Archive for the ‘Blogging’ Category

eLearning 2.0 w firmie i masa krytyczna

May 4th, 2010 by Ilona Buchem

Wiecie juz na pewno, ze chcemy na Paradygmacie 2.0 eksperymentowac z roznymi formami blogowania. Nasz pierwszy wpis mial forme rozmowy, dyskusji na temat poczatkow i podstaw PLE. Dzisiaj dla odmiany  wywiad. Czym rozniy sie od rozmowy? Wlasciwie najbardziej tym, ze zadajacy pytania nie duzo o sobie informuje. Kilka dni temu rozmawialam na Skypie z Piotrem Peszko, autorem bloga eLearning 2.0 i moderatorem forum elearningu na goldenline.pl, o tym, jak wyglada elearning w firmach, tzn. czy stosuje sie rozwiazania 1.0 czy 2.0, w jaki sposob wprowadza sie siec spoleczna, jakie czynniki wplywaja na to, czy uda sie wprowadzic wiki, blogi, twittera itd itp. … Oto pierwsza czesc zapisu naszej rozmowy.

Ilona: Ok, zacznijmy od ogolow – czym sie zajmujesz?

Piotr: Aktualnie projektuję rozwiązania e-learningowe dla produktu o nazwie GetThere. Właśnie uruchomiłem II edycję projektu dla osób 45 +, w którym jest dużo elearningu, a także zajmuję się wdrożeniem rozwiązania do zarządzania dokumentacją w modelu single-sourcing i połączeniu go z elearningiem.

Ilona: Co to jest single-sourcing model?

Piotr: Model zarządzania treścią  – kontentem w różnej formie – online, offline itd. Jest oparty na xml-u i pozwala na wielokrotne wykorzystywanie treści i jej konfigurowanie.

Ilona: Masz przyklad?

Piotr: Załóżmy, że masz bloga, piszesz różne treści, tagujesz … i nagle chcesz zrobić z niego książkę. Lipa – nie da się szybko i sprawnie. Single sourcing to podejście, które pozwala na edytowanie treści w jednym miejscu i eksportowanie jej do różnych – zdefiniowanych uprzednio formatów, np. elearningu, wiki, html-a, htmla dla urządzeń mobilnych, pdf, doc itd. itp. i wykorzystania tagów oraz tzw. conditionals zależnych od formatu wyjściowego

Ilona: Aha, ciekawe, a masz moze linka do jakiejs aplikacji opartej na tym modelu?

Piotr: Polecam DocBook na początek. To już trzeci taki project. Każdy inny, ale założenia podobne – po co pisać internal/external reference tutorial + online help + elearning, jeśli każdy z nich korzysta z tej samej treści. Trzeba zdefiniować źródło, procesy i ogień – niech się samo robi :)

Ilona: Dzieki, to ciekawe. A co Ty robisz na AGH?

Piotr: Na AGH juz nie wiele, ponieważ  od marca pracuję w Sabre Holdings Polska, pożegnałem się  z uczelnią :)

Ilona: To ciekawe, a to co firmy robia w Polsce to bardziej elearning 1.0 czy 2.0?

Piotr: Korporacje po prostu przenoszą swoje wypróbowane rozwiązania na nowy grunt. Posiadają LMS-y wielkie bazy szkoleń, dostęp do niemal wszystkich książek online, wiki, sociale itd. E-learning 1.0 istnieje jako pewna warstwa materialów odniesienia, a profile funkcjonują w wewnętrznych systemach społecznościowych. Także elearning 1.0, elearning 2.0 i workplace learning to chleb powszedni.

Ilona: A jak laczycie elearning 1.0 i 2.0? Na przyklad, w jaki sposob wprowadzacie i stosujecie wiki, blogi? Slyszala, ze wie niektorych korporacjach wprowadza sie wiki w taki sposowb, ze kazdy pracownik musi napisac iles tam stron i iles tam stron skomentowac I to wszystko w scisle okreslonym czasie.

