Another quick go with Storify – It really does provide a neat way of pulling together rich content. However, please note that the content included is more general interest and exemplification rather than carefully constructed comment and curation! I’ll blog separately about my experiences with Storify soon.
I was at the FOTE 2010 conference in London last week, considering the Future of Technology in Education. Here are a few of my thoughts about the day, focussing in particular on three of the talks. I’ve used an online tool called Storify that incidentally I received an invitation to join during the conference…
For the last 18months I’ve been working as part of the management team of the JISC Trialling Online Collaborative Tools for BCE project. The project has had 8 Trial Projects, each examining the use of technology to enhance some form of collaborative activity between a higher or further education institution and its business or community partners.
The project is coming towards a close – indeed the Showcase Event was just last week – and I’m busy reviewing final reports. However, one thing I’m aware of is that the majority of the focus and discussion is regarding use of the online tools rather than the actual collaboration.
It strikes me that “collaboration” is a much overused term, often used to refer to varied modes and methods of collective working or thinking. I’ve done some reading about different definitions of collaboration and particularly like the sub-categorisation of “collaborative endeavours” offered in this 2008 Economist Intelligence Unit/Cisco publication (pdf). They offer the following distinction:
- Collaboration: a more open-ended series of interactions intended to go beyond individual strengths to create a new source of value.
- Co-operation: a project with a clearly defined goal and some freedom around the means to accomplish the goal.
- Co-ordination: a trivial project requiring individuals to follow instructions.
I don’t see these as mutually exclusive, rather being on a continuous scale. It is my feeling that much of our Trial Projects’ work has (understandably) been concerned with the use of online tools for co-operation, not the top-end collaboration. At this extremity is where new innovation happens. “Collaboration pushes beyond the limits of existing conditions or a single stakeholder.” It’s not necessarily goal-orientated and outcomes don’t have to be pre-planned or even achieved. (Note the notion of the creation of “a new source of value” in the definition given above).
I’ve been mulling over the role of technology at this innovative end of collaboration for a while, thinking about it’s effective use perhaps facilitating the process and enabling disparate people to come together. This tweet from @GoCollaboration today linked me to a post that uses the term “immersive collaboration” that adds further insights. It references a video about a collaborative design process regarding a “patient-centered future for health care”. This fully-adoptive, immersive use of technology oils the collaborative process with the primary focus remaining on the new source of value, not the technology.
There are plenty of resonant issues raised in the video, it’s well shot and worth a watch. But, in the interests of getting this posted, for now i’ll stick to my points about collaboration. Further thoughts regarding use of language, stakeholders, empowerment, and future thinking can wait…
You don’t get very far in life if you can’t read, right… but, assuming you can read, can you really read?! What if the pressure’s on and you have to read – and understand – fast … Are you up to the task?
Last month I attended a staff development workshop here at Newcastle University titled “Rapid Reading” attracted by the workshop publicity which claimed, “Following the workshop, participants may find their reading speed increased typically two to five times and that they have an increased ability to maintain improved information selection, absorption, retention and recall.” That appeals! I’ve always thought I was a pretty good reader, able to comprehend most texts, but that I’m perhaps a little slower at getting through the words than others. The potential of doubling my reading speed on its own was enough for me to sign up for the one day workshop, but as a trainer myself, i’m also generally keen to attend other people’s sessions and to experience life as an attendee.
So, how did I get on? Well, here are my stats – I advanced from an initial reading speed of around 300 words per minute (wpm), peaked at around 900wpm and took off the revs to settle around 600wpm, my new target cruising speed. However, reading obviously isn’t all about speed; there’s no point whizzing over the words if you don’t understand any of them. During the workshop, we practiced with various reading techniques, upping the speed step by step over a number of five minute exercises, calculating our speed after each and rating on our perceived comprehension. Predictably, as the speed increased, comprehension diminished and at 900wpm my comprehension felt horribly stretched. However, being streched is vital for this kind of training, and sure enough, after the final exercise where we were all individually given a target “cruising speed” (around 600wpm for me), near full comprehension returned.
