Moodle now in the major league

I received a mass mailing from HorizonWimba today about their Genie “course authoring tool” which imports content from Word. Usually I dump this stuff from vendors, as I prefer customer reviews, not marketing information; but this caught my interest:

This new version most notably features the ability for instructors to create Flashcards, insert code such as HTML and Java, and export their course content to new Blackboard, WebCT, and SCORM formats (ideal for Moodle users). Course Genie allows faculty to quickly and easily convert their Microsoft Word documents into content for their Blackboard, WebCT, Moodle, and other online courses.

This is the first time that I’ve seen proprietary elearning companies selling to those who use open source. It shows that Moodle users are now in the same league as WebCT & Blackboard users, at least from a third-party vendor’s perspective.

Learning Technology Consulting

In the learning business there are plenty of enabling technologies. First, we had a few learning management systems, like WebCT, which were developed at academic institutions. There wasn’t much choice then, and most in the field were cheering these advances. Then we had the elearning bubble with hundreds of LMS, LCMS, CMS & VLE. Now we have personal learning environments (PLE) and eportfolios vying for the spotlight.

When I worked for a technology vendor I soon learned that it was more important to sell licenses than to enhance performance & learning. Licenses paid the bills. That’s why I still urge my clients to separate their technology provider from their learning services. You cannot serve two masters.

Is it the same situation with open source learning applications? If I develop a platform, will I offer independent advice, such as switching to another system? Once we get attached to our favourite system, or one that we helped to develop, then it may be hard to pack up and leave. However, being open to adopt new systems is in the client’s best interest. On one recent project we went through three major content management systems before settling on Elgg Learning Landscape, which didn’t even exist at the beginning of the project.

As much as I like Elgg, I have to keep on the lookout for other products that may meet my clients’ needs. I believe that in this constantly changing web environment, there is a need for third-party service providers who are technology neutral. There may be a temptation to affiliate with only a few select technologies, and perhaps earn a little extra cash, but that doesn’t serve the client. For instance, a new system can come along and give your client a quantum leap in performance. You have to stay current in your research in order to give the right advice for the current situation. Being technology neutral is the difference between a vendor and a consultant.

Rx for NB Learning

One of New Brunswick’s only learning technology development companies is in the process of being sold. Not sure if this is good or bad for the local industry. Ensemble Collaboration started up a few years ago and developed a collaboration platform for learning. The website is currently down, pending the sale.

I came to this province in 1995 and really became part of the industry in 1998. Since then we have had a few technology companies come and go. These are some of the ghosts of LMS past – Crescent Studio, IP Global, e-com and BKM. Today, the largest companies in the sector provide custom content development – Vitesse, PulseLearning and Innovatia. I think that there is a more sustainable business model on the services side of the industry, however I see these companies competing in a marketplace that is starting to view their services as commodities. I see more learning content companies competing by offering the lowest price per courseware development hour, or whatever other measure you wish to use. Because of this market tendency, companies need to grow their higher-end services in order to stay competitive. These are not evident in New Brunswick at this time.

As someone who has worked with many of the companies, academic institutions and government departments in the province, I’ll give my prognosis for this industry. First of all, there are only 740,000 people in New Brunswick and due to our size we will never grow any industry that is sustainable on its own. We definitely cannot do this without serious partnering or strategic alliances. However, we can capitalise on our small size by encouraging start-ups and sowing many seeds that will grow and survive, or even wither and die. It is through the act of creating new companies that we will improve our ability to create more. We need to develop a way to fail early and fail often. Failure in new business cannot be generally viewed as failure in business. Few entrepreneurs succeed on their first attempt. This Province has the resources, and connections, to create an environment that is friendly for start-ups, especially those that don’t require huge sums of money (e.g. Flickr before it sold to Yahoo).

This flies in the face of efforts to attract larger companies that can offer more jobs to local people. I believe that using the “job” as an economic indicator is a crucial flaw in our economic development policy. Instead, we should be helping to create many small, innovative companies. This will foster a more diverse economic foundation, where one failure will not bring down the entire industry. We have some learning expertise and we used to have some technology development capabilities. What we need now is a way to allow a thousand flowers to blossom. Some of these start-ups may even get purchased by larger corporations and move away, but their creation will be our secret sauce. I am suggesting moving from an indentured servitude model (the salaried employee) to an entrepreneurial model. This has its risks but it puts the means of production into the hands of more people (sounds socialist, doesn’t it?).