Piotr: Hmm… no nie wiem czy przymus to najlepsze rozwiązanie. Wdrażałem kiedyć taki social w korporacji i wymuszanie okazało się fiaskiem, dopiero danie czegoś w zamian, np.  szybki dostęp do informacji poprzez wewnętrzny twitter, okazało się skuteczne. Problem jest taki, że ta firma jest bardzo nie-polska, a bardzo amerykańska, dlatego pewne rozwiązania są i funkcjonują globalnie.

Ilona: Czyli co w tym przypadku wplywa na udane wprowadzanie sieci spolecznych w firmach?

Piotr: Z mojego doświadczenia wynika, że musi zostać przekroczona pewna masa krytyczna, która pozwala społeczności uczącej się funkcjonować. Równiez pewien stopień anonimowości. On jest ważny w socialach. Zawsze są opory przed odsłonięciem swojej niewiedzy. To tak jak z tłumem zadającym pytania, albo dyskutującym. W grupie raźniej, stadne z nas zwierzę i lepiej się czujemy jeśli możemy zadać pytanie albo zasięgnać rady anonimowo nie narażając się na jakieś uwagi, czy docinki. Social network nie wypali w grupie 20 osob, ale np. w polskim klonie twittera – blipie bardzo często pojawiają się pytania kierowane “w eter” z tagiem #drogiblipie.

Ilona: No to opowiedz, jak to bylo z tym twitterem w twojej firmie? Byla masa krytyczna? Odpowiedni stopien anonimowosci? Wszystko poszlo gladko?

Piotr: To było jakieś 2-3 lata temu – facebook raczkował. Pracowników było około 200, twitter był, blip był, ale raczej jako eksperymenty. Okazało się jednak, że za wcześnie…

Ilona: Dlaczego za wczesnie?

Piotr: Bo nikt nie znał tych narzędzi i nie wiedział po co one są, jak z nich korzystać i co to daje. Dopiero jak okazało się, że ktoś to robi i to daje efekty zaczęto się tym interesować. To takie troszkę małpowanie. Z mojej perspektywy to mało one mają wspólnego z uczeniem się, raczej zabawa i zabijanie czasu – pracy :) Tak to niestety wygląda. Społeczności takie jak linkedin czy goldenline to głównie źródło potencjalnych pracowników / zleceniodawców + wymiana informacji ekspertów.

Ilona: Czy w firmach w Polsce mozna ogolnie uzywac twittera? W Niemczech jest coraz wiecej firm, ktore to ograniczaja, wlasnie z tego powodu, ze nie sa uzywane do pracy, tylko do “zabawy”.

Piotr: W wielu firmach nie ma przeszkód. To zależy od modelu pracy, ja na przykład nie wyobrażam sobie pracy bez 1) Google, 2) last.fm i kilku innych

Ilona: Czyli nie ma zadnych problemow z eLearningiem 2.0?

Piotr: cóż… z elearningiem 2.0 jest problem, bo nawet “specjaliści” dużo mówią na jego temat, a sami nie sa w stanie stworzyć we własnym miejscu pracy takiego środowiska, które byłoby chociażby namiastką 2.0. Moim zdaniem tez i w w firmach elearning 2.0 potrzebuje pewnej masy krytycznej zapaleńców, wtedy nie ma przeszkód i nie uczenie sie nie zależy od środków miejsca, czasu…

Ilona: A sa jakies dobre przyklady PLE w Polsce?

Piotr: Szczerze powiem, że się nie spotkałem. Może za mało szukam :) , albo nic nie wystaje ponad dno.

Ilona: Nawet u Ciebie w firmie ;) ?

Piotr: No to co teraz robimy to jest eLearning 2.0. Ja np. zarządzam projektem korzystając z Wiki. Wrzucam tam zasoby, uczestnicy komentują, dokładają swoje. Mam przygotowany szablon projektu, kopiuje go i zaczynamy.

Ilona: Na zasadzie samoorganizacji – kto co da, czy masz jakas strategie zarzadzania?

