From Open Education News:

“There has been a lot of buzz about the free and open Connectivism and Connective Knowledge course to be facilitated by George Siemens and Stephen Downes in September. To date, over 1,200 people have signed up for the course prompting a new label, Massive Open Online Course (MOOC), to describe this super-sized open education course”. On a new blog about the course George says:

“As a group, we all share in the success (and failure) of MOOCs …We have to walk a line between innovating teaching and learning while still keeping things at a level that permits the ideas we’re presenting to translate into the realities of educators and administrators … While Stephen and I are facilitating this course, I think it’s critical that the larger community identifies with it and takes ownership of it. Our course isn’t happening in a vacuum – we’re building on our own previous work and the work of others. And once our course is done here, others will hopefully learn from our experience and build on it. Spiralling innovation. But I’m hoping we won’t only see people building on our work. I hope we’ll see others building with us … Research opportunities are enormous. MOOCs are uncharted, largely undocumented, territory. This course will produce a significant amount of data – both quantitative and qualitative.”

It is great that teh course is free and open. But is this real innovation. Are we not just reinventing mass rows of students sitting passively in tiered lecture tehares albeit on-line. Is thsi just another Tayloritic model of education. Cheap – yes! Efficent – yes! Effective – perhaps not. Particpation…learner support? Is the innovation technical or pedagogic?

These issues and more will be the subject of the F-Alt (the fringe conference at Alt C) warm up session in the bar at 9pm in the bar at Leeds Univeristy on Monday. It probably won’t be massive. Bit it is open and you are all invited.

Its September. Its conference season. Its ALT C. Can’t afford the fees? Paper rejected? Tied up in pre-term preparations? Never mind – Sounds of the Bazaar is going out on the road to bring you the highlights of what is happening in ed tech, teaching and learning. And we start off with our first LIVE broadcast next Tuesday 9 Septemeber LIVE from the AltC conference in Leeds, UK.

Not quite sure of the format yet but it will be fun. Jisc Emerge is having a social and rumours say they are laying on free beer and wine. We will be broadcasting live from the social, talking to leading researchers and practitioners from the educational technology world. Plus some of our regular slots and a few surprises.

How can you join in? Well if you just want to sit back and relax (perhaps with a glass of wine yourself) that is absoltuetly fine. Just point your browser to http://radio.jiscemerge.org.uk/Emerge.m3u

This should open in your MP3 player of choice and after a few seconds delay start streamin. We will be going live at 17.25 UK Summer time, 18.25 Central European time.

But if you’d like to join in the fun you can come on our conference special chat room and share oyur opinions with others,. You can also ask questions to the people being interviewed. We’ve asked Jisc for iPhones to keep us in touch with your questions but in case this doesn’t happen 🙂 then Cristina Costa who will be moderating the chat LIVE at Leeds will pass the questions on. I will post up the chat room address in the next 24 hours.

OK – look forward to hearing from you next Tuesday.

OK – the summer break from the airwaves is over. Next week we will broadcast the first of the autumn series of Sound of the Bazaar LIVE – details tomorrow but put Tuesday 1820, CEST, 1720 BST in your diaries now. And here as a warm up is a new podcast produced by the wonderful Andreas Auwarter from the Bildung in Dialog site (English monoglots – don’t be put off by the the German language introduction – the discussion is in English. As Andeas says in this programme notes: “Steve Wheeler in an interview with Patrick Vetter and Christian Czarnowske. Finally Graham Attwell joins the dialog and this interview brings up to an interesting and short discussion about Web 2.0, Adult Education, Web 3.0 and their meanings of those terms.

Soundpainted with podsafe music from http://www.Jamendo.com.”

This was recorded on a beautiful summers day on the terrace of St Virgil’s conference centre in Salzburg at the EdMedia2008 Conference. To be honest, its chats like this outside the official programme which make conferences worth their while.

Once more my thanks to Andreas – and do join us on the terrace and try to imagine the sun.

Sadly I can’t seem to get the stream to play in my blog. But just head on over to Bildung in Dialog to hear this recording.

Podcast: Play in new window | Download

Subscribe: RSS

I’m not sure about the ‘do no evil’ empre. And not sure about Google’s motivation for launching another browser on the market. But I love their cartoon book explaining the Chrome browser. Also good to see that they have licensed the cartoon book under Creative Commons. Here is one page explaining standards and Open Source.

