“E-learning can be a powerful means of creating open educational resources accessible to everybody thus counteracting a divided knowledge society. In this regard, the Assembly calls on member parliaments to support the so-called “open source” movement in software development and initiatives for open educational resources – freely accessible on the Internet, and to adopt measures to combat the digital divide in order to close the gap between those who have access to ICT and the acquisition of ICT skills and those who do not, thus ensuring digital literacy for all.”

This is good news! You can find out more here.

• Social Software, Tools and Content Creation
• OERs and the Culture of Sharing
• Interoperability and Metadata
• PLEs, e-Portfolios and Informal Learning
• Open Educational Resources
• Data Integrity and Storage

The report - which is 41 pages long - is attached below.

Here is an excerpt on short term scenarios for social software in education.

“These short term scenarios are a vision of a future that incorporates the use of social software for knowledge sharing, capability development and education and training delivery. They are presented in order to gauge an understanding of ‘how it could be’ if social software was more widely adopted by education practitioners. This future is very close!

Social software will force us to completely re-think our business and delivery models for many activities. It’s already happening in the media and many other industries from telecommunications to music and book-selling. Usage of social software is way beyond how people learn – it is about how organisations see themselves and how they do business.

Integral to the visions of the future is the realisation that the ‘Generation Y’ is a significant part of that future. They are already engaging with social software and making connections and sharing knowledge. The ‘Generation Y’ is a significant driver in the uptake of new technologies, along with business in its quest for efficiency. Organisations and education need to ‘catch up’.

The sense of urgency for change is perhaps being forced by the convergence of the changing nature of working and learning in a knowledge era and responding to the needs of the ‘Generation Y’. This generation are natural multi-taskers (or, at least, very good fast-switchers). They innately use technology to communicate within and outside of their working lives.”

I thoroughly recommend this report for anyone interested in social software, open source, open content and so on….

Download the scenarios report here.

The issue of patents is not going to go away, even if the review subsequently revokes the Blackboard patent. Ofc ourse as Stephen says the USA uses patent laws to “supplement tariffs and trade restrictions” whilst preaching open trade when it suits them. And it is not just Blackabord that is doing this - in fact it is perhaps surprising no major e-learningc ompany has tried it on before. Only this week Apple applied for a patent for automatically creating customized podcast mashups from various podcasts. The patent filed talks of: “Improved techniques to facilitate generation, management and delivery of personalized media items for users are disclosed. Users are able to influence or control content within a media item being personalized. In one embodiment, personalized media items are podcasts. Users are able to influence or control the content in or with a podcast. In other words, a podcast can be created in accordance with a user’s needs or specifications so that the content within a podcast is customized or personalized for the user.” How the hell can Apple claim a patent for audio mash ups.

And on Friday the Guardian newspaper reported the UK government “is to consult on legislation to punish internet service providers if they fail to take action against the illegal downloading of music, films and TV programmes.

The culture secretary, Andy Burnham, made the proposal to crack down on illegal downloading today as part of a wide-ranging strategy paper designed to support the UK’s creative industries.”

Writing in the same newspaper a day earlier Cory Doctorow explains ” the phrase “intellectual property” is, at root, a dangerous euphemism that leads us to all sorts of faulty reasoning about knowledge. Faulty ideas about knowledge are troublesome at the best of times, but they’re deadly to any country trying to make a transition to a “knowledge economy”.Fundamentally, the stuff we call “intellectual property” is just knowledge - ideas, words, tunes, blueprints, identifiers, secrets, databases. ”

Doctorow goes on to say: “Copyright - with all its quirks, exceptions and carve outs - was, for centuries, a legal regime that attempted to address the unique characteristics of knowledge, rather than pretending to be just another set of rules for the governance of property. The legacy of 40 years of “property talk” is an endless war between intractable positions of ownership, theft and fair dealing.

If we’re going to achieve a lasting peace in the knowledge wars, it’s time to set property aside, time to start recognising that knowledge - valuable, precious, expensive knowledge - isn’t owned. Can’t be owned. The state should regulate our relative interests in the ephemeral realm of thought, but that regulation must be about knowledge, not a clumsy remake of the property system.”

