Global Civics 201

Last year I recommended several documentaries as learning resources, in Global Civics 101. I just watched The War on Democracy and would add it to the list. This film, along with dozens of others on subjects from the environment to human rights are available for free viewing on FreeDocumentaries.org, an excellent resource for teachers, parents and anyone else interested in perspectives not provided by the mainstream media:

At freedocumentaries.org we strongly believe that in order to have a true democracy, there has to be a free flow of easily accessible information. Unfortunately, many important perspectives, opinions, and facts never make it to our televisions or cinemas (you can watch movies in our media category if you want to know why).

Review: Moodle Teaching Techniques

I had written a review of William Rice’s previous book and noted that it was rather technical. Moodle Teaching Techniques is more pedagogical and gets down to the details of how to develop online courses in Moodle.

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Moodle adoption is growing and it is probably the most widely-used open source learning content management system in the world. That makes this book rather timely [not like my review which I had hoped to write in 2007].

This is a good guidebook for anyone developing online courses with Moodle. The introduction covers some basic instructional techniques and then the book gets right into the “how-to’s” of course building. One comment I found interesting was how Rice recommends that wikis, forums and blogs should be used:

In Moodle, each student can have a blog. This is turned on by default. However, a student’s blog is not attached to any course. That is, you do not access a Moodle blog by going into a course and selecting the blog. Instead, you view the user’s profile, and access that user’s blog from there. In a Moodle student’s blog, there is no way to associate a post with a course that the student is taking. This results in “blogging outside of the course”. Also, as of version 1.9, you cannot leave comments on Moodle blogs.

These comments show the inherent weakness of the “course” model when used online. Everything has to fit neatly inside the box that contains the course. Having blogs outside of the course is a good concept, because student’s posts can travel with them from course to course. The use of “tags” could alleviate the problem of finding blog comments, but would require another tool for aggregation of these tags. Once again, several tools (blogs, wikis, social bookmarks, etc.) loosely joined may give more flexibility than a single system, such as Moodle. Furthermore, I cannot understand why the comment function was removed from Moodle blogs. Why have a blog at all if you cannot comment? You may as well just have an HTML editor and a place to publish web pages.

The bottom line for this book is that 1) if you are using Moodle and 2) you are designing courses, it’s full of helpful tips and techniques. An excellent review of this book is available from Susan Smith Nash.

Community in a Box

I’ve mentioned before that I’m getting a lot of questions about creating “facebook-in-a-box” applications for industry niches or associations. Everyone wants a social network, but on their own terms.

I was commissioned to get a community going around the learning industry in our province in 2003, but that endeavour failed, for reasons I’ve noted. I also worked on a walled-garden healthcare community, and it was relatively successful, especially for the the mental health workers who took up wikis with a passion, and that was several years ago, before Wikipedia became a household name. I also helped develop the initial concept for a green building community, which is still a work in practice. Currently, I’m working with a collaborative community of senior public servants, who are taking a course over several months. It will remain to be seen if this walled-garden will continue as a venue once the course is over. One of the more resilient communities I know is the InternetTime Ning site. This is a grassroots initiative, based a lot on Jay’s personal and professional contacts.

All of these “communities” have been work or business focused. Some support existing organisational structures, while others are separate ecosystems. At OpenBusiness, a new world of guilds is seen as the future organising structure:

I see the emergence of a world of guilds of specialists, similar to the ecosystems that John Seely Brown describes in his book The Only Sustainable Edge. If this is where we are going, what else do we need to make the guilds system completely functional?

When I think of guilds, I see closed systems that control the knowledge of the discipline, with long apprenticeship periods and control of the labour supply. Is this where we are going? Will our online communities become closed, medieval-style guilds, or will the dominant model be more like the open source community with free movement in and out?

As there is more interest in supporting online business communities it will be important for those with experience (and a vision of the democratising and empowering opportunities) to help shape the conversation. If not, certain interests may hijack the conversation, much as e-learning turned into “shovelware” for the masses.

