I've put up two new ways to get at the UMW online community data, a "Starts With" and a "Contains" search. (See also here).
Archive for September, 2008
I'm often curious about these things, and equally skeptical. Like any horoscope, I can easily see "That's right on!" and "That's total crap!". But here's what came out of this one: My Enneagram type.
We’ve started a an impromptu experiment with a new application to foster additional communication and awareness within our group. During one of my Arc Trainer sessions last week, I was listening to a TWIT podcast and heard that a program called Yammer was the winner of the “Techcrunch 50″. Later that afternoon, I began my emerging technology class by asking folks what new technologies they had come upon in the last week, and Jon Messer mentioned that a few people at the University of Richmond were exploring Yammer, and Maria Elena signed up for an account and invited a few of us to join. For the past week, a number of the AIS group have been yammering about work. (About 10,000 companies began experimenting with Yammer in the first week after the TechCrunch award.)
Yammer is like a private Twitter. Instead of Twitter’s question, “What are you doing, Yammer asks “What are you working on?” As folks answer that question, a feed is produced provding a running list of ideas, news, questions, links and other information. (Unfortunately (IMHO) Yammer doesn’t enforce the 140 character limit on posts, so they have a tendency to go a little longer than the typical tweet.)
There are about 10 of us who are members, and, so far, I’m finding it to be an interesting application. The AIS group is so widely dispersed that we often miss out the opportunity to communicate informally. Yammer encourages quick, informal communications because it only takes a minute or two to raise a quick question about something that’s on your mind. The conversations are archived, so that the history can be captured if more substantial issues arise. For example, a discussion this morning about finding a specific piece of conferencing software for the Writing Resource Center clearly demonstrated that we need a more systematic strategy for responding to requests for applications sharing and conferencing.
However, users can have threaded discussions, as they can on FriendFeed. Users can also use “hashtags” for tagging topics, and they can follow just those tags, which is useful in following a particular project rather than the people working on it.
According a recent article in the New York Times, “social scientists have a name for this sort of incessant online contact. They call it ‘ambient awareness.’ It is, they say, very much like being physically near someone and picking up on his mood through the little things he does–body language, sighs, stray comments out of the corner of your eye”. Participants in ambient awareness networks develop a sense of the rhythms their fellow participants that they never had before:
This is the paradox of ambient awareness. Each little update–each individual bit of social information–is insignificant on its own, even supremely mundane. But taken together, over time, the little snippets coalesce into a surprisingly sophisticated portrait of your friends’ and family members’ lives, like thousands of dots making a pointillist painting. This was never before possible, because in the real world, no friend would bother to call you up and detail the sandwiches she was eating. The ambient information becomes like a type of E.S.P, as Haley described it to me, an invisible dimension floating over everyday life.
Yammer is a very low impact technology–much less cognitively demanding than email. All the posts are available in a single place where they”re “skimmable”. (I keep mine on my second monitor, just outside of my field of vision. (I’ve been using Twitter for a year or so now, so I’ve some time to practice my scanning skills.) If my experience with Twitter is any indication, Yammer be one of those pieces of technology that is almost impossible to explain, but that quickly becomes a integrated on-line presence.
Then, it may be just another thing we try that gets jettisoned because it takes more time than it’s worth.
So I've been on lot's of first dates in my life. Nearly, but not quite as many, second dates. Far fewer third dates.
Lots of first dates start with being smitten, enamoured, and very excited about the second date.
So I've spent the last several weeks doing, in essence, a complete rewrite of the scripts that scrape in data from UMWBlogs. It's all now much more modular, which I hope will make it much more nimble to expand out into new data sets. The first priority will be grabbing feeds from a wider variety of sources. Then, it'll be into tapping into linked open data sources.
One of the notes that I found in my dogpile was a folded index card from the now-defunct Seminars in Academic Computing. I participated in a discussion with a group of colleagues on the topic of What to Faculty Expect From Higher Ed. IT? The discussion was described in the program:
Traditionally faculty have needed technical support for the ways in which they use computers in teaching and research. Innovative faculty may also have required support in instructional design or general teaching and learning technologies. Are these expectations changing? Are IT staff becoming more siloed or more symbiotic? Can faculty and IT leaders truly collaborate on transformative projects, or do faculty expect a service bureau only?