I am not so sure how the state is able to do this. One thing is for sure. All the legislation in the world is not going to pursude young people that music is just a commodity to be bought and sold according tot he rules of copyright. And the ISPs know it. My take - which I have probably written on this blog before - is that capitalism is trying to extend the notion of provate goods into the sphere of ideas. Just as technology makes it easier for us to express ourselves and to make things for oursleves, capitalism tries ot take that right away - and if they can’t stop it happening - they are dammed sure they want a curt of the action.

The Blackboard affair is just another round in this fight. It ultimately represents an attempt to privatise our rights to education and our rights to learning, to turn the means an tools for developing knowledge into a private commodity.

“When Ben Werdmuller stood up at the Elgg Jam 2007, he announced an advanced version of Elgg - version 1.0 - that would come with no features, and allow you to pick and choose exactly which functionality you required on your social web application.  Later the same year, Curverider began talking about Project Searunner, an API-based back-end for the easy creation of distributed web applications.  Today we are pleased to announce that they are the same thing. ”

“From the beginning,

Elgg 1.0 won’t ship with any end-user features; you can think of it as a social application engine that can power all kinds of different sites and applications. In fact, there are three major ways you can use the new Elgg core:

* As a web application in a box, as it always has been.

* As a collection of back-end PHP libraries.

* As a back-end API that you can use as the building blocks of any socially-aware networked application in any language.

With this in mind, who are we to tell you what features you need? The original Elgg codebase came with profiles, a blog, a file repository, communities and an RSS aggregator. On many of the communities we’ve built, forums or microblogging has been much more popular than blogging (it depends on the audience, but a lot of people don’t enjoy writing mini-essays on a regular basis). What if you want to use those instead? Or you want to use it as the engine for a company intranet, or an online game, or a virtual learning environment?

By taking out the features and letting you pick and choose exactly what you want, Elgg becomes a much more powerful system. The plugin system, incoming and outgoing APIs, data import/export and documentation are the major features, as well as user handling and social networking logic. Everything else is optional. In fact, we intend to release the core to download before any extra features are even developed.

On the web as a whole, this reflects how applications have evolved. The era of the all-encompassing, unfocused social network has come and gone; Elgg allows you to build systems that are specific to a particular market or audience, with exactly the features you need.”

If you are worried about maintaining all the features from the ‘old’ Elgg, Ben says that will now be maintained by Misja Hoebe as Elgg Classic.

After several days rather fraught debate in the edublogosphere, Curverider rescinded the closure notice, saying that TakingITGlobal, a Canadian not for profit trust, would take over the service. Sighs of relief all round, albeit with some concerns over the lack of transparency regarding the transfer. And for a time all looked good with TakingITGlobal indicating their desire to establish an advisory board to help them run eduspaces. But, come January, things went quiet again. Then this week a new announcement appeared on the front page of the eduspaces site.
“As announced earlier TakingIT Global will continue hosting the eduspaces.net community. Please login to get redirected to a page where you can indicate if you would like to have your eduspaces.net account transferred to a new home on educatorcentral.org. This option will remain available until February 27th 2008.”

This has raised new doubts. As Josie Fraser says on the site forum:

“…it’s currently not possible to be logged on to the site and not select an option before carrying out any other activity - including referring back to this post to ask for further information. I’ve asked to be migrated across but I would have liked to be able to have given informed consent and understood what this means a little better. The transfer notice refers to another URL - does this mean that all existing links on site will be broken (again)? What happens to links between friends on this site who don’t opt in to joining the, in effect, new community? Was it not possible to come to an arrangement regarding the Eduspaces URL?”

Besides the issue of the domain name change, there now is some doubt over the future platform. Most of us had assumed the eduspaces would continue to be hosted on the elgg Open Source platform. But TakingITGlobal has previously used a proprietary platform for its networking activities. The lack of any communication must lead to speculation that they will in fact not use elgg but will transfer accounts to their own platform. And the educatorcentral domain name referred to in the transfer notice is not yet active. In effect edusapces is being shut down with TakingITGlobal offering a new service for those who previously were part of eduspaces.

So the sorry saga rolls on. As Terry says: “the community is the people, not the technology”. But it seems increasingly clear that eduspaces will no longer be a key part of that community.

Although Jen would deny it she is pretty good on computers - in fact she is very good. And after reading the reviews and shopping around she selects Scribus. I have never heard of it myself but it certainly looks promising.

Then she goes of Sourceforge and gets this text.

“Scribus/Aqua is a port of Scribus to a native Aqua build using Qt Free for Mac OSX.