In June I wrote enthusiastically about Twemes. Twemes is the service which uses hash tags to aggregate posts from Twitter, Delicious and Flickr. We  had a great time using it for communciation in confernces and workshops. One of its greatest virtues is simplicity and sponteneity. We intended to use it as a main channel for communciation at Alt-C. And when we went to set up our hash tag it was gone. Here is the last posting dated Augst 13 on the Twemes blog.

Down But Not Out

“As many of your have already noticed, Twemes.com has not been able find all tagged tweets over the last few days.  This is due to Twitter’s decisions to shutdown and/or limit access to a number of their APIs.  Whether by design or by accident, Twemes.com now only has limited access to Twitter.  We have made appeals to Twitter staff to help us continue to keep Twemes.com in operation but those requests have had no impact on our access to the Twitter API.”

So services can disappear. Very good services. And here is not sign that Twitter are doing anything to substitute for it. We are looking at a couple of things – but have not found anything as simple and good. Any suggestiosn welcome.

The message I draw from this is that there is a big difference between Open APIs and Open Source. It is one thing being able to access and use an API. But you never know when a provider will choose to change it or as in this case to limit access. At least wih Open Source the control lies in the community and hopefully tehre would be an open discussion before making changes which would break third party services. I hope the open source microblogging platform Identi.ca continues to develop.

What does connecting online mean to you? why do you connect online? Why is online environments become so popular and for some so priceless and important as part of their further development and (informal) learning?

These are questions that come to mind sometimes and today they make even more sense since I have joined Connecting Online 09 (More about CO09 here). Co09 aims at inviting people to tell their stories, share their experiences and create opportunities for people to talk and be listened to. And maybe it is here that the magic especially resides : in the fact that online everyone can develop their own voice and be valued for what they have to give.

Online, in order to make one’s self visible, one has to participate actively. It doesn’t mean to say that you cannot take part in online initiatives in a shier, quieter way. BUt if you are really looking for action and meaningful interaction you will have to make sure to be part of that world in an active way, so it ca bring you visibility. How are we otherwise supposed to know you have something to share. We cannot guess you are part of it if you don’t give us tangible evidence of your presence.
The hardest part is to get started! How many of us have dread to go to that very first dance class in a room full of people who we don’t know and who we assume are already friends with eachother, and been dancing for years. There is always this resentment we will not be good enough or what we have to share is too trivial to be accepted by the others, who supposedly already share group coherence. I think acceptance is an important issue. People new to these kind of online interactive environment don’t want to take this kind of risks. Most times we are afraid of not belonging there; or better of not being able to fit it. But the truth is totally the opposite. Usually the people who engage in these conversations are friendly and keen on new faces – it means new learning possibilities based of fresh perspectives. In my opinion, online interactions are (or are supposed to be) nothing but these interesting, relaxed conversations among people who get together to discuss their interests based on their own experiences or lack of them. Stress and tense dialogs are usually not part of the deal. Everyone is there on a volunteer basis and we all want to make the best of it and create an environment in which we feel comfortable and welcomed.  Everyone is there with a similar purpose – to hear what others have to say and offer their perspectives whenever they think pertinent. That’s a healthy exchange of personal data (experiences, practices, reading, interpretations, etc) which can be converted into joint constructed knowledge and know-how. That’s the magic of Connecting online – to listen and be listened to; to be part of this ongoing dialectic of giving and taking, which is becoming rare on face to face learning opportunities, as such interaction often get limited to that classroom/session pre-arranged time.
Connecting online is not about connecting to a machine; nor is it only about connecting through a machine. There is more to it:  it is about truly connecting (reaching out) to people and establishing interesting human interactions which enable learning opportunities to happen in a coherent and continuum process There is no limitation so time or space for these exchanges to happen and the fact that are the individuals who choose their connections and guide their learning path often makes connecting online a more relevant journey (when compare with some classroom sessions) to the parties involved.

In short, connecting online involves a volunteer move from the individual to learn with others; later on it requires a deeper engagement with his/her peers in which warm interactions take place and help evolve the relationship the learner has with other learners and with the entire group. Connecting online is about making bonds which will grant one good company in a nver-ending journey into learning.