In terms of the techniques learnt, there’s no secret answer or anything particularly radical to reveal. Rather, it’s a case of devoting attention to a core skill we all take for granted. What’s important, assuming you have normal vision, is to learn to discipline how your eyes move across a line or page of text, challenge them to consume more information and trust the considerable power of your brain to keep up. Below are the key tips I picked up during the day, which anyone might like to try:
- We all have our fixations, but when it comes to reading text on a page, it’s likely that you have too many! When reading across a line of text your eyes don’t move in a smoth manner, but stop momentarily on a word or chunk of text before moving on. Each stopping point is called a fixation; typically most readers will have 4-6 fixations for a 10-12 word line of text from a paperback novel. If you think about your peripheral vision, it’s far wider than the width of a page, and the first technique is to widen the width of each fixation to 5 or 6 words – so only two fixations per line in that paperback (or only one for a story in a newspaper). Scarily, expert speed readers will consume multiple lines of text in one fixation!
- Once you begin to recognise your eye movements, controlling the number of fixations depending upon the layout or density of the text you’re reading, the next thing is to find a rhythm. When i’ve been practicing since the workshop, i’ve found that gently tapping the rhythm of my desired fixations with a finger helps me challenge my eyes to keep up and find a rhythm. So, dum-dum, dum-dum, dum-dum for a two fixations per line rhythm.
- Next, learn to abandon the margins. Allowing your eyes to hit the solid left margin slows you down; when starting a new line, centre your fixation on the second or third word in. So simple, but so effective – try it! Get it right and your rhythm can become a constant beat: dum-dum-dum-dum-dum-dum.
- Stop subvocalising! What? You know, you’re inner voice which converts orthography to phonology (sorry, it’s the inner-linguist in me appearing – letters to sounds!). We all do it, depending on the text we’re presented with – think for example about reading a paragraph of French, German or Spanish text, or a page of text from a subject discipline you’re not familiar with. Subvocalisation hugely slows down reading, but the suggestion given on the workshop is that it becomes impossible around 600wpm.
- Do you find that you re-read sections of a page? This is called regression, and obviously slows down your reading speed. Even if you don’t understand a word, phrase, sentence or paragraph, don’t go back; be confident that you have understood something and also that if that section was particularly important, it will crop up again in the text.
- Finally, don’t give your brain a chance to lose concentration! If you find your mind wanders when you’re reading a text, whether it’s a novel or an especially dull report, it’s likely to be because your brain has spare processing power (i.e. it’s bored!). Go full power by pushing yourself to speed up!
Isn’t technology fantastic when it just works? But on the flip side, isn’t technology infuriating when it leaves you frustrated and resigned, thinking “why the **** doesn’t this just work“?! As someone whose job it is to enthuse new users of the benefits and advantages of technology for their working practice, alarm bells ring when, as a user, I come across the latter.
Until Monday this week, one service that i’ve been repeatedly frustrated by is eduroam. I’d tried to connect a number of times over the last two years, but to no avail. Why? Because it was such a faff, requiring a manual wireless connection to be set-up with a multitude of settings, hidden away in ‘advanced…’ pop ups. No thanks, sorry, i’m not that kind of techie – I don’t need complete control or to know exactly how something works, I just simply want it to work; I want to use and benefit from the service in question. Perhaps i’d made a wrong click when following the instructions or perhaps there was a technical issue. Whatever, I soon became frustrated enough to give up. Over time i’ve heard other users report similar frustrations and wasn’t motivated to persevere.
But, visiting the University of Leeds on Monday, I gave eduroam another shot and to my surprise it just worked… I had a few minutes between meetings, and grabbing a coffee and using my iPhone, I did a search for available networks and up popped an eduroam network. “No chance” I thought. But hold on, username, password, 1-2-3, online! “How did that happen? What about all the required network settings?” I don’t know the answer (although iPhone evangelists will no doubt claim it was device magic!). I’m intrigued, but actually, not that bothered to find out. What’s important is the immediate (and future) benefit to me and others – the service worked and I was able to quickly and efficiently get online to perform a few tasks. To me that’s the fundamental benefit of technology; it (ideally!) enables users to perform complicated tasks parsimoniously. There’s a wow factor when users ‘get’ something new, or find a service that just works; everyone gets a kick out of saving themselves time!