When I came back from SAC, I wrote some notes about the session:
Participating in the discussion make me re-examine my current framework for understanding those questions. It also made me realize that my perspective has changed dramatically in recent years. While I’m still fascinated personally by the potential new computing and communications technologies hold for enhanced learning, I’m less optimistic about the ability of IT staff to be the leaders in capitalizing on that potential–no matter how hard we work at it. As someone commented, institutional transformation really isn’t an IT function–though we can help other leaders with the process if they want our help.
Transformation isn’t a high priority for most faulty, since their plates are overflowing with teaching, research, reading, writing, parenting–you name it. These faculty members value an IT organization that is:
- Transparent: They want to be able to find all the services available to them without having to rely on special favors or insider knowledge of the IT organization.
- Efficient: They want to get their questions answered or their issues resolved as quickly as possible–even at night or on the weekend.
- Empathetic: They want IT staff to demonstrate through words and actions that they understand the unique demands of faculty life and that we’re doing what we can to help alleviate those pressures rather than adding to them.
- Responsive: They want IT members who returns phone calls and email and who communicate clearly–even when we don’t know the exact answer. Caveat: They do expect us to know the answers more often than not.
The vast majority of our faculty are perfectly happy with what at SAC we called service bureau model–as long as we are really good at being transparent, efficient, empathetic and responsive.
Some times the stars align–as they seem to have recently for the dream team at the University of Mary Washington, and I think those of us in the academic IT business have to be tuned in and ready to pounce on those magical moments. For the most part, though, our institutions will be best served if we stick to the knitting and focus on doing the best job on the mundane, non-transformative services that keep the place running.
Speaking of Scott Nelson…..
I was on a task force studying digital imaging with Scott and he often talked about the value of of a “digital dogpile” as a collection of high quality images that could be freely accessible to members of the community who needed them to enhance communications. The reference generally made me a bit uncomfortable–sort of like, “darn, I need a scraper; I stepped in the digital dogpile.”
Actually, the term has a (somewhat) more refined etymology–most commonly used in the old Usenet days days:
When many people post unfriendly responses in short order to a single posting, they are sometimes said to “dogpile” or “dogpile on” the person to whom they’re responding. For example, when a religious missionary posts a simplistic appeal to alt.atheism, he can expect to be dogpiled. It has been suggested that this derives from U.S, football slang for a tackle involving three or more people.
(dogpile. (n.d.). Jargon File 4.2.0. Retrieved September 20, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/dogpile)
My own personal dogpile is the unsorted collection of index cards, magazine articles, photocopies, books and other artifacts that have seemed important enough to me to save, but not important enough to actually do anything with. A recurring fantasy of mine is that I actually make my way through that basket of stuff and figure out why it is that I put it in the pile in the first place.
Dogpile is also the name of an aternative search engine that attempt to aggregate information from multiple search sources to create a single view of the results. While I still use Google most of the time, I give dogpile a shot every once in a while. They explain the origin of the name this way:
Oh, and the name Dogpile?
Well, that’s a funny story. You see, we love Rugby. It’s traditional in Rugby for players to come together and pile on one another. This is exactly what Dogpile metasearch does-it brings together the best results from the Internet’s top search engines, including Google, Yahoo! Search, Live Search, Ask.com, About, MIVA, LookSmart, and more.
Photo Credit: http://www.flickr.com/photos/soggydan/
Creative Commons Attribution License
This post finds me answering the question of what have I been up to lately. Well, I’m trying to find easy ways to edit and produce video for as close to zero expense as possible. So I find myself on the Mac and on the PC side of this MacBook Pro working with Windows Movie Maker for Vista and iMovie’08 for Mac. Now I’m going to jump straight to the ending and say that I don’t recommend you use either one of them, at least not for start to finish video editing projects.