Piotr: Przewaznie stosuje SCRUM w standardowych, typowych projektach, a na wyższym poziomie sprawdza się PRINCE2. Bardzo dobre w Wiki jest to, że nie ma konieczności przygotowywania raportów, generowania dokumentów itd. Wszystko jest online – transparentne dla wszystkich. Wiadomo co się dzieje, kiedy i jak. No i właśnie tutaj wszyscy się uczą, bo nie ma innego wyjścia. Jesteś w projekcie = działasz na wiki.

Ilona: Ok,a wady?

Piotr: 1. Wypada zrezygnować z załączania plików; 2. Trzeba nauczyć konsekwencji stosowania Wiki; 3. muszą być jasne reguły – kto co może.

Piotr: No i hmmm… trzeba umieć korzystać z wiki. A to czasami największy problem. Chociaż, nie wyobrażam sobie projektu, w którym nie korzysta sie z jakiegoś narzędzia współpracy online.

Ilona: Jakie sa krytyczne punkty korzystania z wiki?

Piotr: Rozmiar projektu, poziom digital literacy, sposób organizacji,  simplicity matters – łatwość obsługi produktu rozwiązującego istniejący problem to najlepiej sprzedawalna rzecz.

Ilona: Czyli jakie uzasadnienie biznesowe ma uzywanie sieci spolecznych w korporacjach?

Piotr: 1. Szybkość komunikacji, 2. Budowanie bazy wiedzy

Piotr: chociaż… najważniejsze moim zdaniem jest umożliwienie przekazania informacji – wiedzy – od super-specjalistów wewnątrz firmy do klientów, lub przynajmniej sprzedawców. Bo sprzedawca jest ze swoją wiedzą nt. produktu bliżej klienta

Ilona: Z tym przekazywaniem wiedzy w korporacjach to tez taki kij co ma dwa konce. jedej strony jest motywacja, zeby pokazac sie jako ekspert. Z drugiej nie moge odkryc wszystkich kart, bo ewentualnie nie bede juz ekspertem.

Piotr: To zależy od struktury organizacji i tego w jaki sposób takie aktywności są wspierane – nie wymuszane. Jesli się jest ekspertem to zawsze jest co pokazywać. Cooper dobrze o tym napisał w “Wariaci rządzą domem wariatów” – polecam,

Ilona: Dzieki. Ale czesto przeciez jest tak, ze ludzie w firmach nie zdradzaja takich informacji, ktore stanowia podsawe ich USP (unique selling proposition).

Piotr: No trochę tak, ale np. jeśli ja projektuje rozwiązania elearningowe to nie mam problemów ze zrobieniem szkolenia na temat wersjonowania i jego znaczenia. Moim zdaniem wiedza eksperta jest tak szeroka, że zawsze jest się czym dzielić

Ilona: I zdradzasz wszystkie twoje sztuczki?

Piotr: Oczywiście, że nie. Ale nie mam oporów ze zdradzaniem szczegółów warsztatu. Np. w tamtym tygodniu prowadziłem warsztaty na temat screencastów i dokładnie mówiłem jak i czym to robię.

Ilona: A gdzie byly te warsztaty? W waszej firmie?

Piotr: Nie na Uniwersytecie Pedagogicznym, dla nauczycieli :)

Ilona: Ho ho, i co beda stosowac?

Piotr: No nie wiem, raczej ciężko

Ilona: Dlaczego?

Piotr: Nie ma zapotrzebowania…

Ilona: No co ty?

Piotr: Wiesz to tak jak seks z filozofem: ma czym, ma gdzie, ale po co…

Ilona: (rofl)

No tak, ale to juz inny rozdzial. Druga czesc rozmowy z Piotrem Peszko na tema eLearningu 2.0 w szkolnictwie wyzszym juz w krotce ;)   Ciekawa jestem, czy Wasze doswiadczenia z eLearningiem 2.0 w firmach sa podobe. Czy wszedzie jest problem z brakiem krytycznej masy? Co myslicie na temat anonimowosci w spolecznych sieciach w firmie? Przeciez anonimowosci moze oznaczac tez problemy … Moze ktos z Was ma ochote podzielic sie swoimi doswiadczeniami z perspektywy uzytkownika eLearningu w firmie? To byloby super ciekawe. Czekam na Wasze komentarze!