What is eduraom anyway? Finding the answer uncovers another frustration, this time one relating to communications and writing for the web. In the UK, eduroam is provided by JANET, and the headline blurb on www.eduroam.ac.uk states the following:
“The JANET Roaming service provides eduroam in the UK which enables network logon anywhere using own username and password [?] regardless of location without the need for guest account set up.”
Hmmm, as a user, does that encourage you to try it out? Unfortunately, no, probably not. Perhaps i’m being overly pedantic, but I believe users need a clear message and the importance of web credibility. Compare the above to the following from the international site, www.eduroam.org:
“eduroam (education roaming) is the secure, world-wide roaming access service developed for the international research and education community. eduroam allows students, researchers and staff from participating institutions to obtain Internet connectivity across campus and when visiting other participating institutions by simply opening their laptop.”
Now that sounds like a service that should appeal to student, staff and research users. Especially if it just works!
So what happened?! This blog started (reasonably) well… but then no new posts for well over a year! :-S I’m not sure I know the exact answer, but it lies somewhere between me, my personality type, the changing nature of my job and the not insignificant emergence of Twitter. When starting out this workblog, I attempted to set myself some groundrules… and typically I broke them! It was meant to be a trial, and, as with most trials, some things worked but others didn’t.
So, what worked? First, getting into the habit of reflecting and writing was a positive experience (and one that i’ve continued in a more private space). However, writing posts needs time, and I soon found that I didn’t have much of that. This is a common reaction people have when asked to blog, “When do I find the time?”, and despite my attempt to “make time” my experience was that it got eaten into by other tasks deemed to be of a higher priority. Actually, thinking back, the majority of my posts were written on train journeys, taking advantage of time when travelling around the country. Indeed I find the train a good place to get stuck into more creative work and brainstorming ideas. Perhaps it’s the feeling of grabbing opportunities for peripheral tasks, or perhaps it’s simply my positive reaction to the changing landscape out the window, i’m not sure. (My back is to the window at my desk in the office, btw. Not an inspiring place to work unfortunately!) And yes, i’m writing this on a return journey from London!
So, what now? Well, i’m keen to return to my workblog and endeavour to post to it again. The good ship Netskills moves on and there is now a general acceptance that personal blogging is an important and positive communication activity and, most importantly, that time can be booked out to write posts. Indeed that leads onto a statement I made recently along the lines of, “I spent so much time typing… but so little actually writing.” How many people can relate to this? Alarm bells should be going off for anyone who spends their day suffocating underneath an avalanche of email, not quite getting onto the report, book chapter or blog post that needs writing. Twitter (which I think is a fabulous communicative tool that’s being used in all sorts of innovative ways!) is also partly to blame… Very quickly we’ve got used to writing and consuming 140 character tweets. I ask myself, how many of the 700 odd tweets i’ve written over the last year could have been developed from a quick idea or reaction into a fuller, short blog post?
Last week I was at the second Next Generation Environments Conference at Aston Business School, Birmingham. (Was it really only last week!?) It was an interesting, enjoyable and social event, and here are a few of my thoughts/reactions…
The set-up for the conference was excellent. As someone who’s been involved in the organisation of a number of conferences in the past, I know how hard this can be. But all at Aston and the JISC organising team are to be commended. The acoustics in the plenary room were excellent and the use of fixed and lapel mics was without fault – and much appreciated by me, as someone with less than perfect hearing! The use of music between sessions and during coffee was an interesting and effective addition.
One thing surprised me though… there didn’t seem to be any attempt to ‘amplify’ the conference. Perhaps this was intentional, but i’d have expected the conference to have a publicised tag to tie together any blogs, slides, podcasts, bookmarks etc. One thing that’s been emphasised to me by the development of the social web is that we all take away a different perspective to events we attend and sharing those phenomenological experiences enhances the experience. Also, given that the main session was mic-ed up, how hard would it have been to capture the audio?