This binary is the official release of Scribus 1.3.3.10 for OSX. It needs Ghostscript 8.54 or later.

This package and the libraries are PPC only. They are not Universal and will use Rosetta on Intel based Macs, which might affect performance. Minimum OSX version is 10.3.9.

The binary is downloadable from Sourceforge This binary includes all needed libraries except Ghostscript. To install, follow these directions:

* Download and unpack Ghostscript. Move the framework to /Library/Frameworks.

* Download and unpack ScribusAqua-1.3.3.10. Move Scribus.app to some convenient folder, eg. /Applications.

* Double-click on the Scribus application. If everything goes well, the splash screen should appear.

* On first start Scribus will scan all available fonts on your system. That may take upto one hour. Be patient, it is only needed on the first run.

* If you get the errormessage “Ghostscript was not found on your system”, you need to specify the path to the ghostscript executable manually in Scribus-> Preferences-> External Tools.

One of our dear users has provided a ReadMe which lists some of the current pitfalls with Scribus on Macintosh.

You should join #scribus on irc.freenode.net for hints and help.”

Jen cannot understand this. She calls it “technical wanking”. Why can’t open source developers describe their development in ways people can understand. As Jen says “how dare you say this is open to the world. It is not open”

End of rant from outraged of Pontypridd.

MOSEP is a very good project - not least due to the excellent coordination by Wolf Hilzensauer from Salzburg Research. In the first year of the project we wrote a handbook - Grab your future with an e-Portfolio. The handbook can be downloaded in PDF from the link above and there is now a printed copy which can be obtained from Salzburg Research. We have also developed on-line learning materials on the MOSEP wiki. The materials have been designed to be used flexibly - users are free to remix to suit particualr needs and contexts. And Salzburg Research has worked closely with the Mahara project who are developing an Open Source e-Portfolio product.

At present the project is piloting the MOSEP ‘course’ in different contexts and countries. Yesterday John Pallister ran the programme for tecahers at Wolsingham School in the north of England. On his blog John says: “I felt that the course concept was understood and well received. A lot of work still needs to be done with the wiki.

I have begun to think that if other trainers used the same approach, creating sequences of activities for a specific training purpose, and save them as ‘courses’ – the wiki, as a resource will grow.”

I know for many of the people who read Wales Wide Web introducing e-Portfolios and developing learning materials on a wiki will be nothing new. But for me this project is particularly satisfying - we are moving the use of Web 2 tools for learning outside the Edubloggers circle and into the mainstream of education and training and that can only be for the good.

“With Web 2.0, more and more people have their documents, products, personal details and photos stashed all over the internet – what issues does this raise for education?

The rise of commercial services:

With the use of free, commercial, centrally hosted, social software services rising in education some important issues arise; Who controls this data? Do users care that commercial services are mining their usage patterns and selling this to marketing companies? Is the nature of these ‘free’ services understood – yes users can come in and use the base system for free but often, in return, they are bombarded with advertising and their details/usage habits sold. However, does anyone really care? Perhaps convenience of service outweighs the perceived downsides.

As Bill Fitzgerald points out: “This type of commercial activity is sneaky – it is not apparently obvious to the user what is happening to their data and usage patterns, so often they will not thing about this.”

Is it wise to build up learning environments around these free-to-use tools? While it is unlikely some of the bigger services, such as Flickr, will shutdown – the terms of usage could certainly change, what happens if learners suddenly have to pay to access their content?

As Graham Atwell points out: “Yes Web 2 is great for allowing mash ups and integrating services to produce rich and interactive web sites. But the reliance on external services from mostly commercial companies does raise a whole series of issues. Can we trust these people with our data? will we still have access to this data in the future.? What is to stop them data mining for their own purposes?”

Is there an alternative?

Open Standards

Surely the way to approach this is to build educational tools based on open standards, not specific, commercial, services? This will remove any reliance on services like flickr or del.icio.us. Then again, who would be responsible for building and maintaining these tools? Should institutions and perhaps government be responsible?

Open Source

The same issues arise - who is responsible for building, maintaining and paying for the service?

Where to store my data:

With the rise in popularity of ePortfolios many have asked what happens to an ePortfolio after the student has left the institution? What happens to this content – where are learners supposed to store it? Can they still access it?

At least one UK university is considering charging alumni for continued access to their ePortfolio – is this the correct approach?