First, we kill the curriculum

The printing press changed our relationship with knowledge and sparked the Protestant Reformation, which one could say helped bring about the Enlightenment and all of those scientific advances (such as real medicine) that we now take for granted. As John Naughton, of The Observer, says of a UK study on information seeking:

“The study confirms what many are beginning to suspect: that the web is having a profound impact on how we conceptualise, seek, evaluate and use information. What Marshall McLuhan called ‘the Gutenberg galaxy’ – that universe of linear exposition, quiet contemplation, disciplined reading and study – is imploding, and we don’t know if what will replace it will be better or worse. But at least you can find the Wikipedia entry for ‘Gutenberg galaxy’ in 0.34 seconds.”

The Web is changing everything, whether we like it or not; much as the printing press did, to the dismay of the established church.

As books are to subjects and disciplines, the Web is to processes. David Weinberger says that Everything is Miscellaneous, and in our interconnected world it sure is. That means that ALL subjects in school or university are miscellaneous and it doesn’t really matter what you study. It matters how you study and what you can do with your knowledge.

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Even medicine is miscellaneous. The other day we were discussing a diagnosis with an orthopedic surgeon and the first question he asked was, “I’m sure that you’ve researched this, so what have you found out on the Internet?” In one miscellaneous area, we could have been more knowledgeable than a specialist, and he wanted to check.

On Sunday I listened to a discussion on the radio about the need for teaching black history and more ethnically diverse subjects in school. These educated people were discussing symptoms without addressing the cause because a subject-based curriculum will always be based on the wrong subjects for some people. Without a subject-centric curriculum, teachers could choose the appropriate subject matter for their particular class and the school system could concentrate on ensuing that students have mastered the important processes. Some of the processes that readily come to mind are critical thinking, analysing data, researching, communicating ideas, creating new things, etc.

All fields of knowledge are expanding and artificial boundaries between disciplines are disintegrating. Our education system needs to drop the whole notion of subjects and content mastery and move to process-oriented learning. The subject matter should be something of interest to the learner or something a teacher, with passion, is motivated to teach. The subject does not matter, it’s just grist for the cognitive mill.

Discussing ‘what’ subjects we should teach is the 21st Century equivalent of determining how many angels can dance on the head of a pin. The answer is infinite. The real debate in education is whether we need linear, book oriented curriculum at all.

Richard Florida in Sackville on 6 Feb 2008

Richard Florida, author and blogger, will be presenting a lecture at Convocation Hall at Mount Allison University on 6 Feb ’08 at 7:30 PM.

The title of his lecture is “The Creative Class: The Role of the Artistic Community in Building Towns and Cities.” Everyone is welcome and there is no admission charge.

Given Sackville’s designation as a cultural capital this year, Florida’s presentation is timely. I may not be able to attend due to some client work, so perhaps some local blogger(s) will be able to get to Sackville and post a report.

Some (more) thoughts on online communities for business

I’ve been asked on several occasions over the past year to see if it’s possible to build a “facebook-in-a-box” for an organisation or association, so I’ve put some thoughts together here. It’s still a work in progress.

This is a follow up from a previous post, The Community Goldrush.

Implementing a Niche Business Network

The success of business-oriented online communities depends more on implementation and mobilization of its members than any inherent design. In the context of many business associations, two motivators are evident. The first is an organizational commitment to create the online community and act on the community’s input. This would be the high level perspective in order to advance the goals of the association. An example objective of this community could be to identify solutions to common problems faced by members. The second motivator would be incentives on an individual level so that there are rewards for members who contribute meaningfully to the goal of the community.

According to Jay Deragon some aspects of an online community that would be attractive to adult members of an online community include:

  • The Learning Factor: With all the hype, craze and media coverage of social networking platforms, i.e. Facebook and Linkedin, many adults are drawn to the medium to learn what the hype is all about.
  • The Connection Factor: Once adults enter networks and learn the tools of the trade many are amazed to find the presence of other adults they know and many they don’t already engaged with the medium.
  • The Affinity Factor: Adults begin to find association with groups, causes, forums, media and other affinities which relate to their interest both personally and professionally.
  • The Business Factor: The predominant business segment using social networks today is employment recruiters. However, as the medium and adult participation has grown there is an exponential growth of business opportunities that adults are learning to facilitate using social networks as the medium.
  • The Creative Factor: Adults, and their businesses, are applying creative ways to use the technology behind social computing to extend its value to both personal and professional needs.
  • The Expectation Factor: When you consider the creative possibilities of social networks adults expect to the formation of some economic and social value to be derived from their participation whether currently or in the future.