Mark Schofield from Edge Hill acted as convener for much of the conference, and i’d be interested to hear more of his thoughts on users and innovation. His mention of “people in dialogue” and the benefit of “listening to other people’s voices” (users, evaluators, researchers) struck a chord with me. I know i’m energised by taking part in dialogue on a topic, forming (and re-forming) my opinions and stances based on those of others, either in agreement or not. At least Mark’s reference to the U&I programme being based around the suggestion that “smart people in dialogue get smarter” made me want to feel part of the community, if only as a desire to be included in his reference to ‘smart people’!
Many attendees at the conference were glowing about the two panel sessions, particularly the one with four current students. Their perspective was indeed interesting, but certainly not revelatory. From the practitioner’s perspective, i’d be really interested to hear more of Terry Wassall’s thoughts. Terry is a Principal Teaching Fellow in Sociology at the University of Leeds and talked lucidly and insightfully about his experiences with emergent social technology. What I liked was that he’s clearly aware of the bigger picture, noting how his initial use of another channel of communication and engagement with social media, has affected him, his identity, his writing style and other people’s perceptions of him.
I also attended a session on the TicTOC / GoldDust projects and one on the OpenHabitat project. The later was excellent, thought provoking and energetically delivered by Dave White. They clearly have sound research questions they intend to address regarding Multi-User Virtual Environments (MUVEs) and Dave gave some interesting pilot examples from people’s initial reactions to SecondLife and World of Warcraft. Early days, but i’ll be following this project with interest.
Oh, and I haven’t even mentioned that Steve Boneham and I ran a session too, titled ‘Too much of a good thing? Individual and institutional responses to emergent technologies’ … more on that in another post perhaps, (although see the News article on the Netskills website).
The main plenary was given by Eric Hamilton (Pepperdine University, USA). Someone commented to me that they hadn’t learnt anything from his session, saying “how are you meant to remember 8 principles?” But I reckon that a good plenary session should be more about challenging the (smart?!) audience to consider a new or innovative angle to a topic, prompting re-evaluation of their models and methods, more than learning something new. So, how was I challenged? Well, first of all, before I share what resonated with me from Eric’s talk, i’ll admit that i’m not heavily into pedagogy or e-learning. That’s not to say i’m not interested, just that learning theory isn’t one of my research interests. I am however, deeply interested in social interactions and the dynamics involved, whatever the environment (learning, social, collaborative…). Eric talked a bit about the “human craving for social knowledge, meaning and connections” in relation to the ever-popular Facebook. It’s easy to dismiss Facebook as being a time-wasting activity, but there’s a growing range of interesting research into the social meaning of its use, particularly given that you could argue that Facebook is an extension of our daily lives; (most of the time) we are who we say we are in Facebook, and don’t hide behind pseudonyms. (‘funkychic233’ etc.)
Eric also talked about “fluid contextual activities” from a social vs. solitary perspective as well as a virtual vs. IRL (‘in real life’) one. I need to do some reading to understand this more, but the example of getting a group of people to virtually mimic a a traffic jam made sense, highlighting the role of the individual in the process. My attention was also grabbed by Eric’s description of ‘collaborative flow’, the individual ‘in the zone’ needing to maintain awareness of the phenomenological* situation, giving the example of an orchestra – “losing a sense of time, whilst maintaining timing”.
Finally, Eric talked a fair amount about his passion for baseball, giving a number of interesting examples. Sorry Eric, but you lost me a bit there; baseball will always be a poor man’s cricket! 😉
So, at the conference there was lots of talk about ‘identity’, ‘social identity’ and ‘communities of practice’ but I was often left wanting to respond … “but this isn’t anything new, it’s what we do all the time!” What’s really interesting, and what we’re only just starting to explore, is the impact of a more connected, technologically enabled world, where we have the ability to be social more often. Do we need to learn how to switch from one identity to another? In fact, the question for us attending the conference is more, “do we need to re-learn how to switch from one identity to another? Answer – yes! During a discussion at a sociolinguistics conference about six years ago, regarding my research into language and identity amongst adolescents, a former colleague (Joan Beal) said to me:
“The thing is Will, adolescents are constructing and re-constructing their identities all the time … just like they try on Ben Sherman shirts!”
