Thursday, May 22, 2008
Thursday, May 15, 2008
Interview with Arlene Ang (New Series - Life in the E-Learning Organization)
Welcome to an interview with Arlene Ang. While not directly involved in elearning, her involvement in publishing, particularly in creative texts and online journals, makes her work very appropriate as instructional materials in online courses.
Arlene Ang is the author of The Desecration of Doves (iUniverse, 2005) and Secret Love Poems (Rubicon Press, 2007). Born in Manila, Philippines, she currently lives in Spinea, Italy with her husband. In 2006, she received the Frogmore Poetry Prize (UK). Her poetry has been published in Diagram, Georgetown Review, Painted Bride Quarterly, Poetry Ireland, Poet Lore and Rattle.
1. Name, background. How have you been involved in online publishing of poetry and poetics?
Arlene Ang. I’m a poetry editor for The Pedestal Magazine (http://www.thepedestalmagazine.com/) and Press 1 (http://www.leafscape.org/press1/).
I started out in 2002 as editor for the Italian edition of Niederngasse (http://www.niederngasse.com/). In 2006, I guest-edited for the English edition and for Pedestal. It was then that I realized English poetry was more my element than Italian and so handed the keys over to someone who was more in contact with the Italian literary world than I was. Early 2007, Pedestal editor-in-chief, John Amen asked me if I wanted to become a permanent member of the staff and I said yes.
Press 1 sprouted out some months later, a labor of love for Valerie Fox, Phyllis Wat, Dennis Moritz and me. Valerie and Phyllis are, I think, the “serious” editors since they do much of the reading and scouting while I occupy myself more with the web design.
2. What do you see as some of the advantages of publishing online?
For one, with online magazines, anyone with an internet connection can access your work. There’s something liberating about reading contemporary poetry for free. Some journals actually have an “E-mail this poem to a friend” button—which helps spread readership. For another, submissions are usually sent via e-mail—when you’re living abroad, this facilitates a lot of things. I’m continually surprised and pleased by submissions to Pedestal that come from countries like Nigeria or China. I don’t think this happens much to print journals, even if only for the mundane reason of SASEs or finding IRCs. And yes, no trees are killed in the process.
3. What are some of the trends in e-journals?
A good part has begun to request audio recordings of poems. I really love how this gives a voice to the work and also to the author.
I also love the new submission system, like the one adopted by Kenyon Review—where you can be assured that your submission was received and are able to track or withdraw it online.
Some ‘zines focus on experimenting with mixed media. A prime example would be Born Magazine (http://www.bornmagazine.org/)—which never fails to astound and delight with their Flash presentations of poems.
4. What are a few of your favorite sites?
Diagram (http://thediagram.com/) remains at the top, near at hand are Tarpaulin Sky (http://www.tarpaulinsky.com/), Drunken Boat (http://www.drunkenboat.com/), Typo (http://typomag.com/) and Painted Bride Quarterly (http://pbq.drexel.edu/).
Sidebrow (http://www.sidebrow.net/) is another favorite because it’s so different—submitters are encouraged to respond creatively to the work published there. The term “incestuous” is bandied around a lot when referring to internet writers—I think this applies evocatively to the work in Sidebrow, too.
5. How can you envision using online poetry repositories and journals in online education?
The internet contains a universe of information. I’ve actually found step-by-step instructions on how to write almost anything—from ghazals to sonnenizios. Education-wise, research becomes a question on knowing what to look for because, chances are, it’s out there.
Because online journals are accessible to everyone, they make very good reading material especially when it comes to contemporary (world) poetry.
Project Gutenberg (http://www.gutenberg.org/) is a great resource—instead buying books like Shakespeare’s Macbeth or Joyce’s Ulysses, you can just download an electronic copy. And, funnily enough, for required reading, there are free Cliff Notes (http://www.cliffsnotes.com/) for students who have no love for literature.
6. Do you have a philosophy of creativity?
More than having one of my own, I’ve adopted my dad’s, I think—which works really well for me. He was quite a successful painter. In his life he must have done more than 1000 studies of the seated figure, among other things, using different media. As a child, I loved joining him in his studio every day and often complained about not knowing what to draw. He would tell me patiently that everything I needed was before me, all I needed to do was open my eyes. It was only decades later that I understood what he meant—that creativity is not about finding a worthy subject, but rendering that subject worthy of interest and, in the process, evoking emotional response in the viewer or reader. In many ways, it’s a lot like energy—we all have it inside, how we harness and release it depends on us.
Arlene Ang is the author of The Desecration of Doves (iUniverse, 2005) and Secret Love Poems (Rubicon Press, 2007). Born in Manila, Philippines, she currently lives in Spinea, Italy with her husband. In 2006, she received the Frogmore Poetry Prize (UK). Her poetry has been published in Diagram, Georgetown Review, Painted Bride Quarterly, Poetry Ireland, Poet Lore and Rattle.
1. Name, background. How have you been involved in online publishing of poetry and poetics?
Arlene Ang. I’m a poetry editor for The Pedestal Magazine (http://www.thepedestalmagazine.com/) and Press 1 (http://www.leafscape.org/press1/).
I started out in 2002 as editor for the Italian edition of Niederngasse (http://www.niederngasse.com/). In 2006, I guest-edited for the English edition and for Pedestal. It was then that I realized English poetry was more my element than Italian and so handed the keys over to someone who was more in contact with the Italian literary world than I was. Early 2007, Pedestal editor-in-chief, John Amen asked me if I wanted to become a permanent member of the staff and I said yes.
Press 1 sprouted out some months later, a labor of love for Valerie Fox, Phyllis Wat, Dennis Moritz and me. Valerie and Phyllis are, I think, the “serious” editors since they do much of the reading and scouting while I occupy myself more with the web design.
2. What do you see as some of the advantages of publishing online?
For one, with online magazines, anyone with an internet connection can access your work. There’s something liberating about reading contemporary poetry for free. Some journals actually have an “E-mail this poem to a friend” button—which helps spread readership. For another, submissions are usually sent via e-mail—when you’re living abroad, this facilitates a lot of things. I’m continually surprised and pleased by submissions to Pedestal that come from countries like Nigeria or China. I don’t think this happens much to print journals, even if only for the mundane reason of SASEs or finding IRCs. And yes, no trees are killed in the process.
3. What are some of the trends in e-journals?
A good part has begun to request audio recordings of poems. I really love how this gives a voice to the work and also to the author.
I also love the new submission system, like the one adopted by Kenyon Review—where you can be assured that your submission was received and are able to track or withdraw it online.
Some ‘zines focus on experimenting with mixed media. A prime example would be Born Magazine (http://www.bornmagazine.org/)—which never fails to astound and delight with their Flash presentations of poems.
4. What are a few of your favorite sites?
Diagram (http://thediagram.com/) remains at the top, near at hand are Tarpaulin Sky (http://www.tarpaulinsky.com/), Drunken Boat (http://www.drunkenboat.com/), Typo (http://typomag.com/) and Painted Bride Quarterly (http://pbq.drexel.edu/).
Sidebrow (http://www.sidebrow.net/) is another favorite because it’s so different—submitters are encouraged to respond creatively to the work published there. The term “incestuous” is bandied around a lot when referring to internet writers—I think this applies evocatively to the work in Sidebrow, too.
5. How can you envision using online poetry repositories and journals in online education?
The internet contains a universe of information. I’ve actually found step-by-step instructions on how to write almost anything—from ghazals to sonnenizios. Education-wise, research becomes a question on knowing what to look for because, chances are, it’s out there.
Because online journals are accessible to everyone, they make very good reading material especially when it comes to contemporary (world) poetry.
Project Gutenberg (http://www.gutenberg.org/) is a great resource—instead buying books like Shakespeare’s Macbeth or Joyce’s Ulysses, you can just download an electronic copy. And, funnily enough, for required reading, there are free Cliff Notes (http://www.cliffsnotes.com/) for students who have no love for literature.
6. Do you have a philosophy of creativity?
More than having one of my own, I’ve adopted my dad’s, I think—which works really well for me. He was quite a successful painter. In his life he must have done more than 1000 studies of the seated figure, among other things, using different media. As a child, I loved joining him in his studio every day and often complained about not knowing what to draw. He would tell me patiently that everything I needed was before me, all I needed to do was open my eyes. It was only decades later that I understood what he meant—that creativity is not about finding a worthy subject, but rendering that subject worthy of interest and, in the process, evoking emotional response in the viewer or reader. In many ways, it’s a lot like energy—we all have it inside, how we harness and release it depends on us.
Sunday, May 11, 2008
Creating Online Courses from Recorded Webinars
An increasing number of webinars are archived and made available to individuals who could not attend the live event. The recorded and archived webinars can have very high value as instructional material for asynchronous courses, and with good instructional design, can lead to a very effective online course.
Elements of Effective Archived Webinars:
1. The objectives of the webinar are clearly stated;
2. The content is organized in a clear sequence, with a logical flow;
3. Audience participation is encouraged (even when recorded, seeing audience participation is engaging) with use of polls, surveys, and interaction;
4. Audio should be spontaneous, conversational, and related to the content. Avoid reading the powerpoints;
5. Use high-impact images that reinforce the objectives of the webinar;
6. Encourage participants to respond, not just with text messages, but also with audio questions;
7. Content is of high quality and relevant to the objectives of the webinar;
8. Content is aligned with the level and needs of the participants;
9. Quizzes, questionnaires, and other interactive elements are included;
10. If the webinar is a part of a series or a sequence, the place in the sequence should be clearly marked.
A number of webinar providers have targeted the education market and have made their products effective for classroom learning. Perhaps Adobe Connect, Elluminate, and Webex are the most widely used.
Attributes of the most effective webinar programs include:
1. Interactivity with multiple participants;
2. Interactivity includes polling, questionnaires, surveys, and quick quizzes;
3. Individuals can write, draw, doodle in whiteboard area;
4. Participants can chat with the group;
5. Participants can send messages to other partipants;
6. The interface supports audio and video demos;
7. The interface allows the presenter to move graphics and slides at own pace;
8. A log of presenters with contact information can be made available;
9. The interface allows for orderly interactivity (raise hands function, mute, etc.)
10. A moderator / administrator can archive the webinar.
When utilizing the archived webinars, it is very important to not simply create a "wraparound" shell to house the content. Instead, it is important to create a lesson plan that incorporates effective flow, and has learning objectives as well as clear outcomes assessment.
A poorly planned and executed webinar can be pretty tedious. On the other hand, well-designed and executed webinars can create an outstanding library of useful information. In some cases, it could even constitute the core content of an online or hybrid course.
Elements of Effective Archived Webinars:
2. The content is organized in a clear sequence, with a logical flow;
3. Audience participation is encouraged (even when recorded, seeing audience participation is engaging) with use of polls, surveys, and interaction;
4. Audio should be spontaneous, conversational, and related to the content. Avoid reading the powerpoints;
5. Use high-impact images that reinforce the objectives of the webinar;
6. Encourage participants to respond, not just with text messages, but also with audio questions;
7. Content is of high quality and relevant to the objectives of the webinar;
8. Content is aligned with the level and needs of the participants;
9. Quizzes, questionnaires, and other interactive elements are included;
10. If the webinar is a part of a series or a sequence, the place in the sequence should be clearly marked.
A number of webinar providers have targeted the education market and have made their products effective for classroom learning. Perhaps Adobe Connect, Elluminate, and Webex are the most widely used.
Attributes of the most effective webinar programs include:
1. Interactivity with multiple participants;
2. Interactivity includes polling, questionnaires, surveys, and quick quizzes;
3. Individuals can write, draw, doodle in whiteboard area;
4. Participants can chat with the group;
5. Participants can send messages to other partipants;
6. The interface supports audio and video demos;
7. The interface allows the presenter to move graphics and slides at own pace;
8. A log of presenters with contact information can be made available;
9. The interface allows for orderly interactivity (raise hands function, mute, etc.)
10. A moderator / administrator can archive the webinar.
When utilizing the archived webinars, it is very important to not simply create a "wraparound" shell to house the content. Instead, it is important to create a lesson plan that incorporates effective flow, and has learning objectives as well as clear outcomes assessment.
Friday, May 09, 2008
SL Potential: Simulcast Shell Oil President Speech in Delaware U's Second Life Space
When Shell Oil president John Hofmeister gave what turned out to be a rather provocative speech on May 7 at the University of Delaware, watching it from the University of Delaware's virtual world in Second Life was an amazingly engaging and vital experience, and in some ways richer than attending in real life. He spoke about the US government's failure to craft an energy policy that allows the economy to grow and security to be assured. While he did not mention the fact that foreign oil companies are drilling off the coast of Cuba (and thus potentially draining the U.S. of its Gulf Coast reserves), that, and similar current events resonated with his every word.
