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A new day, a new blog…

That’s right, folks. I took the plunge and am now hosting my own WordPress.org blog. This blog will remain available so as to not break any links you might have; however, it will no longer be updated.

For my pearls of wisdom, you’ll need to visit me at aprilhayman.com.

P.S. Make sure to update your RSS feeds too!


Google Chrome OS: 5 Ways It’s Completely Different

Google Chrome OS: 5 Ways It’s Completely Different

Nice summary of how it differs from other OS and web browsers. Make sure to read the comments as there is an interesting discussion going on what the OS can and cannot be used for as well as issues with a monopoly a la Microsoft with IE.

Posted using ShareThis

LearnTrends: Merging Information, Learning and Social Media by Christy Confetti-Higgins

Merging Information, Learning and Social Media

Leveraging social media tools, relationships and content expertise, the Information Services team at Sun Microsystems has integrated info/knowledge into programs like engineering, marketing, sales and learning to drive connections, discovery and knowledge sharing. The focus is on employee learning, keeping the organization smart and providing good information to drive good decisions. You will learn about the value of information services, how it relates to learning and development, and see the use of Social Learning Exchange, wikis, blogs, Twitter, and virtual worlds to create an integrated learning experience around information for Sun employees.

Slides available at: https://slx.sun.com/1179275991

Note: Christy had trouble with her connection and had to speed through her presentation. My notes may not be complete with some of her points. Quite a bit of it is paraphrased.

My Notes (all mistakes are my own!):

Good information = Smart decisions

Continue reading

LearnTrends 2009: Building a social learning environment by Jane Hart

Description from LearnTrends site:
Case studies of how we have helped a number of organizations (from education and workplace learning – including University of East London and Worldwide Fund for Nature) build social learning environments using the Elgg open social engine, highlighting some of the drivers, issues and successes along the way.

My live notes from the session (all mistakes are mine!):

Organizations are looking for a: Continue reading

Managing Online Communities…the Seuss Way

The skill set required to monitor an online community are wide and varied. You’ll need patience, excellent communication skills, and Dr. Seuss.

Dr. Seuss?

Well, yes. In his children’s books, he’s explained how to interact with a wide variety of people across many different situations. Dawn Foster, a Community Manager (amongst other wide and varied talents) demonstrates this interesting Seuss fact in the following Slideshare.

Book Review: Sakai Courseware Management: The Official Guide

This review is for Sakai Courseware Management: The Official Guide by Alan Berg and Michael Korcuska, a 504 page software guide published by PackT Publishing.
Sakai Courseware Management: The Official Guide

What I really liked about this book is that the authors, Alan Berg and Michael Korcuska,  took a large subject and made it readily accessible for several types of users: developers, administrators, instructional designers and instructors. But because the book covers so much for a variety of people, the reader (meaning me) may not truly comprehend all of what is read.

That’s not necessarily a bad thing, actually.

Why? Well, I’m an instructional designer and while I may get the gist of web services and plugging Sakai into a variety of external systems (Chapter 11), that particular part of the book is really meant for the IT department (or a designer with a programming background). It was a tough read, for me at least, but I stuck it out and now have a better understanding of what it takes to hook Sakai into a larger network.

Therefore, anyone using Sakai or thinking about using Sakai should read this book from front to back, regardless of your position within your organization. You’ll get more out of it than you realize. I know I have and I’ve been using Sakai for about a year now.

Anyway, if you are an instructional designer or instructor using Sakai, you will appreciate Chapter 9: Putting Sakai to Work. The authors go over the tools and structure of Sakai but then also offer several different types of courses and how to set them up. For example, a problem based course may use the blog tool, the forums, or even the drop box whereas an introductory course would use Sections in addition to several tools to facilitate learning for a large student population. Of course, these are just ideas and suggestions but they are general enough that you get the idea of what can be accomplished with Sakai. Chapters 14 & 15 really bring this section to life and offer an idea of what it would look like in the real world.

If you are an administrator, though, you will definitely want to read Chapter 10 about the administrative workspace. It goes over the admin workspace in detail and the shows you how to set up Messages and permissions correctly. There’s even a section on using Java for those admins who can code. A nice feature is an interview with (wait for it) an actual administrator, Anthony Atkins!

Chapter 3 is a great look at the “bones” of the system whereas Chapter 6 is a detailed description of the quality control that the code must go through to actually make it into a live version. Both can be overwhelming if you aren’t technical but I suggest you read them anyway. At the very least it will give you an insight into why the tools are set up the way that they are.

