Blogs & Wikis for Learning

There was a fair amount of interest in our presentation at the CSTD Symposium on Mancomm’s use of wikis with healthcare professionals. The MASIE Center has recently published this commentary on the impact of blogs and wikis on learning;

  • Instructor Blogs to offer a more dynamic and personal perspective on the teacher’s expertise and view of the context.
  • Wiki Handouts that are launched by the instructor or instructional designer and then evolved by the various learners in the classroom or on-line programs.
  • RSS Feeds from Blogs and Wikis that are linked to Compliance subjects. As the content changes, the learner receives a RSS feed linking them back to the Blog to receive an update and even take a Compliance Re-Check.
  • Context Rich Wikis which are used as ways of making the role of SubjectMatter Experts easier and more time efficient.

These examples are for more traditional training models, where you have an instructor and students. In our case (mental health community of practice) the wiki was used for a diverse group of physically separated professionals to post and share common practices that were not available in any published manuals or procedures. So far this group, many of whom had no computer experience, has created +600 wiki pages.

As for blogs, there are many applications for informal learning, such as this post which is a follow-up to our face-to-face presentation in Fredericton on Monday. For instance, blogs can be used to post presentation material so that learners can determine if the material is suitable for their needs and can act as a medium for questions in advance so that the facilitator can customize the scheduled F2F meeting to meet learner needs. I encourage anyone to use this blog as a follow-up to what was presented and let’s see where the conversation and learning goes.

Linking to subject matter experts (SME) is made easier with blogs and wikis, as one Canadian military officer told me at the conference that they are trying to connect the best SME with their soldiers in training. This could mean a synchronous web session between soldiers in New Brunswick and the expert currently serving in Sudan or Afghanistan. Blogs and wikis can be the glue that holds the learning conversation together between time zones.

“Muse on Gutenberg”

I’m posting the comment to my last post here because it deserves to be highlighted and available to those who only read this blog through an aggregator. The author [you could include your name, even though I have an idea] explains the key issues in our electric/internet era in a much better fashion than I can. When we had our CSTD breakfast meeting today, explosive change of this type did not even register with most participants. We spend too much time looking into the rear view mirror.

If you can’t decrypt the following, then start with McLuhan for Managers.:

muse on gutenberg
Submitted by Visitor on Tue, 17/05/2005 – 02:36.

Agree, the “printed word is already being pushed aside by the likes of IM”. IM is called ‘chat’ essentially because it mimics ‘speech’ afforded by instant electric interaction, not printed text. The medium of IM is ‘electric speech’ as an effect, not text.

‘The Daily Telegraph’ newspaper, conversely, tried to reclaim text as its ‘medium as message’ by appropriating the instant effect of reportage enabled by the electric telegraph.

What’s happening therefore is an erosion of the alphabet into orality because electric communication in its effect is speech-based (audio-tactile), not print-based. Hypertext is non-linear and speech-based (acoustic) because linear space as a ‘print-based’ narrative can be circumvented with every hyper-link. We’re not required (forced) to follow narrative from word to sentence, paragraph, page, chapter, etc. anymore, as was the case for 500 years. Just bookmark it, if anything.

As a result, as McLuhan said, the ‘user is the content’ driven by the users purpose for learning–context dependent on their sophistication, intentions, needs, capabilities, desires, etc.

Their lived ‘context’ subverts mere text. Context as scope, depth, relation, pattern, process, tangent, association, bridge, etc. are spatial, non-linear, non-Euclidean metaphors. Effect and cause collapse together with instant time and space. Real-time communication therefore is speech-based and aural–timeless, always floating in the present tense, so ideas have to be bounced.

‘Bounced’ back and forth communication in IM requires repetition, resonance, the structure of lyrics and poetics, in order to get something across Learning from the rappers, IM becomes more and more acronym RAP (brb). Rhythm is repetition, repetition, repetition…’read my lips’. Rhythm is tribal. Yet IM itself is be replaced by video chat just as blogs are being replaced (subsumed) by video-blogs. The bell tolls for print.

The tragedy of Gutenberg resulted from the German Protestant bible competing against the Christian latin, the infamous Reformation. A time of nasty inquisition. The effect was that the Renaissance (Church) got replaced by the Enlightenment (State), pushing rationalism further known as Modernism, Objectivism, Formalism, Realism, Socialism, blah, blah, most of the ‘isms’.