The fact one could view via Second Life was wonderful. The ability to watch the event via streaming video on a screen within the world was perhaps not so unique; however, being able to chat with other attendees, send questions for Hofmeister to answer, move one's camera to zoom for extreme close-ups, and make one's avatar fly up to the screen and feel eye-to-eye with the presenter, gave a rare sense of freedom and automony. Instead of having to sit passively in the audience while the speech took place, and then politely raising one's hand to ask a question in the question-and-answer session, the participant in the Second Life space had mobility, the ability to fact-check the statements made, and to type notes, to ask questions, and to behave in ways that reduced the distance and the power / authority differentials between speaker and listener.
University of Delaware's stadium in Second Life. John Hofmeister, president of Shell Oil (US) is speaking from a real-world location which is simulcast in Second Life.
In large part because of the design of the University of Delaware's SL stadium, where the event took place in SL, audience members had an unusual feeling of access. The experience was far better than simply logging into a podcast or streaming media on a typical website. Thanks to the design of the projection screens, the open-air feeling (the setting is an offshore platform stadium located in the ocean), and the built-in interactivity, all of which were designed and developed for the U of Delaware by the New Media Consortium (http://www.nmc.org), audience members felt empowered. The University of Delaware's onsite facilitators, SL Firery Broome and others, also helped audience members feel at ease.
Flying up to face the speaker eye-to-eye.
The sense of awe and intimidation that sometimes accompanies an event by a controversial speaker was somewhat effaced. Further, the tension caused by the fact that people who asked too many questions, raised their voices, or went on rowdy, disruptive rants would be removed by security was not present in the Second Life venue. Unfortunately, though, viewers from Second Life were not able to see it when people were disruptive or unruly in their questions, and first chided by the moderator, then removed by security. Some of the spectacle of the event was diminished, but the ability to be liberated from a situation that, by its very nature, encodes rules of behavior and levels of authority, was refreshing.
Sharing thoughts after the event.
The event, which was organized and hosted by the University of Delaware, was a part of a series entitled Global Agenda 2008 - International Politics of Climate Change (http://www.udel.edu/global/). The title of Hofmeister's speech was "Achieving Energy Security Through Sound Public Policy." The speech was a part of Hofmeister's 50-city speaking tour, which made it clear that the multinational parent of Shell Oil Company, the Shell Group, considered it to be a priority to maintain positive public relations, particularly as gasoline prices rise. As the President of Houston-based Shell Oil Company, Hofmeister is uniquely positioned to do so.
Hofmeister's experience involves being the head of Human Resources in the Shell Group's headquarters in the Hague. Although he did not mention this, Hofmeister's skills must have been put to the test during Hurricane Katrine during August 2005, just five months after assuming the leadership position at Shell. With 22,000 employees, Shell Oil (US) is a relatively small branch of the Shell Group (also known as Royal Dutch Shell), a Dutch company which has 108,000 employees worldwide. Hofmeister will be retiring in June 2008. The next Shell Oil president will be 49-year-old Marvin Odum, a petroleum engineer and head of Shell's U.S. exploration and production efforts. It will be interesting to see if Odum will continue the speaking engagements.
The introduction to John Hofmeister.
Participating in Second Life gave the member a chance to look up information on the Internet, and to take notes. One felt active, and interactive, rather than passive and "lectured to." After Hofmeister finished his speech, questions were presented from the audience. One from Second Life was presented, which addressed the point that Hofmeister made that Americans aren't willing to give up their lifestyles, and thus energy efficiency and increased production must be the goal. The question provoked quite a bit of applause and comment in the real-world setting, which was deeply gratifying to SL audience members.
The University of Delaware's real world web site on the Global Agenda series is located here:
http://www.udel.edu/global/
Podcast of previous Global Agenda speakers
http://www.ums.udel.edu/podcast/
***********************************************************
Notes from and a partial transcript of John Hofmeister's speech:
Paralysis of partisanship is a political outcome in which nothing happens, and I would suggest to you that citizens of our country are victims of the paralysis of partisanships. Three realities we must live with, cope with, and deal with -- why the paralysis of partisanship is not viable.
1. Global demand for energy is accelerating. 5 percent of the world's population uses 25% of the world's energy. That's mainly the U.S. -- the rest of the world wants this. As countries industrialize... the demand goes up. Example: in china, 3 cars for every 100 people -- is that likely to continue?
2. Easy, convenient oil is peaking. We cannot keep up production to meet demand.
3. We must deal with carbon constraints as we go forward.
paralysis of partisanship
huge problem
how are we doing as a nation in energy security?
are we operating in a bipartisan fashion ?
ANWAR -- president opens idea -- democrats block
taxing oil companies (democrats) -- republican president says he'll veto
that is the paralysis of partisanship
we have domestic oil & we can produce it -- but we aren't doing it ... why not? paralysis of partisanship
(NOTE: online search while taking notes uncovered that in 2007, Shell was ordered by the courts to stop plans to drill in the Beaufort Sea off the coast of Alaska.)
I will now make a series of outrageous statements:
1. this country has not had an energy security strategy since WWII -- what was it before ? produce everything we could & ration it
2. we as americans like to believe that we operate in an energy market -- a market of different products, etc (the idea that the oil market is a free market is nonsense -- most production comes from a cartel, which comes from sovereign nations that act as a cartel) -- paralysis has resulted in a 30-year moratorium on the exploration and development in 85 percent of the outer continental shelf .... for 30 years, our congress has forbidden american companies from producing outer continental shelf & federal protected lands... (western gulf of mexico -- 100 billion barrels of oil)
3. we are not running out of oil -- there is more where it comes from -- peak oil refers to easy, conventional oil
4. we use 21 million barrels of oil per day in the U.S. - every 3 seconds.... a rr car full of coal; every minute, a backyard swimming pool of oil -- natural gas -- bridge from here to the moon 25 times over every day -- biofuels and wind energy -- the scale of displacement is enormous ... it will take a lot to replace oil and gas
5. the internal combustion engine is only 20% efficient -- 80% wasted .... burned up as heat -- jet engine 8 percent efficient -- 92 percent goes out as heat
we are using hydrocarbons in horribly ineffcient manner because we have limited technologies
Shell's 12-point plan
1. need more access to oil and gas resources (the 30-year moratorium has to end) - in clutches of cartels
2. we need to develop unconventional oil and gas resources that are available to us, otherwise we will not keep up with the demand
3. we can't stop using coal - let's consider new technology (coal gasification) - we need to pursue gasification technologies - pulverize / micronize the coal & then put it into a gasifier - turns into syngas - CO2 still in gasifier
4. must augment gas with liquified natural gas -- serious problem with infrastructure ... gas produced and stranded in gas fields (no market in west africa / australia) can ship supercold liquid -- elba island, GA, and in maryland -- no one wants the infrastructure, though.... they are blocking the building of re-gasification terminals -- a post-industrial society uses more than an industrial society
5. biofuel -- we must put more emphasis on it ... avoid corn
6. wind -- wasting a great natural resource, but it's just blowing by us --need transmission lines... where they don't exist, people do not want them... offshore windfarms / onshore windfarms -- shell at a gigawatt a day ... 7 farms in five states .... west virginia and texas wind farms by Shell
7. solar sources -- thin film (nanotechnology) -- Shell is funding
8. hydrogen -- fuel cells -- Shell is a believer ... a hydrogen fuel cell vehicle will work. they have them now... they are efficient, they are quick, and fun -- where do you buy your hydrogen? need a supply and distribution system as easy as gas
9. cap on co2 emissions -- trade CO2 trading systems ... "cap and trade" -- has to be on a national level
10. must have a means by which to move forward on energy demand -- Manage Energy Demand -- Incentivize Creative Solutions (building designs / vehicles and appliances -- how management ) -- ENERGY DEMAND MANAGEMENT
11. Need Energy Education -- need to learn about energy
12. Energy solutions (nuclear, hydropower, geothermal) -- create enabling frameworks
close on following -- the future is hard to describe and explain --
2 perspectives -- its two scenarios
1. SCRAMBLE -- every country looks for its own solutions... trying to take care of its own demand... includes countries that only worry about their own energy independence, satisfy immediate needs immediately
2. BLUEPRINT -- coalitions of countries work together to find common solutions to common problems
Shell believes that only a BLUEPRINT plan will work for the future.
*** We hired Scholastic to create Energy Education etc ) ** "Energize Your Future** to pull down a curriculum of energy education... BP / Exxon / Shell are paying to create school curricula ... ***
usenergysecurity.com -- a website free to access which tells the story of Shell's 50-city visits...
we are operating with financial security (as a nation) -- but do not have an energy security policy
** End of Notes / Transcription ***
posted by susan
The fact one could view via Second Life was wonderful. The ability to watch the event via streaming video on a screen within the world was perhaps not so unique; however, being able to chat with other attendees, send questions for Hofmeister to answer, move one's camera to zoom for extreme close-ups, and make one's avatar fly up to the screen and feel eye-to-eye with the presenter, gave a rare sense of freedom and automony. Instead of having to sit passively in the audience while the speech took place, and then politely raising one's hand to ask a question in the question-and-answer session, the participant in the Second Life space had mobility, the ability to fact-check the statements made, and to type notes, to ask questions, and to behave in ways that reduced the distance and the power / authority differentials between speaker and listener.
University of Delaware's stadium in Second Life. John Hofmeister, president of Shell Oil (US) is speaking from a real-world location which is simulcast in Second Life.
In large part because of the design of the University of Delaware's SL stadium, where the event took place in SL, audience members had an unusual feeling of access. The experience was far better than simply logging into a podcast or streaming media on a typical website. Thanks to the design of the projection screens, the open-air feeling (the setting is an offshore platform stadium located in the ocean), and the built-in interactivity, all of which were designed and developed for the U of Delaware by the New Media Consortium (http://www.nmc.org), audience members felt empowered. The University of Delaware's onsite facilitators, SL Firery Broome and others, also helped audience members feel at ease.
Flying up to face the speaker eye-to-eye.
The sense of awe and intimidation that sometimes accompanies an event by a controversial speaker was somewhat effaced. Further, the tension caused by the fact that people who asked too many questions, raised their voices, or went on rowdy, disruptive rants would be removed by security was not present in the Second Life venue. Unfortunately, though, viewers from Second Life were not able to see it when people were disruptive or unruly in their questions, and first chided by the moderator, then removed by security. Some of the spectacle of the event was diminished, but the ability to be liberated from a situation that, by its very nature, encodes rules of behavior and levels of authority, was refreshing.
Sharing thoughts after the event.
The event, which was organized and hosted by the University of Delaware, was a part of a series entitled Global Agenda 2008 - International Politics of Climate Change (http://www.udel.edu/global/). The title of Hofmeister's speech was "Achieving Energy Security Through Sound Public Policy." The speech was a part of Hofmeister's 50-city speaking tour, which made it clear that the multinational parent of Shell Oil Company, the Shell Group, considered it to be a priority to maintain positive public relations, particularly as gasoline prices rise. As the President of Houston-based Shell Oil Company, Hofmeister is uniquely positioned to do so.
Posters announcing the event are scattered throughout the University of Delaware's island in Second Life. Teleporting to the location is simple.
Hofmeister, whose background is in political science, is not a technical expert. That point became very clear during the presentation when his descriptions of oil and gas reservoirs, exploration and production, sounded a bit odd to a person trained in petroleum geology. His discussion of international affairs, politics, and energy policy was extremely well-informed and it was delivered on a level that appealed to audiences of many different backgrounds.Hofmeister's experience involves being the head of Human Resources in the Shell Group's headquarters in the Hague. Although he did not mention this, Hofmeister's skills must have been put to the test during Hurricane Katrine during August 2005, just five months after assuming the leadership position at Shell. With 22,000 employees, Shell Oil (US) is a relatively small branch of the Shell Group (also known as Royal Dutch Shell), a Dutch company which has 108,000 employees worldwide. Hofmeister will be retiring in June 2008. The next Shell Oil president will be 49-year-old Marvin Odum, a petroleum engineer and head of Shell's U.S. exploration and production efforts. It will be interesting to see if Odum will continue the speaking engagements.
The introduction to John Hofmeister.Participating in Second Life gave the member a chance to look up information on the Internet, and to take notes. One felt active, and interactive, rather than passive and "lectured to." After Hofmeister finished his speech, questions were presented from the audience. One from Second Life was presented, which addressed the point that Hofmeister made that Americans aren't willing to give up their lifestyles, and thus energy efficiency and increased production must be the goal. The question provoked quite a bit of applause and comment in the real-world setting, which was deeply gratifying to SL audience members.