The business models behind online communities are varied. Large sites, like Facebook and MySpace generate advertising revenue and the founders may be looking at selling the community to a larger media company. However, for smaller, niche communities, others may be willing to pay for access. According to Ross Dawson, the Sermo site, which only allows access to registered medical doctors, attracts physicians with a need to confidentially discuss cases amongst their peers.

The business models can become far more pointed with a clear target audience. For example, Sermo charges $100,000+ for financial institutions and others to access the medical discussions, so they can assess doctor’s responses to new drugs or medical advances.

Implementation Factors

Fist we have to have a good idea that many members of the association/organisation would be interested in the concept. This can come from market research, informal interviews, anecdotal evidence or previous experience. A suggested action plan could be:

  1. Have initial discussions with the association’s executives in order that they understand the concepts around the development of online communities.
  2. Align with at least one of the association’s longer term goals.
  3. Determine who will be the initial Mavens, Connectors & Salespeople (see graphic below) for this community.
  4. Design the initial technology and support structure.
  5. Start with a very soft launch and no announcements and work with the early members to grow the community.
  6. Once the community reaches a determined size, start looking for targeted sponsors.
  7. Continue to support the community with good conversations, technical support and whatever else motivates members.

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Need an Escape Plan?

I really enjoy the Escape from Cubicle Nation blog and now you can prepare your own escape to free-agentry with this audio program and workbook. Check out3 Steps to break through the fear of leaving your corporate job so you can get on the road to starting your own business“:

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I have no connection with this offer, other than being a regular reader. This also seems like a great gift for co-workers who are constantly complaining about their jobs. Think of it as a get out of jail free card ;-)

Usability – KISS

I’ve been enjoying CBC Radio’s Spark program that looks at technology and culture. The host, Nora Young, is knowledgeable and runs a great show. I pick it up on air from time to time and have downloaded a podcast or two.

As I was listening today, I heard that there was a wiki for sharing information and ideas so I thought I’d give it a try. The site is built on SocialText, which is an enterprise class system, probably good to be able to scale up as needed. I registered and added my two cents worth on one of the wiki pages. I found the interface confusing and got frustrated a couple of times when menus would pop up that made no sense to me. Now, I’m a fair bit of a web geek and am usually comfortable poking around these systems. I wonder what the more mainstream Web surfers do when they try to add comments here?

If you want people to really get involved in the conversation, you have to make it dirt-simple to do so. That’s one reason I don’t have captchas or membership requirements on this blog. I really like getting comments and feedback, so I keep it simple.

Update: Here’s the wiki I was commenting on. Craig Hubley’s comments after mine are worth reading.

A Pictoral Commons

Flickr has initiated The Commons, initially in collaboration with the US Library of Congress.

These beautiful, historic pictures from the Library represent materials for which the Library is not the intellectual property owner. Flickr is working with the Library of Congress to provide an appropriate statement for these materials. It’s called “no known copyright restrictions.”

Hopefully, this pilot can be used as a model that other cultural institutions would pick up, to share and redistribute the myriad collections held by cultural heritage institutions all over the world.

Perhaps this idea will be embraced by Canadian cultural and archival agencies in order to share our common visual history, instead of letting these pictures gather dust.

The notion of putting these artifacts online for sharing may be an idea that’s ready for take off …

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… or in other words, we should cooperate for the common good:

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I would recommend that teachers covering US history in the periods of the 1910’s or 1930-49 [the two sets currently available], should get their students to check out these photos and contribute some tags to show that the community finds them useful.

Update: Stephen has picked this up and linked to some other comments on this initiative. The fact that these photos are on Flickr is important because it links them to a community that understands tagging and probably includes many people who would not normally visit the LoC site. Flickr may be a proprietary system but the photos are accessible to all.

Aggregating Bookmarks

I’ve used various social bookmarking tools, such as Furl and Magnolia, but have settled on delicious for a while. If you use many bookmarking applications, as well as rating tools like Digg, you might be interested in SocialMarker, which lets you save a page for filing on several systems at once.

SocialMarker lists 31 tools, several which I’ve never heard of, and a new bookmarking service, Mister-Wong, which is targeted at the education field.