Now, linear education has been reversing (imploding) since the telegraph, ushering in post-structural and postmodern (just used to be called, rhetoric)–in painting, Dadism, Surrealism, and in music, all that dissonance and jazz. And, non-linear narratives become (one liners) staged improv (Bush-isms).

Now, Cartesian sciences have little hope of probability against non-linear narratives unless they teach ‘method’ to save face during their ‘culture wars’. That is, method is first show as constructed for objectivity (sorry Plato)–a centimeter is a usefully contrived unit of space, not an intrinsic eternal form.

As non-linear modes of perception become more and more prevalent to subsume linear print ‘concept-based’ text, science is forced to become more and more multidisciplinary (i.e., accountable to its methods, not extoll its contrived objectivity). We don’t need to globalize. We can internationalize, instead… ecologies subsume boundaries.

Because the ground keeps moving… IM is speech-based or percept-based media so our speedy typed texts are basically concepts fast parsing into speech-based thinking. Speech is Q&A, interactive, dialogic, fluid and interpretive, not definitive like your everyday print-based dictionaries. Dynamic flux not static statements create persuasion–action. Verbal contracts replace written. Networked relationships superimpose individuals. In short, Clark might well quip in, say, less than 10 years, the ‘tragedy’ of non-linear video and speech”, pushing poor old linear Gutenburg out the pixel.

It’s a dangerous time. The orals versus the prints (arts vs. sciences)–we’ll need a graphical operating system about now… not just cute Penguins. Balancing linear and non-linear depends on the balance of competing mediums (i.e., multimedia/convergence).

So the real battlefield will be information or knowledge design–the competition between written print, image and sound/speech. The content providers trying to construct meaning interaction is coming to everyone’s multimedia desktop, as a basic skill set, not just the 3R’s

McLuhan saw the need to see this shift as a civil imperative–to ‘perceive the grammar of communication’. If we confused message as medium, we’ll drown in violence from media fallout (PAX American). The medium is unconscious (i.e., seeing the word at the expense of the alphabet). The printed alphabet created linearity. Gutenburg just pushed it upon us faster using his 15th century xerox. Now we need him back before we dump narrative (keyboard) overboard with Dragon Naturally Speaking. That’s a tough challenge, ahead, to master the matrix…

As we ponder how to tinker with the ADDIE instructional design model, developed to train soldiers for WWII, the real issue is what are we going to do in the post-print world that is fast approaching. I think it’s time to master more of the non-linear and non-literate media (e.g. Flickr & podcasting)

CSTD Fredericton

I’m at the CSTD Innovations in Learning Symposium in Fredericton. We gave two presentations today, so I missed most of the others. Stephen has posted some of what he saw and has given a quick overview of Clark Aldrich’s keynote. I agree with Stephen’s comment on the lightness of this talk, but then it was a pretty mixed audience. The statement that stuck with me was a sidebar where Clark described the "tragedy of Gutenberg"; the fact that the printed word has pushed us into a linear educational model. It’s an interesting concept, especially in light of the fact that the printed word is already being pushed aside by the likes of IM shorthand and hierarchy-subverting hyperlinks.

Since I missed most of today’s sessions, I’m looking forward to attending one of the longer presentations tomorrow.

CEOS Halifax

I just came back from the Conference on Engaging Open Source in Halifax. Good to see some fellow bloggers, like Steve and Iain, but probably the most informative session was from Robert Charpentier of Defence R&D in Valcartier QC. Robert and his colleagues have recently released a report entitled Free and Open Source Software Overview and Preliminary Guidelines for the Government of Canada. This is a must-read report if you work in or with the federal government. Robert told me that Ontario and Quebec are moving in the same direction as the federal government; to include FOSS in all procurement considerations. This is a big deal and I encourage the open source communities to examine the report and ensure a seat at the procurement tables. There will be many opportunities for the training & education sector here as well, if you understand the requirements and know the subject area (hint).

The best piece of information during this conference came from Robert. He said that the OS collaborative development process is very effective, and their analysis of 287 technical reports showed that bug fixes for proprietary software take an average of 10 days while bug fixes for open source software take an average of only one day. The OS community is much more effective and efficient than any proprietary counterpart.