Message to the readers

January 26th, 2010 by Ilona Buchem

Hello everyone,

My name is Ilona Buchem and I will be writing here on how ICT is changing educational sciences and education research today. I titled this blog “Paradygmat” which is a Polish word for “paradigm”.  With Pontydysgu aiming at enhancing diversity and multilingualism, I will be writing here in Polish, my mother tongue. I hope that those of you, who can’t understand it, will be able to do so with the help of online translation services.

But let’s get back to the term “paradigm”. Based on the philosophy of Thomas Kuhn, “paradigm” refers to a set of practices, such as methods of observation and interpretation, which define a scientific discipline during a particular period of time. When limitations of basic assumptions in a particular field are recognized, a paradigm shift occurs. The existing paradigm is enlarged and frontiers of knowledge are pushed forward. For example, the printing press, Gutenberg’s invention and the making of books changed the culture and affected the scientific revolution. Similarly, information and communication technologies, such as social media or mobile devices, are driving a new paradigm shift today.

So in this blog, I would like to focus on how educational sciences are shifting towards more openness, interdisciplinary exchange and collaboration, discourse beyond traditional boarders, stronger interactions with practice etc. I would like to discuss with you the impact of scientific peer online communities, interdisciplinary research, collaborative scientific writing, new practices and formats of conferences and symposia, to name a few.

I am looking forward to discussing these interesting topics with speakers of Polish and speakers of other languages! Hope we will enjoy it and learn from each other!

Greetings,

Ilona Buchem

Twitter and blogging

October 3rd, 2009 by Graham Attwell

referrers
Just a quick comment on the ongoing debate about whether twitter is killing blogging (for an excellent summary of the arguments see the Cloudscape on the subject. The picture above, from the stats plug in from the back end of my blog, shows the referrers to the Pontydysgu site today. Referrers means just that, where they have come from.

In past times the main search engines, Google and Bling, would have been the major entrance point, other than people who move from one page to another within the site, thus showing Pontydysgu as the referrer.

Nowadays twitter increasingly dominates the referrers list (especially given that my Facebook account displays an aggregated twitter feed, as does Netvibes). This suggests a more symbiotic relation between Twitter and blogs, where Twitter is used as a trusted source of literature and reference, rather than just an alternative form of blogging.

Open seminar on Open Content

September 14th, 2009 by Graham Attwell

The debates around the themes I talked about in my report on AltC last week have not gone away with a weekend of fantic blogging and twittering. This week I will try to write a series of posts expanding on the ideas being discussed. But first I have to get some administration done.

So here are just a couple of quick catch up points on some of these memes.

As I said last week, Open Educational Resources are hitting the mainstream, raising issues of institutional approaches and strategies. Should publishing as OER be prescribed for academics? What are the business models for supporting OERs? How can resources be discovered and reused? What is an ‘open scholar;?

Tonight is the first of a new series of Evolve / Educamp open online seminars on open content with presentations by Martin Weller and Martin Lindner.  The seminar takes place on the Elluminate platform – just click this link to access it – at 20.00 Central European Time, 1900 UK time.

Martin Weller will “explore the ways in which the term ‘open’ has changed in usage over the years since the founding of the Open University, and consider what ‘open’ principles such a university would be founded on now. The practice of being an ‘open scholar’, and the benefits and issues involved will be examined.”

Martin Lindner’s contribution is entitled ‘Open Content: Non Learners Anonymous;. His abstract says: “More and more, people get frustrated by training and education that is overly formalized, expensive, stealing too much lifetime or simply not producing usable learning results. On the other hand, the Web is presenting a plethora of free and open content for many subjects and fields. And we have new stunningly powerful tools for collaboration and knowledge that cost nearly nothing. But still people are not able to take full advantage of these possibilities, feeling to be left on their own with the ambitious task of “self-learning”. I would like to share and discuss some thoughts from a working group thinking about how we could set up self-organizing groups, where “Non-learners Anonymous” can use Web 2.0 tools and practices to break with the painful habit of non-learning.”