The University of Delaware's real world web site on the Global Agenda series is located here:
http://www.udel.edu/global/
Podcast of previous Global Agenda speakers
http://www.ums.udel.edu/podcast/
***********************************************************
Notes from and a partial transcript of John Hofmeister's speech:
Paralysis of partisanship is a political outcome in which nothing happens, and I would suggest to you that citizens of our country are victims of the paralysis of partisanships. Three realities we must live with, cope with, and deal with -- why the paralysis of partisanship is not viable.
1. Global demand for energy is accelerating. 5 percent of the world's population uses 25% of the world's energy. That's mainly the U.S. -- the rest of the world wants this. As countries industrialize... the demand goes up. Example: in china, 3 cars for every 100 people -- is that likely to continue?
2. Easy, convenient oil is peaking. We cannot keep up production to meet demand.
3. We must deal with carbon constraints as we go forward.
paralysis of partisanship
huge problem
how are we doing as a nation in energy security?
are we operating in a bipartisan fashion ?
ANWAR -- president opens idea -- democrats block
taxing oil companies (democrats) -- republican president says he'll veto
that is the paralysis of partisanship
we have domestic oil & we can produce it -- but we aren't doing it ... why not? paralysis of partisanship
(NOTE: online search while taking notes uncovered that in 2007, Shell was ordered by the courts to stop plans to drill in the Beaufort Sea off the coast of Alaska.)
I will now make a series of outrageous statements:
1. this country has not had an energy security strategy since WWII -- what was it before ? produce everything we could & ration it
2. we as americans like to believe that we operate in an energy market -- a market of different products, etc (the idea that the oil market is a free market is nonsense -- most production comes from a cartel, which comes from sovereign nations that act as a cartel) -- paralysis has resulted in a 30-year moratorium on the exploration and development in 85 percent of the outer continental shelf .... for 30 years, our congress has forbidden american companies from producing outer continental shelf & federal protected lands... (western gulf of mexico -- 100 billion barrels of oil)
3. we are not running out of oil -- there is more where it comes from -- peak oil refers to easy, conventional oil
4. we use 21 million barrels of oil per day in the U.S. - every 3 seconds.... a rr car full of coal; every minute, a backyard swimming pool of oil -- natural gas -- bridge from here to the moon 25 times over every day -- biofuels and wind energy -- the scale of displacement is enormous ... it will take a lot to replace oil and gas
5. the internal combustion engine is only 20% efficient -- 80% wasted .... burned up as heat -- jet engine 8 percent efficient -- 92 percent goes out as heat
we are using hydrocarbons in horribly ineffcient manner because we have limited technologies
Shell's 12-point plan
1. need more access to oil and gas resources (the 30-year moratorium has to end) - in clutches of cartels
2. we need to develop unconventional oil and gas resources that are available to us, otherwise we will not keep up with the demand
3. we can't stop using coal - let's consider new technology (coal gasification) - we need to pursue gasification technologies - pulverize / micronize the coal & then put it into a gasifier - turns into syngas - CO2 still in gasifier
4. must augment gas with liquified natural gas -- serious problem with infrastructure ... gas produced and stranded in gas fields (no market in west africa / australia) can ship supercold liquid -- elba island, GA, and in maryland -- no one wants the infrastructure, though.... they are blocking the building of re-gasification terminals -- a post-industrial society uses more than an industrial society
5. biofuel -- we must put more emphasis on it ... avoid corn
6. wind -- wasting a great natural resource, but it's just blowing by us --need transmission lines... where they don't exist, people do not want them... offshore windfarms / onshore windfarms -- shell at a gigawatt a day ... 7 farms in five states .... west virginia and texas wind farms by Shell
7. solar sources -- thin film (nanotechnology) -- Shell is funding
8. hydrogen -- fuel cells -- Shell is a believer ... a hydrogen fuel cell vehicle will work. they have them now... they are efficient, they are quick, and fun -- where do you buy your hydrogen? need a supply and distribution system as easy as gas
9. cap on co2 emissions -- trade CO2 trading systems ... "cap and trade" -- has to be on a national level
10. must have a means by which to move forward on energy demand -- Manage Energy Demand -- Incentivize Creative Solutions (building designs / vehicles and appliances -- how management ) -- ENERGY DEMAND MANAGEMENT
11. Need Energy Education -- need to learn about energy
12. Energy solutions (nuclear, hydropower, geothermal) -- create enabling frameworks
close on following -- the future is hard to describe and explain --
2 perspectives -- its two scenarios
1. SCRAMBLE -- every country looks for its own solutions... trying to take care of its own demand... includes countries that only worry about their own energy independence, satisfy immediate needs immediately
2. BLUEPRINT -- coalitions of countries work together to find common solutions to common problems
Shell believes that only a BLUEPRINT plan will work for the future.
*** We hired Scholastic to create Energy Education etc ) ** "Energize Your Future** to pull down a curriculum of energy education... BP / Exxon / Shell are paying to create school curricula ... ***
usenergysecurity.com -- a website free to access which tells the story of Shell's 50-city visits...
we are operating with financial security (as a nation) -- but do not have an energy security policy
** End of Notes / Transcription ***
posted by susan
Monday, May 05, 2008
Practical Data Analysis and Reporting with BIRT
Although BIRT is not well known, it is worth getting acquainted with. BIRT is a collection of open-source tools for developing tools and technologies for business applications. Perhaps most helpful for Java and J2EE programmers, the book provides shortcuts for finding elegant solutions for developing reports for business.
Practical Data Analysis and Reporting with BIRT http://www.packtpub.com/practical-data-analysis-reporting-with-birt/book
by John Ward provides information in the following topic areas:
*Install the tools
*Create the report structures
*Add format / uniform
*Using data filters to narrow data
*Share new templates and applications in libraries
*Styles sheets / themes, unique, customized report styles
*Charts / presentation
The book has very helpful screenshots and good step-by-step instructions. Although the instructions are helpful, the applications are pretty unimaginative. In reality, there are in fact, massive possibilities with respect to generating business reports applicable to LEAN production, inventories, sales, transportation, warehousing, marketing reports, and event scheduling. Further applications could be used in the area of maintenance scheduling, etc.
The book does, however, provide an overview of BIRT and the potential. A follow-up book that includes a wider index of types of reports as well as templates that can be used for the most common applications would be ideal.
Practical Data Analysis and Reporting with BIRT http://www.packtpub.com/practical-data-analysis-reporting-with-birt/book
by John Ward provides information in the following topic areas:
*Install the tools
*Create the report structures
*Add format / uniform
*Using data filters to narrow data
*Share new templates and applications in libraries
*Styles sheets / themes, unique, customized report styles
*Charts / presentation
The book has very helpful screenshots and good step-by-step instructions. Although the instructions are helpful, the applications are pretty unimaginative. In reality, there are in fact, massive possibilities with respect to generating business reports applicable to LEAN production, inventories, sales, transportation, warehousing, marketing reports, and event scheduling. Further applications could be used in the area of maintenance scheduling, etc.
The book does, however, provide an overview of BIRT and the potential. A follow-up book that includes a wider index of types of reports as well as templates that can be used for the most common applications would be ideal.
Thursday, May 01, 2008
Interview with Ayse Kok (New Series - Life in the E-Learning Organization)
Welcome to an interview with Ayse Kok, an e-learning and management information systems specialist who has worked with programs across Europe, including Turkey and England. Her view of distance education in Turkey and in other parts of the world is quite insightful, and her work with Camp Rumi, an organization dedicated to helping provide digital learning for primary and secondary schools is very inspiring.
1. What is your name and what is your connection to e-learning?
My name is Ayse (actually read as Ayshe since there is a special Turkish letter missing on the keyboard). I received my MSc degree in E-learning, hence my connection to this field.
During my undergraduate studies in Management Information Systems (MIS) I also had the opportunity to have an elective course in e-learning since MIS is an interdisciplinary study. Now, I work as an e-learning consultant and researcher for various educational institutions in my home country Turkey. I am also the founder of the grassroots non-profit organisation “Camp Rumi Technology Literacy Group” (http://www.camprumi.org) that provides digital learning services for primary and secondary schools. By the way, e-learning may mean different things for different people. I use it here for technology enhanced learning.
2. How did you first become involved in online learning?
Right after my undergrad studies I began to work as junior consultant in one of the Big 4 (one of the international audit and consulting firms)’s business advisory services department. We had to complete mandatory employee online trainings. Although the mandatory trainings for entry-levels were not very attractive- since they were related mostly to internal procedures- I tried to make as much time as possible for other online trainings that were of interest for me. We were lucky in terms of the company’s online courses since they ranged from business specific trainings to the development of soft skills such as interpersonal communication. Due to the fast-paced environment, there was an opportunity for me to participate in numerous projects for which I had to gain knowledge about several business applications (such as SAP) in advance. So, I realized at that point that e-learning offers unprecedented opportunities to develop working skills and competencies to meet demands of high-velocity business changes. This was my first experience as an online learner.
In terms of my first work experience in the field of e-learning, right after my MSc degree I worked as a short term consultant for the United Nations Systems and Staff College (UNSSC) located in Turin, Italy. I was involved in a project where we had to prepare in alignment with specific standards such as SCORM, the design templates for online courses aimed at the UN and its several agencies’ personnel in general.
3. Where have you studied?
I completed my undergrad studies in Management Information Systems in Bogazici University in Istanbul, Turkey. After a two years work experience, I decided to get specialized in an area that I was passionate about, namely e-learning. Actually, I have always been passionate about teaching and learning. I realized that I would rather utilize my educational background in technology in an area that I am passionate about. So, I completed my Masters degree in University of Oxford, UK. Now, I look forward to continuing my PhD in the same field and university.
4. What do you see as the most significant differences between elearning in the different countries in Europe?
In my opinion, there are huge disparities with regard to general computer integration issues such as too few computers, slow Internet connections, insufficient software in the native language, and a lack of peripheral equipment at schools. To exemplify, one of the major private schools that I am working for could still not embed the latest Web 2.0 services within its teaching process due to connectivity issues within the classrooms. Besides, principals’ lack of technical knowledge, their interpretations of regulations according to his/her own will, lack of appropriate software programs for different grade levels can also be cited as other significant issues. There is resistance to change from traditional pedagogical methods to more innovative, technology-based teaching and learning methods. But, I think this issue is the same across all countries over the world.
5. When and how can elearning accommodate cultural difference?
Despite the fact that e-learning provides the opportunity to interact with people from different cultures, it also brings the issue of the cultural diversity of online content. Since English is the dominant language on the Internet, that e-learners will invariably find themselves reading mostly American materials, positioning their culture as the norm.
Smaller nations may even be more vulnerable since their educational systems in different countries and their teaching and learning styles are very different. When introducing a new phenomenon one should give careful consideration to the context they originally emerged in or are currently being used. Once thought carefully, I believe that e-learning can offer the opportunity to reduce the unit cost of education to such an extent that equal access to learning opportunities for all members of the society can be provided throughout their lives.
6. How is elearning approached in Turkey today? What are the main influences in Turkey with respect to elearning?
Since 1980s, there have been attempts to integrate the ICTs (Information Communication Technologies) within the primary and secondary education system. A more recent project is the Basic education programme carried out by a joint venture with the World Bank. On the other hand, Youtube or Wordpress were blocked until recently. So, we can’t speak of any Internet freedom within this country.
Turkey faces great educational challenges with great number of people to educate, a very large educational system, poor economic situation, inadequate technologies and mass number of students and teachers. For instance, not long ago- until 2005-, the pedagogy, curriculum, and textbooks within Turkey’s educational system were emphasizing the memorization of subject matter facts and principles. Similarly, student examinations were also based on memorization. Besides, there are high-stakes tests that determine the educational (and consequently, the economic) future of the young people in Turkey. So, the use of ICTs in schools was reinforcing the curricular and pedagogical emphasis on rote learning. Those readers interested more in this topic may read my article “Computerising Turkey’s Schools” published in one of the Oxford Symposium books. Link is http://www.amazon.co.uk/Aspects-Education-Middle-Studies-Comparative/dp/toc/1873927215 .
ICT is still merely attached to the existing teaching and learning activities without any change in the traditional curriculum or learning objectives. There is so much truth to the phase “doing old things in new ways” in our context. The learning paradigm associated with the transmission of knowledge remains the same whether the concept is taught from a text book, software or via the Internet. The paradigm shift associated with one-to-one instruction and student-centered learning are not in place yet and it seems that the students are still learning for the grade’s sake.
Apart from this material and usage access, Turkey faces a “mental access”- a term firstly used by van Dijk. It basically refers to a lack of interest, computer anxiety, and unattractiveness of the new technology.
I must admit that even in Sri Lanka- a less developed country- where I did my voluntary work as an ICT teacher last summer- both teachers and children were at least able to prepare a presentation or a newsletter about themselves in English via use of related applications. Although ICT should not be seen as a panacea for every educational issue, I believe that these less developed countries will leapfrog certain stages of development via their use of technology. Of course, one should not make a generalization based on a few cases, yet there is long way to go in e-learning in Turkey.