Chapter 13 has quite a bit of code and delves into common error messages. For those in quality assurance, you’ll find this particular chapter enlightening. For those of us who aren’t, some of the “scary” error messages are explained in a way that makes sense.

The best part of the book, though, are the interviews (scattered throughout), Tips from the Trenches (Chapter 12) and Chapters 14 & 15 (Show Cases & Innovating Teaching and Learning with Sakai, respectively). It is one thing to talk about a program and how it works, it is something completely different to offer stories, vignettes, and real world examples to show it’s functionality. I think these sections are worth the price of admission considering the detailed information they offer on how award winning courses were set up in Sakai, and what worked/didn’t work.

That’s another thing that I enjoyed about this book: the authors don’t hold any punches. If something in Sakai is poorly made or done (the original blog tool, anyone?), then they share that information with you. There is also a short but amusing section on course migration in Chapter 12. Slightly amusing because course migration is a PIA at the best of times but also because I have had some experience with migrating across LMS systems and found that this section was, well, “kind” to this specific feature.

Anyway, I also particularly enjoyed Megan May’s interview in Tips from the Trenches in Chapter 12. She offers some solid advice on deploying Sakai, which is something I had to learn the hard way. But, if you are trying to sell Sakai to management, read over pages 378-379 in Chapter 16 before you make your pitch. The authors offer some good pointers on why Sakai is the best alternative for a CLE (collaborative learning environment).

In summary, this is a truly large book. Large not so much in pages but in ideas and complexity of purpose. I’m afraid this post would be twice as long if I discussed every aspect of this guide. Sakai Courseware Management has this unique ability to reach out to whoever you are in whichever job you do and give you a piece of information that will make working with Sakai that much easier. It also affords a sense of wonder at the sheer amount of man hours spend producing such an elegant piece of software. All for free because they love doing it. My hat is off to you, Sakaigeress*.

Thanks to PackT Publishing for offering me a chance to review this book.

Try before you buy: download Chapter 11: Web Services: Connecting to the Enterprise to get a general feel of the authors writing and instruction style.

* What’s a Sakaigeress? Read Chapter 18: Rogues Gallery to find out!

What Connectivism Is: Forum Notes

There is a particularly good forum discussion going on in the CCK09 Moodle course about what connectivism is (the first week’s “homework”). I’m posting these snippets since they’re both clear and concise which should help some of us still trying to decipher connectivism.

I also have a CCK09 PLN set up on NetVibes if you want to take a look at it!

Ken Anderson

Perhaps George’s Principles of connectivism may be the definition?

  • Learning and knowledge rests in diversity of opinions.
  • Learning is a process of connecting specialized nodes or information sources.
  • Learning may reside in non-human appliances.
  • Capacity to know more is more critical than what is currently known
  • Nurturing and maintaining connections is needed to facilitate continual learning.
  • Ability to see connections between fields, ideas, and concepts is a core skill.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Leila Nachawati

The Learning Networks and Connective Knowledge text by Stephen Downes included in the course is very helpful. Its description of networks helped me understand the concept of networking and therefore connectivism. I´ve summarized this part that I found particularly enlightning:

What characterizes a network (vs. other entities, like groups) is:

– Diversity: The process involves the widest possible spectrum of points of view, there is interaction between people who approach the matter from a different perspective.

– Autonomy: Individual knowers contribute to the interaction according to their own knowledge, values and decisions (as opposed to acting at the behest of some external agency)

– Connectedness: The knowledge being produced comes from an interaction between the members (not from an aggregation of the member´s perspectives)

– Openness: There is a mechanism that allows a given perspective to enter the system, to be heard and interacted with others.

Steven Verjans

I think the table that George posted in this Google doc is very informative as to the differences between connectivism and other learning theories.

However, I would like to argue that connectivism and other learning theories are not mutually exclusive, but that they describe different learning modes. I made a first attempt in this blogpost to provide some arguments.

Minh McCloy

How about the nots of connectivism? This is as I understand them from Stephen’s Ustream intro – any misrepresentations are mine – don’t hold them against him.

Knowledge is not built or constructed.
As learners we do not make meaning.
Knowledge is not composed of sentences ie it is not propositional.
Knowledge is not transferable nor is it a transaction. Knowledge is not a thing.

And my nutshell understanding of what it is:

Knowledge emerges from the connections; connectivism draws our attention to the networks.