What I will recommend that you do is go download the previous version of the editors and use them instead. So, if you use a Mac, go download iMovie HD. If you are using Windows XP, you’re OK, but make sure you have at least version 2.1. If you have Windows Vista Home Premium or Ultimate, go download Movie Maker 2.6 for Vista. If you have Vista Home Basic, or Vista Enterprise/Business, it looks like you’re out of luck because version 2.6 seems to require that you have the original Vista Movie Maker program. Home Basic and Enterprise versions don’t come with Movie Maker so it looks like a non-starter.
Another caveat, the download page for Movie Maker 2.6 for Vista says to test if you can run the original version of Movie Maker. They say “If Movie Maker launches, you should not download version 2.6”. I have not discovered any incompatibilities with having both versions on my computer. As a matter of fact, I’m seeing that the original version of Movie Maker runs better once you install the old version. By better I mean that the original version has big problems with frame accuracy, in other words finding the exact point where one scene ends and the other begins. Still, Movie Maker 2.6 is more frame accurate.
Also, when you import video into the original Vista Movie maker, it does not detect scenes correctly. However, here is a truly weird situation. If I open a movie in 2.6 it does the scene detection correctly, and then if I open up the original Movie Maker with the same video all the scenes are now there as if it detected those scenes all along. Here’s a screencast of the phenomenon:
Expect more from me soon, regarding Windows Movie Maker and iMovie. Here’s a teaser for a large project I’m working on.
Just when you thought the whole “Edupunk” thing was over, Wired had this interesting item included in this month’s “Jargon Watch” feature:
Edupunk n. Avoiding mainstream teaching tools like Powerpoint and Blackboard, edupunks bring the rebellious attitude and DIY ethos of ’70s bands like the Clash to the classroom.
Congrats, Jim - the pebble you dropped in the pond is still rippling out.
Darren Draper had an interesting and thought provoking post Monday, which is no surprise from Darren. In “No Teacher Left Behind?,” Darren began by noting that he believed the positive message David Truss had posted in “Who Are the People In Your Neighborhood?“, but then asked if:
- In spending so much time to create (shallow?) connections with such a wide range of educators on a global level, isn’t it possible that one might also neglect local relationships that are equally (if not more) important?
- What can we do to consistently maintain a healthy perspective?
Shifting gears to a higher plane:
- Do we really think that all teachers need to be this connected?
- Can every teacher (human being) handle all of the information? Are they “bad teachers” if they can’t?
- And what about those teachers that take 25 minutes just to create a Gmail account? Will it really be worth my time - and theirs - to help them enter the 21st Century? Or are the benefits of such efforts simply not worth the costs?
I guess what I’m really wondering is this:
- Is it ever OK to simply leave some teachers behind?
He DID note that he was tired as he posted these questions! 
I think many of us that work with faculty wonder some times if it is okay to simply leave some teachers behind. However, let me suggest an alternative view. I have been excited this week as my online class of graduate students - all older K-12 teachers and many self-labeled technologically-challenged, began to submit their projects on Web 2.0 tools. My 21 students have each taken a different tool, explored it, and then begun to share their exploration with their fellow students in ways that reinforce Web 2.0. So I am starting to see teachers who had never ventured beyond Powerpoint suddenly using some of the tools CogDog lists in his 50+ Ways to Tell a Story. I am finding new tools that I have never seen before, such as RockYou.Com, which allows someone who has never published multimedia before to mix photos, effects, and music in compelling ways. SlideShare, Camtasia and Jing are being used.
It is early yet, and only a quarter of my students have posted so far, but I am excited by what I have seen so far. It reminds me that it is worth the time to get teachers excited about using 21st Century skills!
{Photo Credit: Saffanna, weinnat }
Authored by Britt. Hosted by Edublogs. addthis_url = 'http%3A%2F%2Fbwatwood.edublogs.org%2F2008%2F09%2F24%2Fno-teacher-left-behind%2F'; addthis_title = 'No+Teacher+Left+Behind'; addthis_pub = '';
