive video.
d) the student spends all day doing something else equally fruitless, like playing online solitaire, etc…
At the end of the day it might be better to spend some time looking at the reasons why that learner is not motivated about their learning and why they are doing something else.
What are they stuck on? Do they understand where they need to go next? Are they on the right course?
At my college we lifted the global block on YouTube last December, so nearly a year has passed and what is the result?
Well what we have found is that every learner and every member of staff now spend all day watching YouTube videos!
Well no, that is not what is happening, the reality is that YouTube is like any other site on the internet, it is sometimes used for learning and sometimes it is used for fun or for information. In many ways it is used like the BBC website. Some of our learners are creating and uploading videos.
As for undesirable content, well what our staff can do is control the internet at a classroom level, so if you have a class of fourteen year olds you can block access to all of the internet, or allow access to certain sites or domains, or even just specific pages.
Remember that even news sites like the BBC can have undesirable content on them.
So do we have any global blocks? Yes we don’t have a totally open system, there are a lot of sites on our blacklist, but we do have procedures in place that if a site is blocked (or even a request to block a site) then the decision to unblock the site or block a site is made by a member of the senior management team after discussion if required.
YouTube or not YouTube, that is the question. From our experience, unblocking YouTube has not been as problematic as you might think it would be. We certainly have not had bandwidth issues that are sometimes feared. We have the odd individual here and there, but then if we block YouTube they will only go to a different site instead (you can say the same for social networking sites) and we try and identify and support these students.
I’ll leave you with a way in which YouTube is working really well for us.
Firstly students are watching clips from musical theatre in the dance studio that are on YouTube.
Secondly music technology students are recording themselves and then uploading these recordings to YouTube which can then be embedded into other websites such as MySpace, as can be seen in the following clip.
By the way I apologise if you are viewing this from inside an institution which blocks YouTube.
I have always been intrigued by the Nokia N series as a potential platform for mobile learning. So much so that I had in fact placed an order for the N800 on Friday.
Of course on Friday, Nokia announce the new Nokia N810, luckily for me the order hadn’t been processed so I was able to change it to the N810.
The N810 is as you might guess is an improvement on the older N800. Key improvements are a full QWERTY keyboard, a faster processor and GPS.
For me this makes the N810 a real device for mobile learning. For connectivity you either use a wifi connection or a bluetooth connection to your phone, so mobile browsing is possible, especially if you have a 3G phone. You can also play movie, audio and look at photos.
Is it an iPod touch, no, but the phone connectivity does give it an advantage over Apples’ innovative iPod.
If you are creating a presentation then generally most people use PowerPoint. Personally I now create virtually all my presentations using Apple’s Keynote. One of the many reasons I like Keynote is the way it handles images, audio and video compared to PowerPoint.
One of the features of Keynote that I have always liked is the ability to save a presentation as a movie file. As once a movie file it can be converted in many different ways. For a JISC online conference I did this and then converted into multiple mobile formats. Of course once a movie file you could upload your presentation to YouTube.
In version 4.0 of Keynote (part of iWork ’08) you can now send your presentation direct to YouTube.
This avoids the need to export the file and then upload to YouTube, you can upload direct to YouTube quickly and easily.
I’ve not yet tried it, but I can see after attending a conference I could upload my presentation and then embed it into my blog or the organisers could embed into their website. It also avoids the problems that you can have with Keynote files as not everyone has Keynote and even if you export as PowerPoint, not everyone has PowerPoint.
The Playstation Portable (PSP) is as you may guess from the name usually used for playing games. However it has other tricks up its sleeve including so I read the possibility of GPS.
The PSP as well as playing games can play audio, show pictures and play video. It also has wireless capability and a somewhat simplistic but usable browser.
I have seen the PSP camera which allows you to take video and photographs, but was interested to read about the GPS capability.
The ability to use GPS on your PSP opens up a range of learning scenarios involving maps, GPS and images.
Despite not having a stylus input and text entry is not easy, I still feel that the PSP has real potential as a device for mobile learning. There is nothing to stop a learner using other tools such as pen and paper in conjunction with a PSP as part of their learning activity.
The colleges who were successful in securing MoLeNET funding have now all been announced.
The Mobile Learning Network (MoLeNET) is a unique collaborative approach to encouraging, supporting, expanding and promoting mobile learning, primarily in the English Further Education sector, via supported shared cost mobile learning projects.
There are fifteen large (in excess of £130,000) projects and sixteen smaller projects.
Large projects – lead colleges
Matthew Boulton
Weston
Stockport
Norwich
Stratford
New College Swindon
City of Wolverhampton
Gloucestershire
Eccles
Cornwall
Bourneville
Worcester
Oaklands
Kingston
Huddersfield
Smaller projects – lead colleges
Cardinal Newman (6th form – Preston)
Bolton
Gateshead
East Berkshire
Lowestoft
Havering
Chichester
Aylesbury
Brockenhurst
Regent
Accrington & Rossendale
Boston
Lewisham
South Thames
Apple has now created an entire new section of “the U” just for you active learners, however. In a section coined “Beyond Campus,” Apple has begun hosting podcasts from educational sources other than academia. In a Chronicle article Apple VP of iTunes Eddy Cue says that lots of people are happy to share this educational content, but that they just didn’t have a means until now.
Looking like their could be some more useful content available.
Does e-mail improve the way you work, or is it something that gets in the way of your work?
I have been using the e-mail guidelines form Merlin Mann which I mentioned at the beginning of the month and at this point I have no e-mail in my inbox.
Too much e-mail can impact on the day to day things you need to do as part of your job.
There are other ways of dealing with e-mail, one of which that some companies are doing is to ban e-mail for the day.
The BBC reports on how companies like Intel are having e-mail free days.
With inboxes bulging with messages and many workers dreading the daily deluge of e-mail, some companies are taking drastic action. Intel has become the latest in an increasingly long line of companies to launch a so-called ‘no e-mail day’. On Fridays, 150 of its engineers revert to more old-fashioned means of communication. In actual fact e-mail isn’t strictly forbidden but engineers are encouraged to talk to each other face to face or pick up the phone rather than rely on e-mail. In Intel’s case the push to look again at the culture of e-mail followed a comment from chief executive Paul Otellini criticising engineers “who sit two cubicles apart sending an e-mail rather than get up and talk”.
This is quite a drastic way of encouraging employees to talk, but ask yourself this, have you ever used e-mail back and forth to ask and answer questions with someone who was at their desk and therefore could have answered the phone?
Have you ever sent an e-mail rather than pick up the phone or walk over for a chat?
Do you ever exit Outlook (or your e-mail client) or is it always running all day?
Do you use e-mail or does e-mail use you?
news and views on e-learning, TEL and learning stuff in general…