From the local e-learning companies’ perspective, I could not give a “rosy” picture either. I don’t want to blame any specific institution, yet the key players within the field are thinking in terms of cost reduction and there is no place for an underpinning pedagogy. They are basically providing some Powerpoint slides with animations. It is my opinion that while a few key players are trying to do their best, their offerings are not worth the huge sums of money they demand from consumers.
Moreover, within the context of workplace learning, few organisations have the capability and the insight to leverage the power of e-learning and gain competitive advantage. The upper management usually don’t believe in e-learning as a key solution for rapid and effective change. Being an EU candidate Turkey did unfortunately not realize yet that unless critical skills such as learning to learn and knowledge construction are conveyed to citizens we will be far behind within the next decade. We just can’t afford to miss the knowledge revolution!
In a nutshell, the economical conditions, technological infrastructure and the traditional mindset of teaching and learning are the major influences with respect to e-learning in Turkey.
7. Do you see any dangers or pitfalls in using virtual worlds across cultures? Where can virtual worlds be most effective?
I personally don’t see any dangers in using virtual worlds across cultures as long as the “netizens” –citizens of these virtual worlds- are equipped with the necessary critical thinking and information literacy skills. Instead of reading about other cultures and seeing pictures and movies about other countries’ cultures, virtual worlds can be used to talk and interact with people from these countries. Avatar placement within the world also enables one to get informed about the mannerisms conveyed within other cultures. Most virtual worlds are graphics based, and allow other users to observe other cultures. So, I believe that technology can be a good means for the transmisson of culture.
In general, I’d like also to mention that the promise of ICTs to enhance the basic education is a tremendously challenging area of development work today, in both poor and wealthy nations and I wish that we as professionals would find a universal truth when it comes to applying ICTs in education.
1. What is your name and what is your connection to e-learning?
My name is Ayse (actually read as Ayshe since there is a special Turkish letter missing on the keyboard). I received my MSc degree in E-learning, hence my connection to this field.
During my undergraduate studies in Management Information Systems (MIS) I also had the opportunity to have an elective course in e-learning since MIS is an interdisciplinary study. Now, I work as an e-learning consultant and researcher for various educational institutions in my home country Turkey. I am also the founder of the grassroots non-profit organisation “Camp Rumi Technology Literacy Group” (http://www.camprumi.org) that provides digital learning services for primary and secondary schools. By the way, e-learning may mean different things for different people. I use it here for technology enhanced learning.
Aysa Kok, E-Learning and MIS Specialist
2. How did you first become involved in online learning?
Right after my undergrad studies I began to work as junior consultant in one of the Big 4 (one of the international audit and consulting firms)’s business advisory services department. We had to complete mandatory employee online trainings. Although the mandatory trainings for entry-levels were not very attractive- since they were related mostly to internal procedures- I tried to make as much time as possible for other online trainings that were of interest for me. We were lucky in terms of the company’s online courses since they ranged from business specific trainings to the development of soft skills such as interpersonal communication. Due to the fast-paced environment, there was an opportunity for me to participate in numerous projects for which I had to gain knowledge about several business applications (such as SAP) in advance. So, I realized at that point that e-learning offers unprecedented opportunities to develop working skills and competencies to meet demands of high-velocity business changes. This was my first experience as an online learner.
In terms of my first work experience in the field of e-learning, right after my MSc degree I worked as a short term consultant for the United Nations Systems and Staff College (UNSSC) located in Turin, Italy. I was involved in a project where we had to prepare in alignment with specific standards such as SCORM, the design templates for online courses aimed at the UN and its several agencies’ personnel in general.
3. Where have you studied?
I completed my undergrad studies in Management Information Systems in Bogazici University in Istanbul, Turkey. After a two years work experience, I decided to get specialized in an area that I was passionate about, namely e-learning. Actually, I have always been passionate about teaching and learning. I realized that I would rather utilize my educational background in technology in an area that I am passionate about. So, I completed my Masters degree in University of Oxford, UK. Now, I look forward to continuing my PhD in the same field and university.
4. What do you see as the most significant differences between elearning in the different countries in Europe?
In my opinion, there are huge disparities with regard to general computer integration issues such as too few computers, slow Internet connections, insufficient software in the native language, and a lack of peripheral equipment at schools. To exemplify, one of the major private schools that I am working for could still not embed the latest Web 2.0 services within its teaching process due to connectivity issues within the classrooms. Besides, principals’ lack of technical knowledge, their interpretations of regulations according to his/her own will, lack of appropriate software programs for different grade levels can also be cited as other significant issues. There is resistance to change from traditional pedagogical methods to more innovative, technology-based teaching and learning methods. But, I think this issue is the same across all countries over the world.
5. When and how can elearning accommodate cultural difference?
Despite the fact that e-learning provides the opportunity to interact with people from different cultures, it also brings the issue of the cultural diversity of online content. Since English is the dominant language on the Internet, that e-learners will invariably find themselves reading mostly American materials, positioning their culture as the norm.
Smaller nations may even be more vulnerable since their educational systems in different countries and their teaching and learning styles are very different. When introducing a new phenomenon one should give careful consideration to the context they originally emerged in or are currently being used. Once thought carefully, I believe that e-learning can offer the opportunity to reduce the unit cost of education to such an extent that equal access to learning opportunities for all members of the society can be provided throughout their lives.
6. How is elearning approached in Turkey today? What are the main influences in Turkey with respect to elearning?
Since 1980s, there have been attempts to integrate the ICTs (Information Communication Technologies) within the primary and secondary education system. A more recent project is the Basic education programme carried out by a joint venture with the World Bank. On the other hand, Youtube or Wordpress were blocked until recently. So, we can’t speak of any Internet freedom within this country.
Turkey faces great educational challenges with great number of people to educate, a very large educational system, poor economic situation, inadequate technologies and mass number of students and teachers. For instance, not long ago- until 2005-, the pedagogy, curriculum, and textbooks within Turkey’s educational system were emphasizing the memorization of subject matter facts and principles. Similarly, student examinations were also based on memorization. Besides, there are high-stakes tests that determine the educational (and consequently, the economic) future of the young people in Turkey. So, the use of ICTs in schools was reinforcing the curricular and pedagogical emphasis on rote learning. Those readers interested more in this topic may read my article “Computerising Turkey’s Schools” published in one of the Oxford Symposium books. Link is http://www.amazon.co.uk/Aspects-Education-Middle-Studies-Comparative/dp/toc/1873927215 .
ICT is still merely attached to the existing teaching and learning activities without any change in the traditional curriculum or learning objectives. There is so much truth to the phase “doing old things in new ways” in our context. The learning paradigm associated with the transmission of knowledge remains the same whether the concept is taught from a text book, software or via the Internet. The paradigm shift associated with one-to-one instruction and student-centered learning are not in place yet and it seems that the students are still learning for the grade’s sake.
Apart from this material and usage access, Turkey faces a “mental access”- a term firstly used by van Dijk. It basically refers to a lack of interest, computer anxiety, and unattractiveness of the new technology.
I must admit that even in Sri Lanka- a less developed country- where I did my voluntary work as an ICT teacher last summer- both teachers and children were at least able to prepare a presentation or a newsletter about themselves in English via use of related applications. Although ICT should not be seen as a panacea for every educational issue, I believe that these less developed countries will leapfrog certain stages of development via their use of technology. Of course, one should not make a generalization based on a few cases, yet there is long way to go in e-learning in Turkey.
Providing Digital Learning in Sri LankaFrom the local e-learning companies’ perspective, I could not give a “rosy” picture either. I don’t want to blame any specific institution, yet the key players within the field are thinking in terms of cost reduction and there is no place for an underpinning pedagogy. They are basically providing some Powerpoint slides with animations. It is my opinion that while a few key players are trying to do their best, their offerings are not worth the huge sums of money they demand from consumers.
Moreover, within the context of workplace learning, few organisations have the capability and the insight to leverage the power of e-learning and gain competitive advantage. The upper management usually don’t believe in e-learning as a key solution for rapid and effective change. Being an EU candidate Turkey did unfortunately not realize yet that unless critical skills such as learning to learn and knowledge construction are conveyed to citizens we will be far behind within the next decade. We just can’t afford to miss the knowledge revolution!
In a nutshell, the economical conditions, technological infrastructure and the traditional mindset of teaching and learning are the major influences with respect to e-learning in Turkey.
7. Do you see any dangers or pitfalls in using virtual worlds across cultures? Where can virtual worlds be most effective?
I personally don’t see any dangers in using virtual worlds across cultures as long as the “netizens” –citizens of these virtual worlds- are equipped with the necessary critical thinking and information literacy skills. Instead of reading about other cultures and seeing pictures and movies about other countries’ cultures, virtual worlds can be used to talk and interact with people from these countries. Avatar placement within the world also enables one to get informed about the mannerisms conveyed within other cultures. Most virtual worlds are graphics based, and allow other users to observe other cultures. So, I believe that technology can be a good means for the transmisson of culture.
In general, I’d like also to mention that the promise of ICTs to enhance the basic education is a tremendously challenging area of development work today, in both poor and wealthy nations and I wish that we as professionals would find a universal truth when it comes to applying ICTs in education.
Friday, April 25, 2008
Building Powerful and Robust Websites with Drupal 6: Review
Building Powerful and Robust Websites with Drupal 6, authored by David Mercer and published by Packt Publishing (http://www.packtpub.com/drupal-6-create-powerful-websites/book) is a welcome addition to the literature on open-source software.
Drupal is an open-source content management system. It helps one create, manage, modify, delete information such as objects (images / documents / files).
The code is available for free at http://www.drupal.org. According to many programmers, Drupal code is excellent. It's easy to set up, intuitive, flexible, and scalable.
This book guides users and helps them create
1. Community portal sites
2. Intranet sites
3. Directories
4. Share/discuss pages
5. Social networking
6. Educational learning communities
The book leads the reader through a step-by-step process of setting oneself to be the administrator of the content management system. The process is perhaps a bit daunting for the novice, but an experienced network or server administrator will probably not have any problems in installing server-side software (Apache2Triad).
The book goes through Drupal's functionality: modules, blocks, links: how to manage modules and workflow.
It also discusses site configuration, with directory structure, in order to maximize the unique attributes of Drupal and its power to effectively manage, manipulate, and deploy content. Drupal can accommodate a wide range of content types, including blog entry, book page, forum topic, page, poll, and story (which could be short-lived announcements or other kinds of ephemera).
In addition to delving into how best to manage basic content as well as advanced content, Building Powerful and Robust Websites with Drupal 6 explores image and aesthetics. It also works with the management of backups.
This book is indispensable for anyone who needs an open-source content management system and is willing to invest in creating one from the ground up. Nevertheless, not everyone will have the time to devote, and would benefit from a small library of pre-prepared solutions. If the book came bundled with a few templates, or an access code for downloads on the web, many of the barriers and obstacles that face programmers as they weigh open-source vs. commercial solutions would be overcome.
Drupal is an open-source content management system. It helps one create, manage, modify, delete information such as objects (images / documents / files).The code is available for free at http://www.drupal.org. According to many programmers, Drupal code is excellent. It's easy to set up, intuitive, flexible, and scalable.
This book guides users and helps them create
1. Community portal sites
2. Intranet sites
3. Directories
4. Share/discuss pages
5. Social networking
6. Educational learning communities
The book leads the reader through a step-by-step process of setting oneself to be the administrator of the content management system. The process is perhaps a bit daunting for the novice, but an experienced network or server administrator will probably not have any problems in installing server-side software (Apache2Triad).
The book goes through Drupal's functionality: modules, blocks, links: how to manage modules and workflow.
It also discusses site configuration, with directory structure, in order to maximize the unique attributes of Drupal and its power to effectively manage, manipulate, and deploy content. Drupal can accommodate a wide range of content types, including blog entry, book page, forum topic, page, poll, and story (which could be short-lived announcements or other kinds of ephemera).
In addition to delving into how best to manage basic content as well as advanced content, Building Powerful and Robust Websites with Drupal 6 explores image and aesthetics. It also works with the management of backups.
This book is indispensable for anyone who needs an open-source content management system and is willing to invest in creating one from the ground up. Nevertheless, not everyone will have the time to devote, and would benefit from a small library of pre-prepared solutions. If the book came bundled with a few templates, or an access code for downloads on the web, many of the barriers and obstacles that face programmers as they weigh open-source vs. commercial solutions would be overcome.
Thursday, April 10, 2008
Interview with Valerie Fox, Ph.D., Drexel University
We are delighted to have the opportunity to interview Valerie Fox, who has developed online courses in writing and poetry. In addition to teaching and writing, Valerie has taught in Japan and has edited award-winning literary publications. Her innovative poetry and writing in poetics have been widely published.