There were a lot more data in all of the presentations but my clear understanding after the day is that open source is not a fringe movement when it is accepted by Sun Microsystems, IBM, Novell, the Government of Canada and the EU. If these behemoths get it, then I really don’t see any more of a need to make the case for open source. The OS cluetrain has left the station.

Learning the Laws of Media

There has been much discussion of Thomas Friedman’s recent book The World is Flat: A Brief History of the 21st Century. Will Richardson connects this flatness to education:

Like him or not, I have to say that I’ve been getting a bit of an education from Thomas Friedman’s The World is Flat, and I’m finding more and more connections between the global leveling he describes and the classroom.

…We edubloggers talk and write about this a lot, this idea that the tools of the Read/Write Web necessarily change the relationships and construction of the classroom. When audience moves from one teacher to many readers, when assessment moves measuring correctness to measuring usefulness, when we ask for long lasting contribution of ideas instead of short-lived answers to narrow questions, it requires us to rethink our roles as teachers and to redefine our curricula. Remember, we don’t own the content any longer. Our students teach us the tools. They are already connecting and collaborating. To hold on to the vertical classroom is to risk irrelevance…soon.

A common adage amongst learning professionals is that, “it’s not about the technology, it’s about learning”. While we may hope that this is true, we live in societies based on technologies, and Marshall McLuhan is consistently proven correct with his Laws of Media:

every new medium:

1. extends a human property (the car extends the foot);

2. obsolesces the previous medium by turning it into a sport or an form of art (the automobile turns horses and carriages into sports);

3. retrieves a much older medium that was obsolesced before (the automobile brings back the shining armour of the chevalier);

4. flips or reverses its properties into the opposite effect when pushed to its limits (the automobile, when there are too many of them, create traffic jams, that is total paralysis)

Every new technology has these four effects on all of us, including learning technologies. This means that much of our work is about technology. If you don’t understand the effects of the technologies that we use, how can you understand their pedagogical implications? Take the learning management system, which has been with us for about a decade. The LMS:

  1. extends the instructor’s voice beyond the walls of the institution;
  2. obsolesces the classroom (but small, face-to-face executive classes are on the rise);
  3. the LMS retrieves the correspondence model;
  4. it has flipped into a costly administrative tool that does not meet the needs of inter-connected learners using other more effective technologies to communicate.

In looking at the newer social networking technologies (blogs, wikis, eportfolios) we could say that they:

  1. extend the learner’s voice;
  2. obsolesce the course as the unit of education;
  3. retrieve the Oxford-Cambridge collegial education model ;
  4. could reverse into a meaningless “echo-chamber” (Wikepedia definition of “echo chamber: Metaphorically, the term echo chamber can refer to any situation in which information or ideas are amplified by transmission inside an enclosed space.)
    Like it or not, technology is changing the learning landscape. We cannot adopt one technology and ignore another, or we risk becoming irrelevant. Learning professionals have to understand the technologies that drive our media. The best way to understand these technologies is to use them and watch how others use them. For instance, don’t discount the use of Instant Messaging for education just because all the kids are using it for non-educational purposes. Try to tap into it instead.

    We live in a time when new information and communication technologies are constantly being developed. My advice is to get used to it, and remember that “The medium is the message”.

UK Tries to Keep Learning Open

From Silicon.com we get news of this pending report from the British education sector:

The UK government’s ICT agency, the British Educational Communications and Technology Association (BECTA), is poised to publish a study that found primary schools could halve computer costs if they stopped buying, operating and supporting products from companies such as Microsoft, according to the Times Educational Supplement.

I noted this report a few days ago and bookmarked BECTA, anxiously awaiting its release. If you read the Silicon.com article a bit more you see that the counterattack has begun:

Stephen Uden, group manager of education relations for Microsoft, wrote: "Competition in the software market is good for customers because it ensures that they get a good deal as it drives choice and innovation.

"There are some 5,000 third party applications available to run on Microsoft Windows operating system but only a handful of applications supported by the open source community. We offer free support and training materials to help teachers and students make the most of their technology."

Of course MS does not discuss the cost of upgrading your applications, the operating system or the database – all at the whim of the proprietary software vendor. The fact is that open source software for all learning applications is cheaper. I say all, because these applications are not mission critical, so even if the open source application only does 80% of what the costly software does, then it’s still good enough. However, in many cases the open source version is even better than its proprietary counterpart. Take for instance OpenOffice, which can save a slide presentation as a PDF or even a Flash file (with no extra software), making it a great tool for school projects. You can install as many versions of OOo as you want on all of your school computers and students’ home computers for free. Beat that.