Starting Points
To get you started here are some rough questions:

• Data mining on commercial services, is this a problem?

• Should institutions using commercial services worry about the user data being sold to advertising and marketing companies?

• Is it not a risky strategy to rely on commercial services keeping their services ‘free’?

• Does anyone really care? Some of these services are excellent so perhaps we should accept that their might be some downsides and instead concentrate on the pedagogical benefit they can offer?

• Who would pay for something if it was not commercial service providers – the government? Would we trust that more? Would the services actually be as good?

• What role should governments play, if any at all?

• What is the role of institutions?

• Security issues?

• Ownership issues?”

The position papers and discussions from the seminar can be found on the project wiki. But whilst we saw the answers largeluy in individual ownership of data with backups etc and interoperability standards we missed teh issue of community. Individuals can transfer their data from Eduspaces with its impending closure. But at a technical level it is tricky to back up and restore comments. Moreover links to individual posts will be lost - as will the community context of the discussion. In other words communities may be more than a blog and whilst back ups and interoperability and standards may allow us to safeguard our individual data it does little for communities.

Eduspaces was formerly elgg.net. Essentially when Elgg was launched elgg.net was a space for people to try out Elgg. Because the Elgg developers, Ben and Dave, came from a background in education - and the original ideas behind elgg were developed through working on ePortfolios - the major take up was in education.

Elgg took off fast - it is a very good product - and Curverider was in a dilemma. Despite a successful product they had limited infrastructure and little income. Eventually they got organised and whilst remaining committed to supporting Elgg as free Open Source software, they turned their attention to developing commercial services to provide a stable basis for their work. All very sensible. Over time, Eduspaces was floated off as a separate community. Now it appears they feel unable to continue to support what is a very different community from their core development efforts.

The big issue for me is whether when a small company develops such a product and service, it should be supported by the publicly funded education community. Whilst s0me would say this is not a role for education organisations, education does support large vendors through buying their products. Why, just because software is free and open source, should no such support mechanism exist? Of course Curverider can apply for various grant fundings. Pontydysgu works in many funded projects. Yet these projects are short term and it is hard to make enough money to survive.

Why should the edcation community support services like Eduspaces? Many would say that it is not for the education community to host and provide such services - better to leave it to the private sector. In my view we should host such services because we need to support and develop communities. Eduspaces is not just Elgg. It is a (almost unique) world community of educators. This in turn raises a new problem. Educational institutions and organisations support students and researchers in their own institution and their own country. The very strength of Eduspaces becomes its weakness. Yet if we believe in learning through communities, through open knowledge exchange, through social networks, this process cannot be left to the private market. This is the learning arena of the future. If nothing else, we need to support communities like Eduspaces as an experiment in knowledge sharing and community development. Not as a subsidy for Elgg but as a service to the education and community. And such communities should not have borders, either institutional or based on nationality.

Neat photo from On-line Educa - thanks to Peter Himsel who took the picture and thanks to Online Educa and to Peter for releasing under a Creative Commons attribution license.

It seems strange to me but I am still finding people who don’t know about next weeks Bazaar event - Show that you Share taking place in Utrecht on Friday 14 December. It is free and there are still places left. If you would like to come just email me or Raymond Elferink. Full details can be found on the Bazaar Web site.

And if you need more details to be convinced here is the draft programme.

The conference is based on five main themes:

• Hey Dude, Where’s my Data? On data security, privacy and sustainability
• Social Software, Tools and Content Creation
• OERs and the Culture of Sharing
• Interoperability and Metadata and OERs
• PLEs, ePortfolio’s and Informal Learning

We were also concerned that the event would be participatory with spaces for participants to present key ideas and work in progress.

Our proposal for the structure of the meeting is as follows:

9:30 Coffee and Registration
10:00 Session 1: Introduction to themes - Graham Attwell, Raymond Elferink, George Bekiaridis and Ineke Lam
11:00 Session 2: Workshops and round tables -

Each session will last 30 minutes with participants rotating between different round table / workshops

12:30 Lunch break (lunch will be provided for participants)

13:30 Session 3: workshops and round tables

Each session will last 30 minutes with participants rotating between different round table / workshops

15:00 Session 4: Open Space - conference participants present their ideas - posters / 5 minute presentations

15:30 Drawing it together - what have we learnt - where do we go next

16:00 Drinks