What is your name, and what is your involvement with e-learning?
|Valerie Fox. I've been teaching online courses for about five years. I teach writing and poetry at Drexel University, and writing and research for Excelsior College.
I was asked a few years ago to teach and help to develop blended freshman writing courses at Drexel. Our students take a lot of credits, and they appreciate being able to take part in e-learning. The transition to teaching fully online (including distance) courses was a natural one.
What is your favorite new trend in distance education?
This may sound vague...but I just notice a willingness to "go with" the technology and the possibilities--at departmental level, but also higher levels. I can't speak to the institutional (or overall educational) reasons behind this; I suspect they vary considerably, depending on discipline, institution, etc.
What is your favorite technology?
I don't really have a favorite. I like including lots of various audio and video sources as suggested if not required offerings. Specifically, I've had some good success asking small groups to create websites. This isn't anything new--it's really just adding a creative or creative writing element to an assignment. The visual learners, as one would expect, do a terrific job with this. It builds their confidence.
What kinds of instructional materials do you use in elearning?
Creating materials is something I enjoy, so the flexibility of being able to combine various sources and media definitely is a plus. I guess (like everybody) for a while I was using youtube a lot, and I make a point to combine the easily accessible sources/links with those requiring the use of library databases. A librarian recently told me about archive.org and I've been using/recommending it a lot.
How do you use textbooks in e-learning?
Having a textbook can help ground the learners that might be new to this, so I think at least one book should usually be required. Teaching English and writing, it isn't hard to work required readings into writings/discussions that can be efficiently read and graded. Blackboard Vista Media Library is an excellent tool also, making it possible to easily add suggested readings, videos etc. to a course. Students can be allowed to add to the Media Libraries and sometimes I give extra credit if students add items of interest.
What are your favorite social networks? How do you view them in e-learning?
I participate in various forums and writing groups. Because I enjoy this, I simply try to recreate what I think are their best features in my course websites. It isn't always possible, but often it is. I hear more and more about students using non-official means to communicate about class work and activity. This helps to replicate the before-and-after-class information sharing that students sometimes miss from a face-to-face class. I acknowledge this but don't interfere with their bonding, with their assisting of each other.
What is your favorite quote? or, what's a book that caught your eye recently?
Recently I read Malcolm Gladwell's Blink and thought it was terrific.
What is your name, and what is your involvement with e-learning?
|Valerie Fox. I've been teaching online courses for about five years. I teach writing and poetry at Drexel University, and writing and research for Excelsior College.
Valerie Fox, Ph.D.
How did you get interested in distance education?I was asked a few years ago to teach and help to develop blended freshman writing courses at Drexel. Our students take a lot of credits, and they appreciate being able to take part in e-learning. The transition to teaching fully online (including distance) courses was a natural one.
What is your favorite new trend in distance education?
This may sound vague...but I just notice a willingness to "go with" the technology and the possibilities--at departmental level, but also higher levels. I can't speak to the institutional (or overall educational) reasons behind this; I suspect they vary considerably, depending on discipline, institution, etc.
What is your favorite technology?
I don't really have a favorite. I like including lots of various audio and video sources as suggested if not required offerings. Specifically, I've had some good success asking small groups to create websites. This isn't anything new--it's really just adding a creative or creative writing element to an assignment. The visual learners, as one would expect, do a terrific job with this. It builds their confidence.
What kinds of instructional materials do you use in elearning?
Creating materials is something I enjoy, so the flexibility of being able to combine various sources and media definitely is a plus. I guess (like everybody) for a while I was using youtube a lot, and I make a point to combine the easily accessible sources/links with those requiring the use of library databases. A librarian recently told me about archive.org and I've been using/recommending it a lot.
How do you use textbooks in e-learning?
Having a textbook can help ground the learners that might be new to this, so I think at least one book should usually be required. Teaching English and writing, it isn't hard to work required readings into writings/discussions that can be efficiently read and graded. Blackboard Vista Media Library is an excellent tool also, making it possible to easily add suggested readings, videos etc. to a course. Students can be allowed to add to the Media Libraries and sometimes I give extra credit if students add items of interest.
What are your favorite social networks? How do you view them in e-learning?
I participate in various forums and writing groups. Because I enjoy this, I simply try to recreate what I think are their best features in my course websites. It isn't always possible, but often it is. I hear more and more about students using non-official means to communicate about class work and activity. This helps to replicate the before-and-after-class information sharing that students sometimes miss from a face-to-face class. I acknowledge this but don't interfere with their bonding, with their assisting of each other.
What is your favorite quote? or, what's a book that caught your eye recently?
Recently I read Malcolm Gladwell's Blink and thought it was terrific.
Tuesday, April 01, 2008
Interview with Jeff Kissinger, Florida Community College, Jacksonville
Today's interview is with Jeff Kissinger, Director Distance Learning Emergent Design at Florida Community College at Jacksonville. Jeff has been a vital and innovative force at FCCJ, charged with creating mobile learning solutions for military applications and more.
One of Jeff''s passions is music and Garageband. We have interspersed photos of Jeff with his drums and computers throughout the interview.
1. What do you see as the most exciting technology trend (or trends) that will affect elearning in the next two years or so?
Not sure this is a technology, but I feel faculty professional development is going to increasingly become more critical and valued at institutions.
We are beginning to ask so much more of our faculty than ever before. Blackboard, pod-casts, teaching online, developing and integrating instructional media, and even developing full-blown online courses are now creeping into the most traditional of educational contexts.
Tools and trainings need to be focused on faculty, their needs, and be appropriately aligned with instructional outcomes. We need to help develop an environment that allows for faculty to grow and fulfill their aims and dreams, and this must be done in a supported and thoughtful fashion. The ideal outcome will be faculty that undergo transformational learning experiences that are then reflected in their work with students.
So, getting back to the question of technology, we have already seen the simplification and streamlining of technology that just a few years ago required dedicated developers, designers, and videographers to create. The time and resources needed to develop an instructional video clip, animation, or learning object was often difficult or unattainable for many faculty. You-tube, garage-band, Sketchup, Google Docs, Second Life, Garage Games, Captivate, CrazyTalk, Raptivity, and the almost infinite list of other cool tools and technologies now brings us closer to fulfilling our wildest teaching and learning desires.
This trend will continue at an ever increasing rate. It will increasingly become more simplified and user friendly and will ultimately put the power into the hands of individual faculty to act on their own creative instructional inspiration.
2. When you think of Web 2.0 and e-learning, what are the top three things that come to mind? Copyright/Fair Use/Teach Act, open learning, faculty-generated media/content
3. What is your favorite new gadget? iPhone with google docs, Vintage 1984 Simmons Electronic Drum Kit [Think Duran Duran or Flock of Seagulls]
http://www.keyboardmuseum.com/pic/s/sim/sds_9kit.gif
4. List three mashups or widgets that you know and love. Slideshare, google docs/sites, Media and Flickr streams into Second Life, Sloodle
One of Jeff''s passions is music and Garageband. We have interspersed photos of Jeff with his drums and computers throughout the interview.
1. What do you see as the most exciting technology trend (or trends) that will affect elearning in the next two years or so?
Not sure this is a technology, but I feel faculty professional development is going to increasingly become more critical and valued at institutions.
We are beginning to ask so much more of our faculty than ever before. Blackboard, pod-casts, teaching online, developing and integrating instructional media, and even developing full-blown online courses are now creeping into the most traditional of educational contexts.
Tools and trainings need to be focused on faculty, their needs, and be appropriately aligned with instructional outcomes. We need to help develop an environment that allows for faculty to grow and fulfill their aims and dreams, and this must be done in a supported and thoughtful fashion. The ideal outcome will be faculty that undergo transformational learning experiences that are then reflected in their work with students.
So, getting back to the question of technology, we have already seen the simplification and streamlining of technology that just a few years ago required dedicated developers, designers, and videographers to create. The time and resources needed to develop an instructional video clip, animation, or learning object was often difficult or unattainable for many faculty. You-tube, garage-band, Sketchup, Google Docs, Second Life, Garage Games, Captivate, CrazyTalk, Raptivity, and the almost infinite list of other cool tools and technologies now brings us closer to fulfilling our wildest teaching and learning desires.
This trend will continue at an ever increasing rate. It will increasingly become more simplified and user friendly and will ultimately put the power into the hands of individual faculty to act on their own creative instructional inspiration.
2. When you think of Web 2.0 and e-learning, what are the top three things that come to mind? Copyright/Fair Use/Teach Act, open learning, faculty-generated media/content
3. What is your favorite new gadget? iPhone with google docs, Vintage 1984 Simmons Electronic Drum Kit [Think Duran Duran or Flock of Seagulls]
http://www.keyboardmuseum.com/pic/s/sim/sds_9kit.gif
4. List three mashups or widgets that you know and love. Slideshare, google docs/sites, Media and Flickr streams into Second Life, Sloodle
Tuesday, March 25, 2008
Interview with Tolga Ozdemir, E-Learning Instructional Designer, Turkey
This week's interview is with Tolga Ozdemir, an e-learning instructional designer working with BilgeAdam in Turkey, where he is involved in corporate and academic e-learning solutions. His responses to the questions give a great deal of insight into the nature of e-learning across cultures, and the ways in which technical and infrastructure challenges are being overcome.
What is your name, and what is your involvement with e-learning?
My name is Tolga Özdemir and I work as an e-learning instructional designer. My first encounter with e-learning was when I was at the university. I have a BSc degree in e-learning instructional design.
How did you get interested in distance education?
It was simply a coincidence. When I first entered the university I was not aware of the scope of my department. After a few years in the program and after taking courses, I realized the capability of internet and e-learning.
Bogazici University
Then I had chance to work as an intern one of the biggest companies interested in distance education in the internet, namely IBM and enocta. It was a lovely experience for me. After that, I decided to focus more on the internet as a tool for education. Nowadays, I am interested in and research some information about internet not for only education but also for marketing and for e-business
What is your favorite new trend in distance education?
I don't know if it is a new trend but I like social learning environments. Collaborative learning seems quite interesting to me. When I was in college, I was in such a learning environment which was quite useful experience.
I prefer more human, in other words, more natural, technology in distance education.
What is your favorite technology?
Well any open source technology :) Yes I support this because it gives underdeveloped or developing countries a chance of advancement. Besides this we use Flash technology as a development tool and it's also my favorite.
How prevalent is online learning in Turkey?
Well, online learning is quite popular in corporate and academic use. There are some online college programs which have been running for almost a decade. Companies also prefer online training courses in their training programs. Although it is popular, there are still some misunderstandings. There is still a large number of people, who think of online learning as a way to deliver supplementary material or a tool, and that it is not as good as formal learning.
Are online learning management systems used? Is Moodle used at all?
Of course, LMS is an important tool delivering online learning. There are some colleges use moodle but I do not know what the number is.
Are mp3 files used very often in education in Turkey? if so, how?
Yes, we suggest our customers to use audio in the courses we produce for them. Audio includes a significant quality in materials. But we still have cases in which audio is not an option because of bandwidth capabilities.
How are textbooks used in e-learning in Turkey? Are there many e-books?
Yes this is still a virgin market, I think. Of course there are some e-books, for example, currently I work in an e-book project for Microsoft Office 2007 but we need more samples in different subjects.
What are your favorite social networks? How do you view them in e-learning?
I visit some online sourceselearningeuropa.info quite often. I am a member of EDEN which stands for European Distance Education Network. I visit our offical page, http://www.eden-online.org, once or twice a week.
elearningeuropa.info is another informative web site to me. Besides these, I take a look at the pages of learningcircuit, elearning professionals user group on facebook and elearningmag as well.
Do you have a few favorite mashups or web applications that work together in innovative ways? Please describe them.
The basic and simple one answer, google tools! With its bunch of web based tools, google helps me a lot. I am in the last year of my MBA program. For example, searching for an article in google scholar and then writing and sharing my papers with my peers quite helpful for me and it is a kind of online learning!
What is your favorite quote? or, what's a book that caught your eye recently?
I start reading an interesting book named "Land of Spies" by Grigori Petrov. (You can use this link http://www.hs.fi/english/article/1101978058628). The book is about the development process of the people of Finland. I suggest you to read that interesting book.
Quote:
"The person who thinks he or she knows everything is difficult to teach."
What is your name, and what is your involvement with e-learning?
My name is Tolga Özdemir and I work as an e-learning instructional designer. My first encounter with e-learning was when I was at the university. I have a BSc degree in e-learning instructional design.
How did you get interested in distance education?
It was simply a coincidence. When I first entered the university I was not aware of the scope of my department. After a few years in the program and after taking courses, I realized the capability of internet and e-learning.