So how can we help creating self-organizing groups that can systematically take advantage of the “open content” in the web? What templates, tools and what rules should we arrange so that they can easily form, set up their project and their goals and then work collaboratively in a given time frame toward some tangible results.”

And for those of you interested in the “Is Twitter killing Blogging?” debate,  there is an interesting dicussion continuing on the Cloudworks site.

Cloudworks also hosts another page bringing together many of the contributions around “The VLE is Dead” debate.

Back on the Blog – Why?

February 11th, 2009 by Pekka Kamarainen

Here I am again, after a long period of silence. Last spring I posted a series of blog entries.  I tried to analyse the change of the cooperation climate in European educational programmes and the implications for researchers. As we know, research in vocational education and training (or VET reserch)as we call it) has profited of the creative phases of European cooperation in the late 1990s. However in the recent years there has been a loss of interest in European or trans-national cooperation.

I started to look at the big picture with observer’s questions, such as:

“What has happened to the ‘European dimension’?”

“What has happened to interdiscplinarity?”

“What hs happened to European innovations?”

Without noticing it myself I had lifted myself off the ground and put myself into helicopter or space ship. I may still agree with what I wrote on these topics. Yet, I couldn’t continue with the topics I had planned to be the next ones. Why?

The trivial reason is that I was caught by urgencies in my day-to-day work. This happens from time to time.

The socio-cultural reason is that I felt myself caught in a historian’s work that has no relevance for present-date VET research. There was a threat that I would be presenting memories for celebrating the glorious pioneering years. Yet, my intention was to produce memories for the future – for facing the challenge of open futures.

The conceptual/methodological reason is that was trying to produce comprehensive analyses on the’ change of climate’ in VET research (in few blog entries). Then, I was trying to outline alternative approaches or  change gendas. This, however, started to look like wrapping up a big bag in which I myself and my peer communities would have to fit in.

What I have learned during my period of silence is that I have to step down from the helicopter or space ship in which I had positioned myself. I don’t need to give up the intention of working with a big picture (that is needed from time to time). However, I have to nurture my thinking on the developments in European VET reseach with news, reports and impressions from field activities.

Luckily enough I have recently participated in such European projects and reviewing activities that promote a new discussion climate (such as the TTplus project and the consultation workshops on VET teachers and trainers). I am not saying that these would directly open new highways to brave new R&D agendas. Yet, they give anchor points for further consideration. In particular the current European activities on the professonal future of  VET teachers and trainers raise several issues.

Therefore, I am pleased to let my historian’s views on trans-nationality, networking and web-supported knowledge sharing mature for some  time. In the meantime I should try to catch, what is hot and what is moving in the present-date European cooperation.

Blogging and Podcasting for Self Directed Learning

September 4th, 2008 by Graham Attwell

This was recorded live at the EduMedia conference in Salzburg. Many thanks to Andreas Auwarter who recorded the audio and did the post processing.

Twittering about knowledge

July 24th, 2008 by Graham Attwell

I have been reading a lot more blogs lately. For one reason, I have been in one place for a week so have had a little more time to explore ideas. But the main reason is twitter. True, it gets a bit of time to get right who you are following. On the one hand you need to follow enough people to gain a range of ideas on what the community is saying – to follow the Zietgeist. On the other hand you want to get rid of those annoying people who twitter endlessly about nothing (one well known educationalist posted that the swimming pool in his hotel was closed for a second time in a week for a private reception and he was going to demand a discount on his bill – do I really want to know that?). This takes a little time in weeding and tweeking the list of people you are following.

But then twittier becomes a wonderful resource – not just of access to live feeds and events – but of recommendations of blogs and paper to read. And so far I have found it that – most of the things people recommend are worth reading. Much better than any of the repositories or collections. twitter seems to me another step towards a Personal Learning Environment. I make the choice who I am following – nobody else. And with Open Sourrce Identi.ca mini blogging service, it should be possible to develop organsiational networks or networks to support communities of practice for communciation and learning.