Update: The report, "Open Source Software in Schools: A study of the spectrum of use and related ICT infrastructure costs" is now available as a PDF. The conclusions are favourable towards open source, but not overly enthusiastic.

A Discretionary Digital Divide?

Seth Godin takes on the over-hyped Digital Divide – that invisible wall separating the Internet connected and the disconnected – stating that the new digital divide is more a matter of choice. Those who choose to engage in the social web, the "Digerati", subscribe to RSS feeds, read meta-blogs, write their own blogs and avoid the mainstream press. So what does this mean, other than the fact that we have a new label? According to Seth:

As a result, your most-connected, most influential customers are part of the digerati. They can make or break your product, your service or even your religion’s new policies. Because the Net is now a broadcast (and a narrowcast) medium, the digerati can spread ideas.

The second thing to keep in mind is that the digerati are using the learning tools built into the Net to get smarter, faster. A new Net tool can propogate to millions in just a week or two. Unlike the old digital divide, this means that the divide between the digerati and the rest of the world is accelerating.

Using the Law of the Few as described in Gladwell’s The Tipping Point, it seems that the Digerati are simultaneously playing the key roles of Mavens, Connectors and Salespeople.

The Rules

Albert Ip has some positive words to say about Bill Gates, especially his views on education, and provides these rules, attributed to Bill:


RULE 1
Life is not fair – get used to it.


RULE 2
The world won’t care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.


RULE 3
You will NOT make 40 thousand dollars a year right out of high school. You won’t be a vice president with car phone, until you earn both.

RULE 4
If you think your teacher is tough, wait till you get a boss. He doesn’t have tenure.

RULE 5
Flipping burgers is not beneath your dignity. Your grandparents had a different word for burger flipping they called it Opportunity.


RULE 6
If you mess up,it’s not your parents’ fault, so don’t whine about your mistakes, learn from them.


RULE 7
Before you were born, your parents weren’t as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you are. So before you save the rain forest from the parasites of your parent’s generation, try delousing the closet in your own room.


RULE 8

Your school may have done away with winners and losers, but life has not. In some schools they have abolished failing grades and they’ll give you as many times as you want to get the right answer. This doesn’t bear the slightest resemblance to ANYTHING in real life.


RULE 9
Life is not divided into semesters. You don’t get summers off and very few employers are interested in helping you find yourself. Do that on your own time.

RULE 10
Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.


RULE 11
Be nice to nerds. Chances are you’ll end up working for one.

Not bad advice.

Blogs – Essential Tools for Small Business?

According to an HP Report, more small businesses are including blogs in their business marketing plans. This link, through Small Business Trends (which includes some additional charts), explains what has been fairly obvious to me. Small businesses cannot afford pricey marketing campaigns, and blogs allow them to have direct conversations with their customers. For those offering services to small businesses, Anita Campbell suggests:

Web design firms need to incorporate weblogs into their offerings. Partnering with blog consultants could be a good marriage, since blogging is such a different animal from a typical business website. Let the blog consultants worry about the unique marketing aspect of blogs and training clients how to use them. The design firms can focus on what they do best: customizing the designs, actually building the blogs, and integrating them with businesses’ commercial websites.

As a small business, I have my own reasons for blogging.

Ladies & Gentlemen, the Advertisers have left the room

Last year I thought that the new medium (AKA Web 2.0) was in the processs of making marketing and advertising obsolete, stating that, Amazon is proving that marketing ain’t what it used to be, and the new Medium has obsolesced the darlings of the broadcast model – marketing & advertising. I also saw indications of open source marketing. Perhaps I was a bit off about marketing (for now), but this recent event, sponsored by Absolut is a good indicator of the obsolescence of advertising:

The only thing missing was the one element that has been present for the launch of a major spirits brands since marketing was invented. Last week, Absolut made marketing history when it launched without a cent being spent on traditional advertising.

The drink company opted instead to lease its own bar, brand it and stage a major photography exhibition there.

Absolut’s strategy flies in the face of marketing convention; an average of $3 million is spent on advertising to launch a brand.

Hang on to your hats [and business models] folks, because there is a lot more of this in store.