Social Machines: "At bottom, the shift is bringing computing far closer to our everyday experience. We've just seen how social software can give us new ways to tap into the collective wisdom of the people in our social groups. But that's only one consequence of continuous computing. On a more personal level, for example, the portable devices that sustain the information field are more respectful of our bodies and our perambulatory nature. No longer do we have to slouch over desktop computers all day to stay connected to the Net: computing devices have become so small, light, and ergonomic that we can take them almost everywhere."

6:58:51 PM    

Socially, most of us adapt at a slower pace than technology develops. Even if we begin using new tools, the social/work/personal implications lag behind. Growing stress over information overload is an indication of this. Productivity experts are advocating the importance of "compartmentizing" tasks (i.e. read email only twice a day, turn of IM software). I think life/work/technology balance is a very personal experience. Ultimately, technology should enable, not squelch, productivity. Driven to distraction by technology: "For years, technology has worked to get people more connected. In the office there's e-mail, instant messages and the phone. On the road, cell phones and BlackBerrys enable workers to stay in touch with colleagues.

There is a mini rebellion under way, however. Desperate for some quiet time to think, people are coming up with low-tech strategies to get away from all their technology."

6:58:38 PM    

Learning is an integrative task...a holistic experience. Moving learning beyond the artificial sanitary construct of a course and into the sometimes nebulous messy environment of real-life requires acknowledgement that learning is an open loop process - i.e. external factors influence what we know, decisions alter context, application of knowledge is a feedback generating process, etc. Over the last few months I've encountered increased focus on systems thinking in relation to learning. Systems Thinking and Complexity Links provides some very useful starting points in this discipline.

6:58:24 PM    

More m-Learning speculation.

We have quite a way to go before mobile phones are practical m-Learning delivery tools, in my opinion. Small screens, clunky input arrangements, not to mention high costs for data transfer, and the fact that so many of us use our mobiles constantly for communicating with co-workers and clients, all work against seeing useful learning materials on our cell phones any time soon. I look for it to happen first in Asia (where Flash Lite is already in use to support delivery of interactive content) and in Europe, last in the US.

Mobile Phones.

Mobile phones are likely to develop into a key learning tool. Few technologies are more universal, more versatile, and more used by younger learners. Learning designers should be moving towards a level of design where all their content is accessible via mobile phones. Some thought leaders have advocated that learning will eventually be intelligently designed into the appliance we are using (i.e. Stephen Downes has used the analogy that a fishing rod will have context relevant learning resources teaching a user how to fish). Until this happens, a cell phone is likely to be the transitioning tool that truly moves learning from classroom/desktop to learning in a context relevant manner. Here's a quick overview of some social/technical developments in mobile phones.

[elearnspace]

Here are a couple of examples of where mobile phones may be going -- directions that might take some of the gloom off of my expectations. Of course, neither of these is available yet.

Sandbridge Technologies develops programmable cellphone chip.

There’s a new product on the block in the cellphone chip market that’s hoping it can snag some mindshare among handset makers. Sandbridge Technologies’ SB3010 chips are flexible enough to handle a wide range of protocols, multimedia and application processing, which would enable handset makers to built multifunction handsets using a single chip, driving costs down. The chips are programmed in the C language as opposed to assembly language, giving them a cost advantage because C developers are far easier to come by, as well as giving the handset makers and mobile operators greater ability to actually define what functions they want on the chips. Because of the expense that would be involved in switching architectures, phone vendors who have existing deals with chip makers are going to be hard to convince — but Sandbridge is hoping it might find a place in new products such as handsets that switch seamlessly between cellular and WiFi networks, as well as devices which integrate internet and multimedia such as digital cameras with persistent web connections.  [Engadget]

The Motorola Q Smartphone.