To enable this entrepreneurial renewal, without the need for huge amounts of venture capital, we must leverage open source software. Individuals and companies must get involved in the global communities created by open source. That is why I am concerned about the lack of technology companies. A viable learning industry also needs to be in control of its enabling technologies.

As I said, our advantage is our size. It’s easy to contact someone in government here. For instance, the Province has a unique regulation for the creation of online universities. To be a fertile ground for innovation, we need more of this type of unique legislation; not more subsidies or government sponsored trade missions.

So here are some concrete recommendations for my colleagues in this industry. First, get involved in the global community. Personally, I champion Elgg Learning Landscape, Moodle and ATutor. I am involved with the Education Bridges project, initiated by Dave Cormier on PEI. Through blogging, I am also speaking with others around the world. This can yield some interesting connections. For example, Indian companies may be looking for partnerships or involvement in other communities, as mentioned recently on the Learned Man blog. I would be keen to see a webcast of our LearnNB activities done in cooperation with some Indian companies. I’m sure that we have much to learn from each other.

Basically, we can’t focus on this Province alone and we need to use our small size to our advantage. If we stay small, we remain nimble. In a flat world, that may be the right prescription.

Curverider – open source learning company

David Tosh, Ben Werdmuller & Misja Hoebe have launched Curverider today. This is a services company built around the Elgg Learning Landscape open source learning platform. I have been a proponent of this business model for a couple of years and it’s good to see that others view it as viable. What’s great about Curverider is that the developers are supporting their own code but have also involved a growing community so that it’s more than just three guys in a garage (not that they work in a garage). For instance, look at how Mancomm, a private company,  paid for the development of a calendar function that is now in the latest version of Elgg.
For the end-user, this business model is a dream. You can get the developers to support you, but if your needs change or you want to work with someone else you are free to leave with your source code.
Customers are not handcuffed to their technology providers. I believe that this industry model will encourage more innovation and that companies like Curverider will prosper based on the value of their services.
Dave and his team have also created a resource site for Elgg learning landscape that shows what’s happening in terms of development.

Learners as contributors – the end of the industrial model

I’ve just read one of the best posts that shows how the Internet changes everything in education; many just don’t realise it yet. Christian Long at Think: Lab has a long post on the connection between blogging and formal education. Christian starts by describing a new billboard from AT&T that has only one word on it – Blogging – and then talks about a major difference in life for a 15 year old today and ten years ago. This is the ability to connect with anybody in the world on any subject, no matter how narrowly defined:

We’ve discussed a basic definition of blogging (web-based journaling).  We’ve accepted that anyone can immediately create a website now called a blog.  And if you think about being a 15 year old and wanting to share your ideas about music or sports or whatever comes to mind in a creative and individual way, a social and collaborative way, you can see why someone would create one.  Even see the potential for a teacher and a class full of students to create ‘class blogs’ for a project or portfolio.  But is there more?


Yes, and it all comes down to something so fundamental to the very existence of schools and even education itself that it’s actually pretty easy to overlook:  information and who owns/creates it. 

This final point, the question about information and who owns/creates it – is shaking our concept of education to the core. The ability to be the co-creators of worldwide knowledge now lies within the means of a large percentage of the world. For example, anyone can contribute their individual area of expertise to the wikipedia knowledge repository.

The discussion at Education Bridges echoes a similar vein. In the creation of wikibooks as online textbooks for the world, should only the experts build and distribute the accepted official curriculum or should learners be involved in the co-creation of knowledge? Personally, I feel that this is no longer a valid question because of the nature of digital networks. If you don’t allow for the co-creation of information (construct, deconstruct, reconstruct) then your information will gather electronic dust in its uselessness.
Albert Ip states it another way with this picture, which asks how anyone could limit peer interaction to "just" the classroom.
Teachers and educational organisations can longer hide behind the classroom firewall. As Christian says, just imagine:

Now, go back to that original 15 year old. Imagine you as a 15 year old with a blog of your own.