What would be cool though, is a way of harvesting the resources being recommended and somehow of classifying them. I have been messing around with using rss feeds from twitter search and that is proving quite useful but there must be better ways of doing it. Be nice if some of this stuff could somehow be displayed in a wiki.

The other feature which would be cool would be a Shoutout service. What is a Shoutout? It is when someobne says – “Does anyone know” or What do “People think about”. The results of the Shoutouts could be another very neat resource if they could be sensibly harvested.

Old man gets lost in another world

June 25th, 2008 by Graham Attwell

A brilliant guest post from my esteemed friend John Pallister.

“I dropped into a bar last night, well actually I listened in to some folks talking about where they were going to go and I decide to have a look there. I lurked around in a corner for a while, then sat down at the bar and watched. It was a bit strange, the bar did not have a barman, it looked to be a help-yourself establishment. People, who I have to admit did look a bit strange, were helping themselves to some strange things and seemed to enjoy jumping around a lot. They all appeared to know each other and were chatting about some music that was playing in the background. I attempted a bit of chit chat, although my natural reserved stopped me from dancing on the bar. As usual, I very quickly cleared the bar with everyone whizzing off with some feeble excuse about having to build a tower! I wandered a bit and got lost. I ended up in an adult area with a scantily clad Avatar jumping around in front of me and singing. Now that does not often happen to me often, was I dreaming? How could a grown man, who has a thousand and one real interests, find himself wandering around in a virtual world?

During the past two years I have been on quite a steep learning curve. The need, as a partner in the MOSEP project, to collaborate with colleagues from across Europe forced me to master Skype; Net-meeting; Eluminate Live; Media Wiki; blogging; social bookmarking and collaborative writing etc. I became engaged in a number of social networks and got into the habit of following people who had similar interests. I soon realised that it did not really matter if, having contributed something to a discussion, forum or a Blog, you did not receive a response. I realised that the vast majority of people were lurkers and that people were in fact reading what I was writing and occasionally, were using it to help them with their thinking. So there was a reason for me to participate and contribute. I also found that writing things down did in fact help to move my own thinking forward. I began to follow and contribute to communities, setting up a group and most recently experimenting with micro-blogging.

In the process of following the Jisc Emerge http://elgg.jiscemerge.org.uk/ community I ended up in Second Life last night. I teleported to a Bar on the Emerge Island. I had to apply all of my Functional ICT skills to master the Second Life interface, I did not really practice my Functional English skills but I did listen to others demonstrating their skills, with one person showing that she recognised her responsibility to move a discussion forward, attempting to engage me in the discussion by employing a range of techniques. The exploding Harveywallbanger was a new one to me! I listened to people agreeing how they would work as a team; reflecting on their own strengths; developing a shared understanding of what it was that they were going to work together to achieve; reflecting on their personal strengths and weaknesses and how they might contribute to the work of the team; etc. I was watching people, in a virtual world practising and developing their Functional and Personal Learning and Thinking skills. Had I managed to keep up with them, I am sure that I would have witnessed more as they built the Tower, although I suspect that they went on to a disco – ‘magic dance ball’?

I am beginning to see more and more potential in these environments for learning – but a bit like Twitter I am overcapacity!

The community is the curriculum

June 2nd, 2008 by Graham Attwell

Lots of fun at the Edumedia conference in Salzburg. Somehow managed to speak at the same session as Jay Cross. With the two of us on the attack I think some participants thought they had strayed into a meeting of dangerous revolutionaries.

And I just about managed to get something going with twemes. Twemes is an aggregator of twitter, delicious and flickr working on a unique tag. The tag for the conference is #edumedia08. OK there was not enough bandwidth for accessing the web and both my phone and camera ran out of power.

But I could connect to skype and the ever knowledgeable Cristina Costa told me of a skype-twitter interface and it worked. Some eight of us at the conference have been using the tag. You can follow the tweme at http://twemes.com/edumedia08. I must say I like the mix of languages.