Bogazici University
Then I had chance to work as an intern one of the biggest companies interested in distance education in the internet, namely IBM and enocta. It was a lovely experience for me. After that, I decided to focus more on the internet as a tool for education. Nowadays, I am interested in and research some information about internet not for only education but also for marketing and for e-business
What is your favorite new trend in distance education?
I don't know if it is a new trend but I like social learning environments. Collaborative learning seems quite interesting to me. When I was in college, I was in such a learning environment which was quite useful experience.
I prefer more human, in other words, more natural, technology in distance education.
What is your favorite technology?
Well any open source technology :) Yes I support this because it gives underdeveloped or developing countries a chance of advancement. Besides this we use Flash technology as a development tool and it's also my favorite.
How prevalent is online learning in Turkey?
Well, online learning is quite popular in corporate and academic use. There are some online college programs which have been running for almost a decade. Companies also prefer online training courses in their training programs. Although it is popular, there are still some misunderstandings. There is still a large number of people, who think of online learning as a way to deliver supplementary material or a tool, and that it is not as good as formal learning.
Are online learning management systems used? Is Moodle used at all?
Of course, LMS is an important tool delivering online learning. There are some colleges use moodle but I do not know what the number is.
Are mp3 files used very often in education in Turkey? if so, how?
Yes, we suggest our customers to use audio in the courses we produce for them. Audio includes a significant quality in materials. But we still have cases in which audio is not an option because of bandwidth capabilities.
How are textbooks used in e-learning in Turkey? Are there many e-books?
Yes this is still a virgin market, I think. Of course there are some e-books, for example, currently I work in an e-book project for Microsoft Office 2007 but we need more samples in different subjects.
What are your favorite social networks? How do you view them in e-learning?
I visit some online sourceselearningeuropa.info quite often. I am a member of EDEN which stands for European Distance Education Network. I visit our offical page, http://www.eden-online.org, once or twice a week.
elearningeuropa.info is another informative web site to me. Besides these, I take a look at the pages of learningcircuit, elearning professionals user group on facebook and elearningmag as well.
A tea break at Afyonkocatepe University LMS project
Do you have a few favorite mashups or web applications that work together in innovative ways? Please describe them.
The basic and simple one answer, google tools! With its bunch of web based tools, google helps me a lot. I am in the last year of my MBA program. For example, searching for an article in google scholar and then writing and sharing my papers with my peers quite helpful for me and it is a kind of online learning!
What is your favorite quote? or, what's a book that caught your eye recently?
I start reading an interesting book named "Land of Spies" by Grigori Petrov. (You can use this link http://www.hs.fi/english/article/1101978058628). The book is about the development process of the people of Finland. I suggest you to read that interesting book.
Quote:
"The person who thinks he or she knows everything is difficult to teach."
Saturday, March 15, 2008
Stephen Downes on Web 2.0
This video presentation by Stephen Downes on how to use Web 2.0 as a part of one's continuous, ongoing learning and development process is quite good. It has been up for awhile, but I just happened upon it and wanted to draw attention to it and to share.
http://video.google.com/videoplay?docid=-5431152345344515009&hl=en
Stephen Downes Video
Among the things I find engaging are the points about how people interact using Web 2.0 applications, and how information flows.
Visit Learner Institute.
http://video.google.com/videoplay?docid=-5431152345344515009&hl=en
Stephen Downes Video
Among the things I find engaging are the points about how people interact using Web 2.0 applications, and how information flows.
Visit Learner Institute.
Thursday, March 13, 2008
Mobile Learning with the iTouch: AIU Breaks New Ground
American InterContinental University Online has taken mobile learning several steps forward by making it possible for students to check grades, post and read announcements, interact with elements of their learning management systems, as well as downloading instructional content.
AIU uses the iTouch to provide the new services, as well as downloadable podcasts, videos, presentations, and lectures that have been a mainstay of mobile learning. Their convenience, affordability, and the fact that they accommodate multiple learning styles has made many programs eager to provide at least some elements of 100% online, hybrid/blended, web-enabled, or even face-to-face courses.
This is an exciting breakthrough. Certainly, it is good to be able to access to the gradebook and announcements. But, there is a bigger issue at stake. AIU is using technology and tools the way that people use them in the real world, instead of trying to impose a technology on people, just because it was convenient for the institution or the service provider. So, educational products and learner needs and habits are in alignment.
Some learners have immediately embraced AIU's iTouch courses, especially if the technology fits their lifestyle. Student Chris Hawley writes:
I use AIU Mobile anytime I am away from my home computer including while I'm running at the gym, stopped at a traffic light, taking a break at work and in many more scenarios. I'll even use it when I'm at home since I generally have my phone by me more often than my laptop.
Chris did not mention what kind of phone he has, but it would not be very surprising to learn that he is used to using a phone with the ability to instant message, retrieve information from the Internet, and download information.
While the demo was for the iTouch, it is important to keep in mind that the mobile courses work on the iPhone and other data-transfer enabled cell phones.
The demo for review included three criminal justice courses, all of which allowed one to test the way in which the announcements, gradebook, and the learning objects were presented. At the same time, it was possible to test the way that the e-mail and access to iTunes worked when in a variety of settings.
Unique aspects include taking advantage of the iTouch's ability to allow individuals to have on-demand interaction (download and communication) wherever one has access to a robust wifi connection.
* View gradebook
* View and post announcements
* Access school e-mail
* Download, view and listen to podcasts, presentations, videos
The iTouch was a good choice for AIU because it has several advantages over other mobile devices:
* interactive
* larger viewing screen
* scalable texts and graphics
* can download via computer using iTunes
* do not have to have a cell phone with a dataplan
iTouch downsides:
* Can't scale all the screens, which means it's hard to read some of the text
* Limited memory and storage
Additional benefits:
*iPhone and data-transfer-enabled Cell phone compatibility
* any time, any where access
Aligning user needs and and real-world habits and patterns is what is at the heart of the success of Web 2.0, and it's gratifying to see the philosophy start to extend to mobile learning. This will not only enhance usability, but will also allow students to feel more comfortable with the process. Students will feel motivated and will be able to focus on the content instead of feeling frustrated by the technology or lack of access. iTouch-based mobile learning represents a positive integration of user needs, technology habits, and learning preferences.
Link to demo on YouTube: http://youtube.com/watch?v=3fcUMWqiLCs
American InterContinental University (AIU), established in Europe in 1970, awards Associate, Bachelor’s, and Master’s degrees in a variety of disciplines. The AIU network includes seven campuses: AIU Buckhead (Atlanta, GA); AIU Dunwoody (GA); AIU South Florida (Weston, FL); AIU Los Angeles (CA), AIU Houston (TX), AIU London (England); and AIU Online (based in Illinois).
Susan talks about the AIU mobile course (warning -- video cuts off at the end):
Link: http://video.google.com/videoplay?docid=9155276877800369750&hl=en
AIU uses the iTouch to provide the new services, as well as downloadable podcasts, videos, presentations, and lectures that have been a mainstay of mobile learning. Their convenience, affordability, and the fact that they accommodate multiple learning styles has made many programs eager to provide at least some elements of 100% online, hybrid/blended, web-enabled, or even face-to-face courses.
This is an exciting breakthrough. Certainly, it is good to be able to access to the gradebook and announcements. But, there is a bigger issue at stake. AIU is using technology and tools the way that people use them in the real world, instead of trying to impose a technology on people, just because it was convenient for the institution or the service provider. So, educational products and learner needs and habits are in alignment.
Some learners have immediately embraced AIU's iTouch courses, especially if the technology fits their lifestyle. Student Chris Hawley writes:
I use AIU Mobile anytime I am away from my home computer including while I'm running at the gym, stopped at a traffic light, taking a break at work and in many more scenarios. I'll even use it when I'm at home since I generally have my phone by me more often than my laptop.
Chris did not mention what kind of phone he has, but it would not be very surprising to learn that he is used to using a phone with the ability to instant message, retrieve information from the Internet, and download information.
While the demo was for the iTouch, it is important to keep in mind that the mobile courses work on the iPhone and other data-transfer enabled cell phones.
The demo for review included three criminal justice courses, all of which allowed one to test the way in which the announcements, gradebook, and the learning objects were presented. At the same time, it was possible to test the way that the e-mail and access to iTunes worked when in a variety of settings.
Unique aspects include taking advantage of the iTouch's ability to allow individuals to have on-demand interaction (download and communication) wherever one has access to a robust wifi connection.
* View gradebook
* View and post announcements
* Access school e-mail
* Download, view and listen to podcasts, presentations, videos
The iTouch was a good choice for AIU because it has several advantages over other mobile devices:
* interactive
* larger viewing screen
* scalable texts and graphics
* can download via computer using iTunes
* do not have to have a cell phone with a dataplan
iTouch downsides:
* Can't scale all the screens, which means it's hard to read some of the text
* Limited memory and storage
Additional benefits:
*iPhone and data-transfer-enabled Cell phone compatibility
* any time, any where access
Aligning user needs and and real-world habits and patterns is what is at the heart of the success of Web 2.0, and it's gratifying to see the philosophy start to extend to mobile learning. This will not only enhance usability, but will also allow students to feel more comfortable with the process. Students will feel motivated and will be able to focus on the content instead of feeling frustrated by the technology or lack of access. iTouch-based mobile learning represents a positive integration of user needs, technology habits, and learning preferences.
Link to demo on YouTube: http://youtube.com/watch?v=3fcUMWqiLCs
American InterContinental University (AIU), established in Europe in 1970, awards Associate, Bachelor’s, and Master’s degrees in a variety of disciplines. The AIU network includes seven campuses: AIU Buckhead (Atlanta, GA); AIU Dunwoody (GA); AIU South Florida (Weston, FL); AIU Los Angeles (CA), AIU Houston (TX), AIU London (England); and AIU Online (based in Illinois).
Susan talks about the AIU mobile course (warning -- video cuts off at the end):
Link: http://video.google.com/videoplay?docid=9155276877800369750&hl=en
Tuesday, March 11, 2008
Interview with Michael Orey, University of Georgia
Michael Orey, professor in the Department of Educational Psychology and Instructional Technology at the University of Georgia, responded to interview questions on distance learning. Dr. Orey is a pioneer of online education, having developed multimedia learning materials since the 1980s. His insights and core philosophy of online education are valuable for all educators and administrators interested in motivating students and rehumanizing the online learning space.
What is your name, and what is your involvement with e-learning?
My name is Michael Orey and I am a professor in Instructional Technology. I teach online classes and have done so for about 10 years. I also consult with various companies who are engaged in e-learning in various ways.
BTW, the photo I have provided shows me sitting on the Veranda of the Jekyll Island Inn teaching an online class using Wimba’s live classroom. This was during a Distance Learning Administrator conference and I believe that my photo was taken at least 5 times during my class because attendees at the conference loved seeing e-learning in action!
How did you get interested in distance education?
It was a natural progression of using technology for learning. I have been in the field of Instructional Technology since the early 1980’s. I was originally interested in Intelligent Tutoring Systems, but my interests just keep evolving as new and more interesting technology becomes available. I was never interested in distance learning when the technology available was postal mail, but as the web has grown, so has my interest in distance learning.
What is your favorite new trend in distance education?
I have been involved with technology for learning for years and over those years I have come to believe that teaching and learning is a very human endeavor. I think that the trends in distance education I think are the most interesting are the ones where closer connections are made between students and between students and teachers. Some of those are live classrooms like Wimba and some of those are 3-D virtual environments like Second Life, but more tailored to the support of collaboration.
What is your favorite technology?
I am a big Wimba user. I have been using a live classroom for nearly 10 years dating back to an early version of Placeware which is now Microsoft’s NetMeeting. I am beginning to believe that some sort of hybrid between Wimba and Second Life would be the next great App for learning.
What kinds of instructional materials do you use in elearning?
I have or are in the process of writing/editing three wiki-based books in my field. I use these in my online classes and make them freely available for others to use. I also have developed things like quizzes and assignments in WebCT to support learning. I use Impatica for recording lectures with Powerpoint. I use Captivate to do software demonstrations. I use videos to support learning as well and have begun to put these on YouTube so that they are freely available.
How do you use textbooks in e-learning?
I have already answered this to some extent with my wiki books. However, I also teach classes where I have not written the text. In these classes, most frequently, I use a collection of readings. These readings I scan into PDFs and provide within a password protected site like WebCT to the students in my classes.
What are your favorite social networks? How do you view them in e-learning?
I am in LinkedIn and Facebook, but I am not a “native”. I seem to only go to these sites when someone wants me to link to them, so I do.
Do you have a few favorite mashups or web applications that work together in innovative ways? Please describe them.
Other than those I just described, no. As I learn new and interesting technologies, I try to weave them in. I did a podcast for a class once, but I did not have a great deal of success with it, so I abandoned it. I have used a wiki to run a class once, that was pretty successful.
