Flexknowlogy – Jared Stein

This semester I elected to test Instructure’s (pilot? beta?) learning management system with my own online course, DGM 2740: Web Design, the third course in the Digital Media web development track at UVU. Instructure is showing us how it’s done with strong AJAX enhancements for more streamlined user processes (more…)

As I begin the pilot of our WordPress MU installation for Utah Valley University, questions naturally arise as to expected usage of the system. This led to the idea of running a short survey for students, faculty, and staff that asks if and how they would use such a community publishing platform. I then wondered if students or faculty who already had a blog would use the institutional system as a blog, whether in addition to or as a replacement for their own (even if only to meet a course requirement). This, of course, led me back to the idea of “creepy treehouses” (more…)

In my Web Essentials online course I facilitate a discussion on the future of internet technologies. One student focused on how education is, and, as you’ll see here, should be affected:

The internet is a rebel and a bully, threatening to destroy the established system of education that dictates how we learn. Shocked? Well, this is a good thing any way you look at it (more…)

Over the next ten weeks or so I’ll be looking at the viability and results of different methods and approaches to reusing and remixing OERs for David Wiley’s Intro to Open Ed course.

I would love to see examples of your reuses/remixes so I can highlight them in future posts, and gain new ideas and insights. Please comment, pingback, or e-mail me URLs or details!

A member of the ITForum mailing list asked about the legality of using Audacity to create MP3 files for an educational project, because patents on the MP3 technology are claimed by various different companies and organizations (more…)

Mark Crane pointed my attention to the following video recording of Richard Miller addressing academics in the humanities re. new media/technology and the alteration of the acts of authoring and publishing (more…)

Mike Caufield asked that I put up a screencast on the OpenShare mod for Moodle. Here’s one that comes in just under 8 minutes–shorter even than my hatcheted and curtailed preso at MoodleMoot ‘08 SFO (more…)

The Chronicle’s Wired Campus column published a short commentary on the creepy tree house effect, quoting Alec Couros and myself. I then stumbled upon a couple really great blog posts on the subject that simply popped in response–definitely worth the read, as each offers an in-depth reaction to the concept and term:

• LilaTov Cocktail: “Creepy Treehouse” effect: Twitter & Facebook suck when they’re required by your professor
• Marie-Jose Klaver Met je professor in een boomhut (In a Treehouse with Your Professor) (Dutch — does “kippenvel” mean “goosebumps”?)
• AnneC Trouver l’équilibre (French — relates personal experiences with student resistance to instructor-implemented social media)
• History-ing: Creepy Treehouse

The persistence of this discussion should be encouraging for John Krutsch and Marc Hugentobler, who will be presenting at this year’s WCET Annual Conference specifically on the creepy tree house effect in a session titled “Taking the ‘Creepy’ Out of ‘Creepy Tree House’”. I look forward to seeing educators and administrators engage in discussion and debate on the meaningful/meaningless-ness of the term, any deleterious effects it might have on teaching and learning, and how we can leverage technology without wasting our time.

The office bought ASUS EeePC 900s for Marc Hugentobler, John Krutsch, and me, and this tidy little tool deserves a review.

My review will be a little different from John and Ben Krutsch’s review, as I almost immediately set about wiping the Xandros Linux operating system (OS) and installed Ubuntu Linux, which I am using on several other computers.

Specs of EeePC 900

Review

The ASUS EeePC 900 is a compact, fairly light, surprisingly powerful notebook that will suit the needs of nearly any mobile dekstop computing user, providing they have good manual dexterity and eyesight.

Strengths:

• Small width and depth
• Good resolution for the size (1024 x 600)
• Sufficient USB ports (3) & SD card slot
• VGA video out
• Fairly lightweight
• Fast boot up (< 1min) and application starts
• No moving hard drive to farm
• Bright screen in normal, indoor lighting

Weaknesses:

• Average height
• Small screen requires good vision (disclaimer: my colleague John Krutsch has a visual impairment but did not complain about the readability of the screen size)
• Keyboard is a little awkward and uncomfortable for my hands
• Not as lightweight as I’d expected
• Limited storage space (I’ve set aside the 16gb 2nd memory for my storage space.
• Achromatic chassis may be boring to some
• No Bluetooth or WAN

It’s fair to say I have high expectations for laptops/notebooks. I’ve owned half-a-dozen different brands of laptops (Panasonic, Dell, Fujitsu, Toshiba, Lenovo, Texas Instruments/Acer), and so far my favorites have been Lenovo, Fujitsu, and Dell, in that order. In fact, I now own two Lenovos which I use 90% of the time—a Thinkpad T60 for my “desktop replacement” with a docking station, and a Thinkpad x60s as my writing notebook.