On the train this morning I read ta new paper by Dave Cormier entitled “Rhizomatic Education: Community as Curriculum (note – free access but you will have to create an account). thsi is a great article and I will return to some of the ideas Dave raises later this week. But I like very much the idea of community as curriculum. Dave says

“In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning..”

And that is what I am trying to do in Salzburg.

What is the point of these sites?

April 15th, 2008 by Graham Attwell

Just a quick early morning moan.

Can anyone tell me what is the point of these aggregator blogs which have appeared in the last three months. Most of them seem to be set up in WordPress and are using some kind of search software – probably Google or Technorati – to automatically aggregate based on key words / categories. In a few cases there does seem to be some human intervention but most of them are just preprogrammed to write soemthing like “xxx wrote an interesting post yesterday”. And of course being reasonably legitimate – apart from the ‘Flash Gordon’ factor – they get past my sp[am filter and appear as trackbacks on the blog. A lot are targeting ‘tech posts’ and a not inconsiderable number are after things like e-Portfolios.

I fail to see the point – what added value do these sites provide. Or do their owners think they will get rich from Google ads? In their dreams.  This is just another layer of spam.

  • Search Pontydysgu.org

    Sounds of the Bazaar LIVE from the Online EDUCA Berlin 2013

    We will broadcast from Berlin on the 5th and the 6th of December. Both times it will start at 11.00 CET and will go on for about 40 minutes.

    Go here to listen to the radio stream: SoB Online EDUCA 2013 LIVE Radio.

    The podcast of the first show on the 5th is here: SoB Online EDUCA 2013 Podcast 5th Dec.

    Here is the second show as a podcast: SoB Online EDUCA 2013 Podcast 6th Dec.

    News Bites

    Open online STEM conference

    The Global 2013 STEMx Education Conference claims to be the world’s first massively open online conference for educators focusing on Science, Technology, Engineering, Math, and more. The conference is being held over the course of three days, September 19-21, 2013, and is free to attend!
    STEMxCon is a highly inclusive event designed to engage students and educators around the globe and we encourage primary, secondary, and tertiary (K-16) educators around the world to share and learn about innovative approaches to STEMx learning and teaching.

    To find out about different sessions and to login to events go to http://bit.ly/1enFDFB


    Open Badges

    A new nationwide Open Badges initiative has been launched by DigitalMe in the UK. Badge the UK has been developed to help organisations and businesses recognise young people’s skills and achievements online.

    Supported by the Nominet Trust, the Badge the UK initiative is designed to support young people in successfully making the transition between schools and employment using Mozilla Open Badges as a new way to capture and share skills across the web.

    At the recent launch event at Mozilla’s London HQ Lord Knight emphasised the “disruptive potential” of Open Badges within the current Education system. At a time of record levels of skills shortages and unemployment amongst young people all speakers stressed need for a new way to encourage and recognise learning which lead to further training and ultimately employment opportunities. Badge the UK is designed to help organisations and businesses see the value in using Mozilla Open Badges as a new way to recognise skills and achievement and and connect them to real world training and employment opportunities.

    You can find more information on the DigitalMe web site.


    Twitter feed

    Apologies for the broken Twitter feeds on this page. It seems Twitter have once more changed their APi, breaking our WordPress plug-in. It isn’t the first time and we will have to find another work around. Super tech, Dirk is on the case and we hope normal service will be resumed soon.


    MOOCs and beyond

    A special issue of the online journal eLearning Papers has been released entitled MOOCs and beyond. Editors Yishay Mor and Tapio Koshkinen say the issue brings together in-depth research and examples from the field to generate debate within this emerging research area.

    They continue: “Many of us seem to believe that MOOCs are finally delivering some of the technology-enabled change in education that we have been waiting nearly two decades for.

    This issue aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today’s pedagogical landscape; and could they provide a viable model for developing countries?

    We must also look closely at their potential impact on education structures. With the expansion of xMOOC platforms connected to different university networks—like Coursera, Udacity, edX, or the newly launched European Futurelearn—a central question is: what is their role in the education system and especially in higher education?”


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