BTW, the books I edit online are:
Emerging Perspectives on Teaching, Learning and Technology
http://projects.coe.uga.edu/epltt
This is the oldest book I have. It has evolved over the years to include video, animations, images, narrated powerpoints and other media to support the content of the book.
World Almanac of Educational Technologies
http://www.waet.uga.edu
This book has as a goal to have a chapter from each country in the world so that we can all learn about how technology is being used everywhere. We only have a handful of chapters so far, but we are still hopeful that others will continue to contribute.
Foundations of Instructional Technology
http://projects.coe.uga.edu/ITFoundations/
This book is due to be ready in the fall of 2008. As such, most of the chapters are still just promises.
BTW, the wiki I used for a class can be found at:
http://projects.coe.uga.edu/mikeorey/
This wiki shows some of the ideas I have about Open Resources and Global Issues.
What is your favorite quote? or, what's a book that caught your eye recently?
Unfortunately, my favorite quote is from my favorite author and not someone in the e-learning world. It is from Kurt Vonnegut:
Those who believe in telekinetics, raise my hand.
Would you like to hear an interview with Dr. Orey? click here.
Interviewed by Susan.
What is your name, and what is your involvement with e-learning?
My name is Michael Orey and I am a professor in Instructional Technology. I teach online classes and have done so for about 10 years. I also consult with various companies who are engaged in e-learning in various ways.
BTW, the photo I have provided shows me sitting on the Veranda of the Jekyll Island Inn teaching an online class using Wimba’s live classroom. This was during a Distance Learning Administrator conference and I believe that my photo was taken at least 5 times during my class because attendees at the conference loved seeing e-learning in action!
How did you get interested in distance education?
It was a natural progression of using technology for learning. I have been in the field of Instructional Technology since the early 1980’s. I was originally interested in Intelligent Tutoring Systems, but my interests just keep evolving as new and more interesting technology becomes available. I was never interested in distance learning when the technology available was postal mail, but as the web has grown, so has my interest in distance learning.
What is your favorite new trend in distance education?
I have been involved with technology for learning for years and over those years I have come to believe that teaching and learning is a very human endeavor. I think that the trends in distance education I think are the most interesting are the ones where closer connections are made between students and between students and teachers. Some of those are live classrooms like Wimba and some of those are 3-D virtual environments like Second Life, but more tailored to the support of collaboration.
What is your favorite technology?
I am a big Wimba user. I have been using a live classroom for nearly 10 years dating back to an early version of Placeware which is now Microsoft’s NetMeeting. I am beginning to believe that some sort of hybrid between Wimba and Second Life would be the next great App for learning.
What kinds of instructional materials do you use in elearning?
I have or are in the process of writing/editing three wiki-based books in my field. I use these in my online classes and make them freely available for others to use. I also have developed things like quizzes and assignments in WebCT to support learning. I use Impatica for recording lectures with Powerpoint. I use Captivate to do software demonstrations. I use videos to support learning as well and have begun to put these on YouTube so that they are freely available.
How do you use textbooks in e-learning?
I have already answered this to some extent with my wiki books. However, I also teach classes where I have not written the text. In these classes, most frequently, I use a collection of readings. These readings I scan into PDFs and provide within a password protected site like WebCT to the students in my classes.
What are your favorite social networks? How do you view them in e-learning?
I am in LinkedIn and Facebook, but I am not a “native”. I seem to only go to these sites when someone wants me to link to them, so I do.
Do you have a few favorite mashups or web applications that work together in innovative ways? Please describe them.
Other than those I just described, no. As I learn new and interesting technologies, I try to weave them in. I did a podcast for a class once, but I did not have a great deal of success with it, so I abandoned it. I have used a wiki to run a class once, that was pretty successful.
BTW, the books I edit online are:
Emerging Perspectives on Teaching, Learning and Technology
http://projects.coe.uga.edu/epltt
This is the oldest book I have. It has evolved over the years to include video, animations, images, narrated powerpoints and other media to support the content of the book.
World Almanac of Educational Technologies
http://www.waet.uga.edu
This book has as a goal to have a chapter from each country in the world so that we can all learn about how technology is being used everywhere. We only have a handful of chapters so far, but we are still hopeful that others will continue to contribute.
Foundations of Instructional Technology
http://projects.coe.uga.edu/ITFoundations/
This book is due to be ready in the fall of 2008. As such, most of the chapters are still just promises.
BTW, the wiki I used for a class can be found at:
http://projects.coe.uga.edu/mikeorey/
This wiki shows some of the ideas I have about Open Resources and Global Issues.
What is your favorite quote? or, what's a book that caught your eye recently?
Unfortunately, my favorite quote is from my favorite author and not someone in the e-learning world. It is from Kurt Vonnegut:
Those who believe in telekinetics, raise my hand.
Would you like to hear an interview with Dr. Orey? click here.
Interviewed by Susan.
Tuesday, February 26, 2008
Haiku: Web 2.0-Friendly LMS Encourages Interaction, Portfolio Development
While most learning management systems encourage interaction, very few incorporate Web 2.0 applications in a functional, easy-to-use, integrated way. The Haiku learning management system (http://www.haikuls.com) has built in Web 2.0 applications, which creates a friendly environment for users who are probably already familiar with the popular applications. Because Haiku has carefully selected applications that respond to learning preferences, a robust and solidly grounded instructional strategy is possible, as students and teachers incorporate audio, video, images, and other multimedia. The drag-and-drop feature makes it possible to share the resources in many places, including the discussion board. Finally, courses and schools that emphasize mastery learning and portfolios can combine the Web 2.0 applications, even using them in conjunction with Haiku's easy-to-use assessment, dropbox, gradebook, and calendar functions.
The platform is very attractive, and extremely user-friendly, which makes it appealing for young users in primary and secondary schools. In addition, the friendly interface makes the learning management system appealing for other organizations, such as not-for-profits and corporations, which may need to find platforms that appeal to users who primarily use their computers for the Web 2.0 applications such as photo sharing, videos, and podcasts.
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Ideas for Web 2.0 applications in Haiku:
Flickr: Allows students and teachers to create photo albums in Flickr and then to share them with the course. This is perfect for portfolio development, and encourages students to create and share files. In addition, it is possible to search with key words and to find photos that align with the course content.
Odeo: The teacher can subscribe to podcasts that illustrate and augment the course content. An example might be a course in social problems and/or the family, where numerous podcasts are available. An example might be This American Life (http://www.thisamericanlife.com/), where although the podcasts are not free, they are affordable.
Frankly, it is a relief to see an audio file-sharing application other than iTunes.
Here is an example of an Odeo feed: http://odeo.com/channel/1359/view
YouTube: It is amazing what one can find on YouTube these days. I've been very impressed with some of the math videos. For example, Video Math Tutor http://youtube.com/user/videomathtutor has very clear and enjoyable basic math videos.
GoogleVideo: There are a number of videos that are available via GoogleVideo that are not available via YouTube.
Here is an example of a video from a creative writing course entitled "The Heart Journal." http://video.google.com/videoplay?docid=9166315927326276885&hl=en
Finally, it is possible to subscribe to services and to download and share video and audio from other sources, including repositories of instructional media, such as Learning Portal. http://www.learningportal.com/ Here is an example of a downloadable novel: http://www.learningportal.com/Detail.aspx?id=WOuEzOJLJCZd59SDD%2fLY5g%3d%3d.
An example of a corporate training series is the "Basics of Customer Service," located here: http://www.learningportal.com/Detail.aspx?id=81ZXFfr9vMB9A1OtiEsZ9g%3d%3d.
Have a Plan, Avoid Distractions:
Web 2.0 applications encourage interaction and help create conditions in which learning can take place. They can motivate and pique one's interest. However, they can also be extremely distracting if not incorporated as a part of an overall instructional design that clearly points to how the media will be used to achieve learning objectives.
The same can be said for discussions. Discussions can be very productive, but if the questions are not designed well, the discussion board can easily frustrate people as the students answer the same questions and/or respond with the same yes or no answer. Prompts should inspire sharing and rehumanize the elearning space.
Gcast.com I'd like to mention that although Gcast.com is not incorporated in Haiku, it is a very easy way to add a podcast even if all you have is a phone. Today's podcast was recorded using my phone, and posted. The player html code is extremely easy to embed.
Final thoughts: I'd like to say that I believe that Haiku is an example of what we'll see in the future. Instead of having to swim through the huge number of Web 2.0 applications, Haiku simplifies the task by focusing on functionality and ease of use. Simplicity seems quite zen-like -- appropriate for this very elegant learning system.
The platform is very attractive, and extremely user-friendly, which makes it appealing for young users in primary and secondary schools. In addition, the friendly interface makes the learning management system appealing for other organizations, such as not-for-profits and corporations, which may need to find platforms that appeal to users who primarily use their computers for the Web 2.0 applications such as photo sharing, videos, and podcasts.
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Ideas for Web 2.0 applications in Haiku:
Flickr: Allows students and teachers to create photo albums in Flickr and then to share them with the course. This is perfect for portfolio development, and encourages students to create and share files. In addition, it is possible to search with key words and to find photos that align with the course content.
Odeo: The teacher can subscribe to podcasts that illustrate and augment the course content. An example might be a course in social problems and/or the family, where numerous podcasts are available. An example might be This American Life (http://www.thisamericanlife.com/), where although the podcasts are not free, they are affordable.
Frankly, it is a relief to see an audio file-sharing application other than iTunes.
Here is an example of an Odeo feed: http://odeo.com/channel/1359/view
YouTube: It is amazing what one can find on YouTube these days. I've been very impressed with some of the math videos. For example, Video Math Tutor http://youtube.com/user/videomathtutor has very clear and enjoyable basic math videos.
GoogleVideo: There are a number of videos that are available via GoogleVideo that are not available via YouTube.
Here is an example of a video from a creative writing course entitled "The Heart Journal." http://video.google.com/videoplay?docid=9166315927326276885&hl=en
Finally, it is possible to subscribe to services and to download and share video and audio from other sources, including repositories of instructional media, such as Learning Portal. http://www.learningportal.com/ Here is an example of a downloadable novel: http://www.learningportal.com/Detail.aspx?id=WOuEzOJLJCZd59SDD%2fLY5g%3d%3d.
An example of a corporate training series is the "Basics of Customer Service," located here: http://www.learningportal.com/Detail.aspx?id=81ZXFfr9vMB9A1OtiEsZ9g%3d%3d.
Have a Plan, Avoid Distractions:
Web 2.0 applications encourage interaction and help create conditions in which learning can take place. They can motivate and pique one's interest. However, they can also be extremely distracting if not incorporated as a part of an overall instructional design that clearly points to how the media will be used to achieve learning objectives.
The same can be said for discussions. Discussions can be very productive, but if the questions are not designed well, the discussion board can easily frustrate people as the students answer the same questions and/or respond with the same yes or no answer. Prompts should inspire sharing and rehumanize the elearning space.
Gcast.com I'd like to mention that although Gcast.com is not incorporated in Haiku, it is a very easy way to add a podcast even if all you have is a phone. Today's podcast was recorded using my phone, and posted. The player html code is extremely easy to embed.
Final thoughts: I'd like to say that I believe that Haiku is an example of what we'll see in the future. Instead of having to swim through the huge number of Web 2.0 applications, Haiku simplifies the task by focusing on functionality and ease of use. Simplicity seems quite zen-like -- appropriate for this very elegant learning system.
Sunday, February 24, 2008
Interview with Bill Hornbeck, LearningPortal.com
Welcome to an interview Bill Hornbeck, President and CEO of StreamerNet Corporation, headquartered in Leesburg, VA. They provide access to digital media, which can be used as instructional content in an online course.
1. What is your relationship to e-learning?
Although we are focused on the eLearning sector as a result of our development of a unique media distribution platform on the web, I have been involved in one form or another for the past twenty-three years.
2. What is LearningPortal? How did it get started? What is the core vision?
The implementation of LearningPortal.com is based on technology meeting opportunity, but with a certain twist. Our entire vision is based on enabling the creators of knowledge-based content to have access to a distribution platform where the creator can actually be paid for their offerings.
I find it fascinating that, in a country that professes to be the single largest home to capitalism, there is this generation of citizens who seem to believe that products and services should be free of charge. While I can appreciate the benefit to advertisers when they have the willingness to trade brand awareness for goods, I cannot yet foresee a time when we can walk into a grocery store and read an ad in exchange for a quart of milk.
As we analyzed the visible evolution of advertising-based distribution of content, we became more and more confident that there was a solid opportunity to enable content owners to be properly and directly compensated for the sale of high-value knowledge products.