And I suggest that students are extending, expressing, massaging, constructing and re-constructing their multiple identities in online spaces right now, switching seamlessly from one identity to another. They engage in the practice of ‘doing’, so central to Community of Practice theory, with many of their communities extending over both a virtual and physical world.
* I’m distinctly aware that i’ve used the word ‘phenomenological’ twice in this post … and also that i’m not entirely sure what it means. If anyone (Aruna?) who knows more on the subject reads this post, please comment!
I was fortunate enough to go on a trip to Cuba last October. What a fantastic country; such warm, friendly people with a thirst for life and incredible resourcefulness, fabulous and varied scenery and an abundance of Mojito!
Before setting off i’d arranged to visit La Universidad de Oriente in Santiago de Cuba and offered my services to deliver some training for researchers (postgraduates and lecturers) on writing basic web pages and the potential of online tools for collaboration. I was traveling with my father, accompanying him on his second fieldtrip to Cuba, hunting down his chosen subjects – snails. Now, searching for snails isn’t one of my preferred pastimes, arousing childhood memories of being coaxed out on the odd dark, damp snail-hunt through the Hampshire countryside in the very early hours. But these are Polymita picta – brilliantly bright and colourful and found only in the sandy, palm-fringed eastern corner of Cuba. Perhaps that explains my sudden attraction!
So, i’d arranged to deliver some training… kind of … well I wasn’t really sure what i’d arranged or what to expect, but was taking a “go with the flow” attitude. I’d sent a number of emails to my contacts at the University in Santiago de Cuba. Just a relaxed Cuban attitude to email, I thought, no worries. But eventually, a reply:
“Sorry for my delay. Many rainy days (18 days!!!) on Santiago de Cuba… and we have been off-line a lot of time.”
And more the next day:
“It is raining… again!!! (19 days). Frogs and snails are very happy…”
But not internet connections it would appear! I was to find out more on arrival; tropical rainfall and web servers don’t go hand-in-hand. In fact, the servers are turned off to protect them when it rains, which it does a lot during the rainy season. Thoughts of home and our reaction to the briefest lack of connectivity… Hmmm, first lesson learnt I think!
We arrived in Cuba to sweltering, sweaty, sunshine; such a glorious change to the fast approaching UK winter. After a night in Holguin we traveled to Santiago de Cuba where we rested, slept and headed the next day to the University. My first session was to be at 8am, definitely the earliest start to a Netskills workshop i’ve delivered. However, due to the rains there was no connection, so my workshop was postponed – for a week! – and I was taken on a tour round campus. It was immediately evident that there was an extremely open approach to teaching, learning and working. Seminars were being held outside and there was a general hubbub of noise as lecturers lectured, students discussed, and staff held meetings. Not so different to home, but I got the distinct impression nobody was ever going to be shusshed or caught sending an email to a colleague down the corridor in shouting distance!
I was taken to the library which had also been shut for a number of days due to the downpours, but seemed well stocked and with plenty of open areas for self study … Just watch out for the puddles and the damp tables by the open windows! Downstairs in the library is the Laboratorio de Información, more commonly referred to as “the googleroom.” Unfortunately it was also shut due to the power outage but I was told (by the slightly scary Library manager – no comment!) that it’s an extremely popular room; inside are ten networked computers that can be booked for use in thirty minute blocks.
Next we popped into the Centre for English Studies where I had an interesting chat with a professor of English and his linguist colleague, whose eyes lit up when I mentioned my former research areas; phonetics and sociolinguistics, talking about second language aquisition and various models of language representation that I really should remember more of. Actually the professor’s original field was Russian Studies, but demand dwindled after the collapse of the Soviet Union in the early ’90s. I asked if they had any partnerships with Universities outside Cuba, but no, they said, unfortunately not.