What’s it got? 4.6 x 2.5 x 0.45-inches in your pocket for one, a QVGA (320 x 240) wide-format display, QWERTY keyboard (duh), Windows Mobile 5.0, thumbwheel, d-pad, 1.3 megapixel camera, MiniSD, and Bluetooth. Expect it in Q1 2006 for probably more money at launch than we’re ready to hear about yet. [Engadget]

Motorola tonight announced the Q, the smartphone that has long been rumored as the RAZRberry. This super thin, extremely small device only measures ; 4.6 x 2.5 x 0.45 inches despite its 240 x 320 widescreen display and full QWERTY keyboard. The Q will be one of the first Windows Mobile 5.0 devices, and will be running the Smartphone version. Windows Mobile 5.0 for Smartphone features Windows Media Player 10, advanced synchronization with Exchange, photo caller ID and speaker independent voice recognition.

In addition to the QWERTY keyboard, the Q features a D-Pad and all the keys required for Smartphone navigation as well as a thumbwheel to ease one-handed operation. The keyboard has EL backlighting like the RAZR, however it features raised individual keys. The Q also has a 1.3 MP camera and LED flash, Mini SD slot and Bluetooth. It is expected in Q1 of 2006. [Phonescoop]

11:40:41 AM    

The long-term impact of e-Learning.

From the study: "Between these two poles, I want to develop the following argument. e-learning cannot be limited to a single function (e.g. delivery mode), for when consciously applied, its impact goes beyond the ramifications of teaching. It causes systemic challenges for the organisation in which it is deployed. Thus, the relationship between e-learning, academic environments and academic teaching is of a complex nature because of the ambiguous meaning of the term as well as the variability of its consequences."

Networked Learning in the Knowledge Economy: A Systemic Challenge for Universities - Hans-Peter Baumeister, Eurodl. The aim of the following text is to discuss the current challenges for higher education institutions in high-industrialised countries stemming from modern economic developments which are best characterized by the term 'knowledge economy'. The term is curr [Online Learning Update]

10:39:20 AM    

Can online text facilitate higher levels of learning?

It would be good to see some follow-up studies on this topic. The study pointed to here was based on just 19 students.

Facilitating Higher Levels of Learning in a Text-Based Internet Learning Environ Using Diverse Instructional Strategies - Heather Kanuka, Journ of CMC. The purpose of this action-research study was to explore how well various instructional strategies translate to a text-based Internet learning environment and facilitate higher levels of learning. The participants were 19 adult learners enrolled in an onl [Online Learning Update]

10:35:30 AM    

Using audio in e-Learning.

Casting the Net is rich in podcasting resources for teachers. Casting the Net is an EdNA project that aims to help Australian educators "explore ways that the creation of audio materials can empower learners, especially those with low levels of literacy and with auditory learning styles." Here's the initiative's Moodle page, its blog, its podcast, and a wiki for a presentation by Sean Fitzgerald on MP3 Players, Podcasting and Online Audio Materials in Education. A zillion great links for teachers in the wiki, seems like a really... [learnandteachonline.com]

10:22:21 AM    

Another open-source LMS.

More on Sakai 2.0. Ismael Peña rounds up some links on Sakai 2.0, the open source LMS. I didn't realize Indiana University was an original partner in the project. It shouldn't matter but that makes me a little more likely to take Sakai out for a spin. (IU's a former employer. I keep thinking I'll end up back in Bloomington someday, for the third time. Still own a house there.) [learnandteachonline.com]

10:22:10 AM    

Can't we all just get along?

All due respect, Dr. Masie, the term is 'podcast'. I mentioned Elliott Masie's podcast on informal content a couple days ago. It's exciting to me to see leading corporate elearning types getting interested in podcasting as a learning vehicle. It's such a natural, especially as more cell phones add MP3 playing capabilities. I just have one teeny quibble with Masie's otherwise sensible treatment of the potential for recorded audio as a professional development medium. He says at the top of his talk that podcasts "go by lots of... [learnandteachonline.com]

10:21:56 AM