Because the EeePC was predicted to replace my Thinkpad x60s in my workflow I reviewed the EeePC in comparison. It’s important to keep in mind that the EeePC costs three times less than the Thinkpad x60s, and ASUS certainly didn’t intend for it to be a competitor of these higher-end laptops. I run Ubuntu 8.4 on my Thinkpad, and for the basic word processing and Web/Internet apps I used there is very little noticeable advantage to the Thinkpad in terms of speed, which is a strong mark for the EeePC.

The battery life of my charged EeePC was labeled at approximately 6 hours, though I will update this information tonight after I let it run down.

Obviously the Thinkpad has a larger screen and a full-size keyboard, and so it wins there hands down—by comparison, typing on the EeePC was painful, though the more I type with it the easier it becomes.. What really startled me upon comparison was how insignificant the weight difference was between the EeePC 900 and the Thinkpad x60s—the Thinkpad was a mere 6 oz heavier—not enough to really notice.

So while the EeePC is a compact tool of considerable computing power at an unbeatable price, it’s small size can be weighed as a disadvantage in terms of screen and keyboard usability. For my purposes, it’s not significantly lighter or more convenient than my Thinkpad x60s, and so to facilitate my writing work I will probably stick with the latter. I expect the EeePC to be very convenient, however, to keep in my office as a highly portable, on-demand notebook for toting around campus to meetings and appointments.

Applications for E-Learning

The most prominent application for learning with EeePCs comes from their low pricetag. At ~$400 USD I could imagine these being standard equipment for jr. high or high school students. If my son’s school had an established plan for integrating use of notebook computers into the daily curriculum, I would have no problem shelling out the money for one of these. Presuming that these could be used for at least 2 years, probably 3-4 if any memory expansions become available, the bang-for-the-buck potential is high.

The Xandros and the Ubuntu distributions come with Firefox for the Web, OpenOffice for word processing, spreadsheets, and presentations, and Ubuntu comes with GIMP for image editing–this open source suite alone provides users with significant opportunities to learn and create right out of the box.

Collaboration or other connected learning opportunities are less apparent, but I think it’s worth considering further, even to the point that ed tech bloggers come up with a “best practices” list of ways to support engaged learning through these and other laptops (something the OLPC focuses on with Sugar).

Continuing from yesterday’s post, 31 Out of 95 E-Learning Ideas Ain’t Bad, here’s the second half of my pick of the strongest e-learning ideas found in Patti Shank’s useful book, The Online Learning Idea Book: 95 Ways to Enhance Technology-Based and Blended Learning.

17. Use electronic flash cards (p 184). (Coincidentally, @KenWoodward and I are working on providing an extremely reusable flash cards app for both desktop Web browsers and handheld devices.)
18. Drag-and-drop activities for self-assessment within a lesson (p 194).
19. Use pre- and post-assessments to demonstrate the value of the e-learning (p 205).
20. Provide flowchart(s) to illustrate processes (p 216). (I’ve found these are easy to create in most spreadsheet programs.)
21. As part of prototyping and design, write a learner scenario to describe possible interactions with e-learning (p 221).
22. Tap into learners’ “emotional brain” with personalized learning models (Concrete experience; Reflective observation; Abstract hypothesis; Active testing) (p 226). (This model is similar to Stevick’s Observe – Span – Do, which I’ve found to be effective in language learning.)
23. Use content templates to rapidly turn out lesson pages with a consistent look and feel (p 228; p 232).
24. Use concept maps and causal loops for navigation as an alternative to linear navigation for complex concepts (p 240). (I do recall some early studies of hypertextual learning suggested that non-linear navigation is risky at best.)
25. Embed hyperlinks to glossary entries within the lesson content (p 249).
26. Provide a printable summary of lesson content as a study aid (p 265).
27. Develop a virtual campus to help wholly distance learners orient themselves and feel connected (p 287).
28. Use visuals to show relationships between course concepts (p 291).
29. Slow down or speed up motion to demonstrate complex physical skills (p 301).
30. Create an interactive, multidimensional timeline for subjects such as history that weave events in places and times (p 308).
31. Use still and interactive graphics for complex or obscure physical concepts (e.g. atoms, cells, galaxies, tidal pools) (p 312; 315; 318; 321; 324).

These 31 ideas are the choicest out of Shank’s 95+ picks. Note that I’ve written 95+; Shank explains at the end that there are more than 95 ideas in this book, despite the title. She suggests that the element of surprise can help learning along, yet at the same time she notes that she herself wouldn’t have noticed, and the book doesn’t even number the ideas so that you could know there were more than 95. Really, who’s going to be keeping count in their head?

Length and those minor complaints aside, I recommend this book to instructional designers or technology-minded teachers, if only to see the screen-shots illustrating the most useful and innovative ideas.