Imagine that student able to create a blog in seconds and within days or weeks or months have an audience spread out around the world that is genuinely interested in the ideas and stories and links and images that are on the blog, beginning to be taken seriously as a writer or an expert or a legitimate voice, and beginning to use the blog as a way to further explore ideas and develop a far-reaching network of thinkers and beginning to be seen on a level playing field as any adult.  And now imagine that student going back to school the next day and being asked to sit still, read books or notes that expect no interaction, being forever being seen as inexperienced and incapable, and not being able to contribute any ideas or questions to the larger body of research or ideas.

Both of my boys are in middle school and have their own blogs. One of them writes a lot, including the creation of a fantasy religion, while the other builds animations and shares them online. The eldest is learning Java on his own, via tutorials he finds online. At school they can use Google as an online library (find, access, use) during their limited time available during "computer lab". The physical library does not have any information for a report on the Avian Flu, and there is only one computer available. Access to Blogger is forbidden.
Teachers cannot teach the students how to get involved in the co-creation of knowledge because they don’t have a clue. The kids live in a completely different world than school. School is fast becoming irrelevant.
Next year, our eldest son will be 15. What will he think of school then? [I think I know the answer]

Wikibooks

Dave Cormier is proposing more work be done on the concept of textbook wikis, or wikibooks. According to Dave:

I would see a well funded wikibook project as a viable alternative to the current publisher textbook hegemony. With the work done at wikimedia as a backbone, the right input, enthusiasm and knowhow, a full wikibook science program could be up within a year. The key to the success of such a project would be getting ‘everyone’ involved. Not just science people and curriculum designers, but teachers, science institutions and students as well. A solid organizational structure, a place for debate and disagreement, as well as areas for student input. It has all the potential for being a real turning point for education.

Most of us have used wikipedia, or at least heard of it in the popular press, and the wikibook is another open source model for education using the power of community built web pages. Dave goes through some of the pros and cons including the question of validity, or  "How do we know that the information in the textbook is ‘true’?". In this world of information abundance I don’t believe that it’s necesssary to prove that something is true. Once posted, facts can easily be cross-checked, and a strong community will make sure that the information is fact-based. Learners and educators have to be media savvy and understand how they can check the verity of an information source. Truth is what we believe and we need to understand why we believe something.
I remember a course in third year on Canadian historiography (the wikipedia definition is number one on Google) that covered three textbooks, one English Canadian, one French Canadian and one American. Which one of these university textbooks contained the "truth"? In many courses, only one of these texts would have been required reading or required to purchase. A more open wikibook, transparent to all and open to debate, is a much better system, and cheaper, than an unchanging textbook.

New Year, New Tools

This year I got a digital camera (finally) for Christmas. It was a gift from my wife, but I had a fair bit of input (about 100%). The Olympus Stylus Verve 5.0 megapixel camera is very compact, weatherproof and looks cool. It takes great photos and I’ve picked up an extra battery as reviews say that it eats them.

For my first transfer of photos to my computer I used Adobe Photo Album which had come with my Palm. I found it cumbersome, and when I wanted to do anything extra I found out that I needed to upgrade to a paid version. I therefore installed the Olympus master program that came with the camera. It took forever to download the updates from the web and when I started using it I discovered that it was a crippled version of the pro version which I could purchase from Olympus.

I therefore uninstalled both of these programs and downloaded The Gimp. It is a free and open source image editing suite that does much more than I need but there is no nag-wear and I know that it has everything that I’ll ever need in terms of functionality. I should have done this first, but the process reinforced how many good open source products are out there. If you install The Gimp for Windows, make sure that you install the GTK+2 Runtime environment first. I’m playing around with a Flickr account too, to start sharing some photos.

I’ve also tried some new tools for this website. In the External Links on the left you’ll see an OpenSource4Learning link which takes you to a Squidoo lens. Squidoo is an experiment in focused content, based on the premise that everyone is an expert on something. I’d appreciate any feedback. My intent is to see if one of the subjects of this blog requires its own special place. Is it any easier to find stuff this way?