After a week away from Santiago snail hunting near Baracoa on the far east of the island, and after an eventful return journey including a puncture two kilometres from Guantanamo Bay(!), we returned to fine weather, no rain and a 100% intermittent internet connection – quick, time to deliver my training!
The sessions were a great success and thoroughly enjoyable to run. Attending were a mixture of staff and research students, keen to learn and also to cascade knowledge to colleagues and friends. The main focus of the sessions was on creating structured HTML content for teaching and research purposes, attendees keen to know how to keep file sizes and images small for quick transfer. Interestingly demand for our ‘Web Pages From Scratch’ workshop, popular pretty much since Netskills started, has dipped over the last year or two, probably as we see people move towards more sophisticated web-based tools and services. But the framework for any website, whatever your connection, however elaborate your design, and wherever you are around the globe, is provided by a sound structure. Another lesson for us back home, where we tend to be wowed by the (admittedly exciting!) possibilities provided by faster and faster network connections.
I’ve run our Writing for the Web (WFTW) workshop a number of times over the last few weeks, in Dublin, Edinburgh and Huddersfield. All three were excellent days, each taking its own natural course and ending up completely different to the suggested blueprint in the workbook.
Last week I was at the University of Huddersfield, running a workshop for members of their central marketing department and others responsible for web copy from around the University. Much of the morning was focussed on identifying and understanding the different audiences for the University website as well as for individual schools and services. We had interesting and revealing discussions about the information required by a particular audience, from overseas students to parents to staff, and the best way to communicate directly to them. As with so many tasks, it pays to spend some time planning before actually putting pen to paper (should or shouldn’t that be finger to keyboard?!) – if you know who you’re writing for and why, it sure does focus the mind and make writing that quality web content easier!
I always find I pick up excellent examples and ideas from attendees when running WFTW; it’s that kind of day. At first glance each could be overlooked or thought trivial, but undoubtedly highlight the need to give considered thought to both the target audience and the author’s intention when crafting content for the web.
First, one from someone who attended the workshop in Dublin. A well known low frills airline started off referring to “budget fares” but soon realised this wasn’t appealing to their audience. Obviously their intention is to sell tickets, but for this to be effective the customer needs to be enticed by the benefits to them. They soon made changes and “cheap flights” works so much better.
Second, an example from the Edinburgh workshop I ran for NHS National Services Scotland in November. During the afternoon, we examined the written content on a number of attendees’ sites, including the website for the Scottish National Blood Transfusion service. Again there were more interesting discussions highlighting the importance of considering your audience. For a blood transfusion service, who’s the patient? From the perspective of the donor it’s certainly not them – they’re giving blood to help ‘patients’!
I must’ve been living a charmed life. Either that or this workblog is a curse!? Up until last week all of my journeys as a Netskills trainer over the past two and a half years have been relatively straightforward. I haven’t suffered horrendous delays, the feared connecting bus between stations, or a cancelled flight. The worst i’ve experienced is standing cramped on trains between Manchester and Leeds, or a tedious couple of hours’ wait at Chesterfield station, passing the time observing the obsessive rituals of trainspotters. Actually I did have the Mallaig-Armadale ferry cancelled on route to Sabhal Mòr Ostaig on Skye, but received the call before the crux of the journey soon after Fort William. Many of the locals might not welcome the permanent connection to the mainland, but that stormy February in 2006, I was everso thankful for the bridge connecting ‘The Winged Isle’ to Kyle of Lochalsh.
But then I missed my flight back from Dublin last week… Never have I seen such traffic – utter chaos! And yesterday I arrived at Edinburgh Waverley Station just in time to hear the tell-tale whistle as I hopped down the bottom two steps and turned to see the doors shut on the 19:00. It was mostly my own fault, attracted to the celebratory fireworks over Princes’ Street Gardens, accompanied by the Red Hot Chilie Pipers to turn on of the Christmas lights. I hadn’t realised there wasn’t another train until 21:00 though … but no problem, a quick call and I was up at the German Market, catching up with my cousin over a Mulled Beer (seriously!) and Bratwurst. All in a day’s work!