So, we built the LearningPortal technology to serve as a powerful online media vending machine – a web-based platform that can host and distribute content in the form of streaming or downloadable pay-to-view knowledge products.
There is no charge for content owners to place their materials on LearningPortal.com and all revenue is distributed through a revenue-sharing model.
We can even sell additional physical goods alongside the digital format so that a content owner can offer side products such as Books and DVDs. We can even sell the hat and the t-shirt!
3. Please list a few key links.
The main URL is http://www.learningportal.com
Here's an example of an audio book: http://www.learningportal.com/Detail.aspx?id=WOuEzOJLJCZd59SDD%2fLY5g%3d%3d
Hey, that's my book! (Ophelia's Gold) -- thank you for mentioning it!
4. What does LearningPortal offer? Please give an overview and then one or two specific examples (with links).
It’s important to note that the LearningPortal platform is not designed to deliver interactive courseware. We are more like a movie theater. In that regard, we do not compete with Learning Management Systems. We prefer to see our technology as an adjunct delivery system which fits particularly well with space-and-time-shifting requirements that can best be met by remote desktop viewing or by enabling downloads to the iPod and similar digital libraries.
A great example is our offering of the Tom Marks Panorama series called
Nuggets of Knowledge. The audio series is a wonderful collection of tidbits of knowledge that are perfectly suitable for off-loading for anytime listening. Nothing too fancy. Nothing earth shattering. Just loads of fun.
But, relative to the more specific corporate requirements, we offer a distribution platform that enables web-based delivery of post-event “replays” of corporate presentations and webinars. We find these offerings to be particularly effective within the trade association industry.
5 How do you see people using LearningPortal now and in the future?
The LearningPortal is a continuation of the original Internet theme of “anytime, anywhere access to knowledge”. In our case, we are properly focused on the enablement side. That is, we enable content owners to utilize a ready-built online distribution system to generate the revenue stream that is deservedly theirs. In so doing, we enable countless seekers of high-value knowledge-based content to go directly to what we anticipate will become the best and broadest source of searchable eLearning content.
6. What books or ideas have inspired you lately?
I am a broad reader of multidisciplinary subject matter. Almost entirely non-fiction. I was most stunned recently by the latest work of Ray Kurzweil, entitled The Singularity is Near. If you find it satisfying to recognize that the rate of organ repair and transplantation could enable a longer life, consider Kurzweils’s theme that exponential improvements in the world of bio will enable us to back-up the human brain within the next forty years – an accomplishment that may provide for immortality. It’s a great read.
Interview conducted by susan
1. What is your relationship to e-learning?
Although we are focused on the eLearning sector as a result of our development of a unique media distribution platform on the web, I have been involved in one form or another for the past twenty-three years.
2. What is LearningPortal? How did it get started? What is the core vision?
The implementation of LearningPortal.com is based on technology meeting opportunity, but with a certain twist. Our entire vision is based on enabling the creators of knowledge-based content to have access to a distribution platform where the creator can actually be paid for their offerings.
I find it fascinating that, in a country that professes to be the single largest home to capitalism, there is this generation of citizens who seem to believe that products and services should be free of charge. While I can appreciate the benefit to advertisers when they have the willingness to trade brand awareness for goods, I cannot yet foresee a time when we can walk into a grocery store and read an ad in exchange for a quart of milk.
As we analyzed the visible evolution of advertising-based distribution of content, we became more and more confident that there was a solid opportunity to enable content owners to be properly and directly compensated for the sale of high-value knowledge products.
So, we built the LearningPortal technology to serve as a powerful online media vending machine – a web-based platform that can host and distribute content in the form of streaming or downloadable pay-to-view knowledge products.
There is no charge for content owners to place their materials on LearningPortal.com and all revenue is distributed through a revenue-sharing model.
We can even sell additional physical goods alongside the digital format so that a content owner can offer side products such as Books and DVDs. We can even sell the hat and the t-shirt!
3. Please list a few key links.
The main URL is http://www.learningportal.com
Here's an example of an audio book: http://www.learningportal.com/Detail.aspx?id=WOuEzOJLJCZd59SDD%2fLY5g%3d%3d
Hey, that's my book! (Ophelia's Gold) -- thank you for mentioning it!
4. What does LearningPortal offer? Please give an overview and then one or two specific examples (with links).
It’s important to note that the LearningPortal platform is not designed to deliver interactive courseware. We are more like a movie theater. In that regard, we do not compete with Learning Management Systems. We prefer to see our technology as an adjunct delivery system which fits particularly well with space-and-time-shifting requirements that can best be met by remote desktop viewing or by enabling downloads to the iPod and similar digital libraries.
A great example is our offering of the Tom Marks Panorama series called
Nuggets of Knowledge. The audio series is a wonderful collection of tidbits of knowledge that are perfectly suitable for off-loading for anytime listening. Nothing too fancy. Nothing earth shattering. Just loads of fun.
But, relative to the more specific corporate requirements, we offer a distribution platform that enables web-based delivery of post-event “replays” of corporate presentations and webinars. We find these offerings to be particularly effective within the trade association industry.
5 How do you see people using LearningPortal now and in the future?
The LearningPortal is a continuation of the original Internet theme of “anytime, anywhere access to knowledge”. In our case, we are properly focused on the enablement side. That is, we enable content owners to utilize a ready-built online distribution system to generate the revenue stream that is deservedly theirs. In so doing, we enable countless seekers of high-value knowledge-based content to go directly to what we anticipate will become the best and broadest source of searchable eLearning content.
6. What books or ideas have inspired you lately?
I am a broad reader of multidisciplinary subject matter. Almost entirely non-fiction. I was most stunned recently by the latest work of Ray Kurzweil, entitled The Singularity is Near. If you find it satisfying to recognize that the rate of organ repair and transplantation could enable a longer life, consider Kurzweils’s theme that exponential improvements in the world of bio will enable us to back-up the human brain within the next forty years – an accomplishment that may provide for immortality. It’s a great read.
Interview conducted by susan
Tuesday, February 19, 2008
Using Wimba: Innovative Applications from Michael Orey
Michael Orey, Associate Professor in the Department of Educational Psychology and Instructional Technology at the University of Georgia, recently chatted with Susan Smith Nash about the various ways he has worked with Wimba's voice and video solutions in his online courses. Dr. Orey is a pioneer of online education, having developed multimedia learning materials since the 1980s. He has used Wimba products since 2001. His insights and core philosophy of online education are valuable for all educators and administrators interested in motivating students and rehumanizing the online learning space.
Please be sure to enter a screen name to launch the player.Another topic...
Information about online courses and programs:
Saturday, February 16, 2008
Antivirus Programs and Web 2.0 Applications
Paden found out the hard way that going without an antivirus program can really throw a spanner into the works. Granted, she did not start out without antivirus protection. Her new computer came with a 6-month trial subscription to one of the most familiar programs on the market. After the program expired, though, the cost of renewing it seemed very high. So, Paden decided to download a version of the same program from the university where she was a student. The university had obtained a license to offer a version to its students. Although it was the same program, it was very slow, and Paden became frustrated with it and decided to take off the program. Within two weeks, her brand new computer had crashed.
"It was a nightmare!" said Paden, as she brushed her dark wavy bangs away from her face and grimaced. "I am taking two online courses, so you can imagine how difficult it was for me."
Without realizing it, Paden had encountered the two most common problems that organizations and individuals encounter in antivirus programs: high costs and big footprints. The reason that the program slowed down her computer was because the "free" antivirus program that her university offered was a clunky version that required a great deal of computing resources in order to run.
After she had her computer back up and running again, Paden decided to not go a single minute without a robust antivirus program.
"I decided to go with AVG Internet Security, version 7.5. It was about half the price of the other antivirus program, and it had everything -- antivirus, firewall -- you name it," she said. She decided to purchase it after reviewing one of AVG's websites at http://www.avg-antivirus.net.
In reality, the AVG solution that Paden selected had even more functionality, with the ability to remove viruses, spyware, adware, worms, and trojans. It also had a firewall and antispyware capabilities.
Perhaps the most appealing aspect was that AVG 7.5 was specially designed to have a very "light" footprint, which is to say that it does not bog down computing processes as it runs.
Ironically, a month after Paden purchased AVG for her computer, her college switched to AVG. The college purchased enough site licenses to provide a copy of the program to administrators and faculty members which helped protect the school avoid having virus-infected files uploaded into the course management system.
Potential malicious codes and malware embedded in Web 2.0 applications have added to the need for a solid antivirus solution. Wherever there is code, there is the potential for malicious code. AVG recognizes patterns and can eradicate the malware before it has a chance to affect computers.
Two new popular applications are expected to face growing challenges with malware in the future.
Truly Viral Videos: The first, malicious code in flash players and in embedded script for YouTube videos can wreak havoc. In this case, a highly popular and rapidly spreading "viral video" will disseminate bad code instead of the expected good cheer.
Web 2.0 Malware Vectors: The fact that people can embed code into their blogs, MySpace, Facebook, iGoogle, Bebo, or other spaces and enable unique functionalities makes the Web 2.0 environment truly unique. The openness and ability to share also makes it truly scary, since any of the applications could potentially be tainted. If malware is in the embedded code, what is it making your computer do? The possibilities are truly frightening.
AVG is aggressively and proactively addressing Web 2.0 vulnerabilities. While other antivirus programs are doing so as well, the light footprint makes AVG more flexible and nimble.
Another advantage for individuals and organizations is the availability of 24-7 local support. Walling Data Systems, at http://www.avg-antivirus.net/, the largest distributor of AVG software, makes sure that clients have several ways to obtain support. Clients can call in, send an email, and obtain live online assistance.
While Web 2.0 applications and the newly robust abilities of online courses have led to a more dynamic experience and extreme openness, they are also increasing user vulnerability. No one should stop using the web because of scary applications, but everyone should definitely keep antivirus programs up-to-date.
Visit information about online courses and programs:
http://www.classplace.org
http://www.collegepedigree.com
http://algebra1103.com/
"It was a nightmare!" said Paden, as she brushed her dark wavy bangs away from her face and grimaced. "I am taking two online courses, so you can imagine how difficult it was for me."
Without realizing it, Paden had encountered the two most common problems that organizations and individuals encounter in antivirus programs: high costs and big footprints. The reason that the program slowed down her computer was because the "free" antivirus program that her university offered was a clunky version that required a great deal of computing resources in order to run.
After she had her computer back up and running again, Paden decided to not go a single minute without a robust antivirus program.
"I decided to go with AVG Internet Security, version 7.5. It was about half the price of the other antivirus program, and it had everything -- antivirus, firewall -- you name it," she said. She decided to purchase it after reviewing one of AVG's websites at http://www.avg-antivirus.net.
In reality, the AVG solution that Paden selected had even more functionality, with the ability to remove viruses, spyware, adware, worms, and trojans. It also had a firewall and antispyware capabilities.
Perhaps the most appealing aspect was that AVG 7.5 was specially designed to have a very "light" footprint, which is to say that it does not bog down computing processes as it runs.
Ironically, a month after Paden purchased AVG for her computer, her college switched to AVG. The college purchased enough site licenses to provide a copy of the program to administrators and faculty members which helped protect the school avoid having virus-infected files uploaded into the course management system.
Potential malicious codes and malware embedded in Web 2.0 applications have added to the need for a solid antivirus solution. Wherever there is code, there is the potential for malicious code. AVG recognizes patterns and can eradicate the malware before it has a chance to affect computers.
Two new popular applications are expected to face growing challenges with malware in the future.
Truly Viral Videos: The first, malicious code in flash players and in embedded script for YouTube videos can wreak havoc. In this case, a highly popular and rapidly spreading "viral video" will disseminate bad code instead of the expected good cheer.
Web 2.0 Malware Vectors: The fact that people can embed code into their blogs, MySpace, Facebook, iGoogle, Bebo, or other spaces and enable unique functionalities makes the Web 2.0 environment truly unique. The openness and ability to share also makes it truly scary, since any of the applications could potentially be tainted. If malware is in the embedded code, what is it making your computer do? The possibilities are truly frightening.
AVG is aggressively and proactively addressing Web 2.0 vulnerabilities. While other antivirus programs are doing so as well, the light footprint makes AVG more flexible and nimble.
Another advantage for individuals and organizations is the availability of 24-7 local support. Walling Data Systems, at http://www.avg-antivirus.net/, the largest distributor of AVG software, makes sure that clients have several ways to obtain support. Clients can call in, send an email, and obtain live online assistance.
While Web 2.0 applications and the newly robust abilities of online courses have led to a more dynamic experience and extreme openness, they are also increasing user vulnerability. No one should stop using the web because of scary applications, but everyone should definitely keep antivirus programs up-to-date.
Visit information about online courses and programs:
http://www.classplace.org
http://www.collegepedigree.com
http://algebra1103.com/
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