I also built a swicki, which is a specialised search engine. I had it installed on the navigation bar but it slowed the loading of my pages so it’s off for now. You may see it re-appear as I test it some more.
Now it’s back to real work for the month of January ;-)

Ontario Ministry of Education Seeks Multimedia Authoring Software

Just came across this RFQ looking for software in an educational setting (Ref # 115781 and Sol # OSS-072822). Here’s the requirement:

 The Ministry seeks products that will run on Windows (98- XP) and/or Macintosh (9.2 – OSX) or commonly available browsers. Consequently, the Ministry seeks to obtain the following:
(i) Multimedia Authoring Software Grades 5 – 12 in English and French for Windows and Macintosh computers for publicly funded Educational Institutions in Ontario.
(ii) The Respondent’s product should provide a rich environment for students to create linked multimedia products that can easily be opened and navigated by other students and parents. It should allow for the easy creation of a variety of navigational tools, buttons, hyperlinks, animations, and embedded graphics, movies and text objects. Easy placing, sizing, and moving of all objects is essential.
(iii) The Respondent should provide 5 CD-ROMs in English and/or French for use on Windows (98 – XP) and/or Macintosh (9.2 – OSX) to be considered.

Off the top of my head I can think of OpenOffice and Gimp as FREE and OPEN SOURCE software that does not require a ($)license. Can anyone name and link to some others?
I’m sure I could find some better ways to spend tax dollars for education – let me count the ways …

Genuine Open-Standard Format for Office Documents Already Available

From OpenOffice.org:

25 November 2005
OpenOffice.org believes that the demand for a genuine open-standard  format for office documents is overwhelming. Users of office software  are coming to realise that their real investment lies not in the  software itself, but in the spreadsheets, databases, and  wordprocessing documents which they have created:  their own  intellectual property. The only way to guarantee access to this  investment long term is for the data to be stored in a vendor- neutral, open-standard format.
Microsoft’s announcement on Monday, 21 Nov., that it recognises the  market pressure for open-standard data formats is a welcome  development.  But why opt for a new standard? OpenDocument, which  OpenOffice.org uses, is approved by OASIS – the standards body for  XML data formats in business; OASIS is sponsored by all the leading  names in IT, including Microsoft. In addition, OpenDocument was  submitted to the International Standards Organisation (ISO) on 30  September 2005 for ratification.
OpenDocument is a genuine vendor-neutral, open-standard  specification, free from intellectual property encumbrances, so that  all developers are free to work with it, including open-source  developers.
Vendors and developers do not need to continue with the current  limiting industry standard, as the OpenDocument standard is available  now. Utilising an open-standard, such as OpenDocument, driven and  supported by many vendors, is of huge benefit to organisations and  their customers. Interoperability between different applications and  potential new ventures formed among vendors supporting OpenDocument  will stimulate innovation.
Following an open process, the OASIS OpenDocument Technical Committee  has a long term commitment to extend, improve, and maintain the  standard as technology changes. Membership is open to anyone and  users of OpenDocument may view the OpenDocument proceedings and  participate in an increasing number of forums.
OpenOffice.org and other open-source projects are well placed to lead  and contribute to the innovation of new e-business applications  utilising the OpenDocument file format specification.

Atlantic Canada ICT Industry Needs New Models

Stephen Downes links to a PowerPoint file (works in OpenOffice.org too) produced by the NRC, entitled ICT Industry Overview, on the state of the industry in Atlantic Canada.
There are some good snippets of information, but the slideshow medium is not meant for a lot of knowledge transfer. For instance, on open source:

Business cases have to be wrestled with, but OSS generally is impacting the way people are thinking about IP and making money – new business models required.

That’s pretty obvious to anyone who has read anything on open source, but worth repeating, and nice to hear this from our "National" Research Council. However, I feel that much of this presentation is looking in the rear view mirror. Supposedly, VC’s want to fund a "Craigslist on steroids" . Have they heard about Google and its services & tools?
In an IT Conversation about a year ago, I believe it was Jonathan Schwartz of Sun who said that the enterprise software development business model as we know it is broken. The latest software successes are not traditional enterprise applications. They’re community platforms, like Vancouver-based Flickr, which spurned VC money and was finally purchased directly by Yahoo!. The investment model is already changing, and perhaps VC’s are not the best source of advice. Enough of them avoided Skype because they couldn’t figure out the business model.
This presentation highlights the need for innovative models, experienced management (lacking in Atlantic Canada) and an understanding of market needs. I would add that Atlantic Canadian entrepreneurs should get a real deep understanding of open source and Web 2.0 if they want to stay in the ICT Industry.