My thoughts on the recent FLNW adventure in conversation with Stephan Ridgway and Robyn Jay.

Audio
over at Talking VTE

About 40 minutes.

Presentation given at the inaugural AUPOV conference (http://aupov.com/) in Wollongong on June 19th.

Listen href="http://www.archive.org/download/AnHistoricalPov/aupov_final.mp3">HERE
Slides href="http://www.slideshare.net/michaelc/pov-technology-in-education">Slides

Anne Bartlegg-Bragg talks about her recent misadventures with Ning networks with Michael Coghlan, Stephan Ridgway, Robyn Jay, Alexander Hayes, and Melanie Doriean.

Syndicated with
VTE Podcast - episode #17.

Image by Robyn Jay.

Music created with Tone Matrix.

AUDIO

for those gathered in Qatar with Buthaina Al-Othman.

A discussion with Jonathan Finkelstein from Learning Times (http://learningtimes.org/) on the value of synchronous learning. On location at the Tasmanian Innovations Showcase in Hobart on November 27th.

Over at http://www.slideshare.net/michaelc/web20-and-the-future-presentation I have synched the audio and slides from a presentation at http://www.edayz.org/. So not really a podcast but just cross-referencing an artefact that's sitting elsewhere on the web.

Some thoughts (about 15 minutes worth) on 2 recent presentations by
Martin Westwell (Mind Over Matter), and
Virginia Carrington (Literacy, Identity and Culture in a Web 3.0 World)

Martin is an Oxford researcher specialising in Neuroscience and Education currently based at Flinders University.

Virginia is from the University of South Australia and has been researching the use of text in gaming environments and 3D worlds.

Materials from the Mind over Matter seminar available at http://www.educationau.edu.au/jahia/Jahia/home/pid/646

Image courtesy of http://flickr.com/photos/jef_safi/225429168/

10 minutes long.

http://www.apple.com/education/itunesu_mobilelearning/itunesu.html
http://itunes.stanford.edu/
http://itunes.berkeley.edu/

My current thoughts - 8 minutes. Photo courtesy of http://flickr.com/photos/isabisa/945533805/

Some thoughts on the >Symposium
of Reason; Learning in the 21st Century, and Will Richardson and The Why of Web 2.0

Photo of symposium posted by Mike Seyfang. (More images here .) More commentary via Alex Hayes at http://alexanderhayes.com/2008/05/02/alls-well/

Intro and Outro music: Fear of Being Too Good (Michael Coghlan)

Keynote presentation at Access and General Education Faculty Forum at Dubbo (NSW) on May 8th. Accompanying slides at http://www.slideshare.net/michaelc/tools-for-re-engagement (About 40 minutes)

Presentation given at the Wireless Ready event in Nagoya on March 29th, 2008. (http://wirelessready.nucba.ac.jp/) There is a short introduction from Michael Thomas (pictured), and some quieter spots near the end as members of the audience provide some feedback. About 45 minutes.

Accompanying slides at
http://www.slideshare.net/michaelc/where-is-the-m-in-interactivity-collaboration-and-feedback,
and a wiki for any and all to contribute to at http://whereisthem.wikispaces.com/

This is a conversation with John Nebauer, a librarian at the Croydon Campus of TAFE SA. John talks about the role of technology in his job as a librarian, with particular reference to social software.

John refers to

Google Reader - http://www.google.com/reader/view/
Delicious - http://del.icio.us
Cloud Tags - http://en.wikipedia.org/wiki/Tag_cloud
LibraryThing - http://www.librarything.com/
Twitter - http://twitter.com

About 12 mins long.

Comments for Mark and Deb at TAFE SA but may be useful for others. About 8 mins long. With reference to the 2008 Horizon Report - http://www.nmc.org/pdf/2008-Horizon-Report.pdf

(8 mins)

Snippets of conversations about teaching and technology from 4 Ph D students at Suranaree University of Technology (http://www.sut.ac.th/indexen.html) – Benz, Eric and Paul, and Henry from Guizhou University. Guizhou have been funded by the Chinese government to become a specialist technology centre. (15 mins)

About 30 mins. Talking about our 4 days together, networked learning, the concept and usefulness of FLNW, etc.

Vance Stevens and Trish Everett talking...about 10 mins. (Sorry about all the background noise - noisy place Bangkok)

http://www.asb.th.edu/

(about 6 minutes)

International School Bangkok

FLNW2

Webheads

Songdo

Vance
Steven's Presentation

Vance Stevens and John Eyles explain... (11 mins)

 

Presentation given at the Inclusive
eLearning Showcase in Melbourne on Dec 5th, 2007. (about 1 hr) href="http://www.slideshare.net/michaelc/tools-for-engagement">Accompanying
slides

Presentation at the inaugural Conference on Excellence in Teaching and Scholarship (http://www.adelaide.edu.au/professions/education/)

The audio is occasionally a little muddy as I wander around away from the recorder. The last 5 minutes is some useful discussion between audience members (including Dr Kaye Bowman)

The movie played during the presentation is at http://www.youtube.com/watch?v=dGCJ46vyR9o

Accompanying slides available at http://www.slideshare.net/michaelc
(About 28 mins)

Presentation given at the Community Engagement Showcase in Cairns on November 6th. Topics include the Webhead community, the role of voice technologies, and other 'tools for engagement.' (Long - 1 hour)
accompanying slides

Reflections from an unconference session as part of the eShownTell2007 event today (Nov 8) held in Elluminate. http://networksevents.flexiblelearning.net.au/ More at http://eshowntell2007.edublogs.org/ (About 2 mins)

The image shows the topics brainstormed for discussion.

Information on ConVerge (2 mins)

This is a long one – 55 minutes. A presentation at the ESL Educators conference in Adelaide. The topic was Developing Online Community, with particular reference to the Webhead community, but it grazes over a number of related topics:

• The appeal of online community
• The nature of online relationships
• Consequences of the ‘digital footprint’

Barbara (Bee) Dieu beamed in to contribute to the session from Sao Paulo. I suspect some (Stephen Downes?) may object to my interchangeable use of the terms ‘community’ and ‘networks’, but I didn’t want to get bogged down with definitions.

It was a good session I think.

Audio level of audience participants is a bit soft at times, but if you turn up the volume you can hear them.

Accompanying slides at Slideshare

Acquiring Soft Skills using the Net (fromTerry Anderson)

Twitter and New Horizons (Sue Waters)
About 3 mins

A few thoughts on Howard Rheingold's plenary session on Sept 27th. Addressing topics such as participatory media, the moral panic associated with web 2.0, blogging and Second Life. About 8 minutes long.
Howard Rheingold
edayz

Just seeing if movies made with Photostory will play in Podomatic, and it seems to work. I had to convert the wmv file to mp4 first. (Done with SuperC.) About 2 mins long.

A 30 minute recording of a presentation to Tabor College that tracks the history of the online, flexible, and elearning landscape. Mention is made of Learning Management Systems, the Salmon model of emoderation, elearning 2.0 and social software, models of delivery, and our responsibilities as elearning educators.

Adelaide residents will recognize this delightful old building as the former orphanage on Goodwood Rd.

The audio accompanies this
slide presentation .

Why would I want to be part of this? And why might you like to join us? (about 3 mins - although the audio loops for some reason. Ignore the second part)

This is a follow-up podcast for the
one day Wireless Ready symposium held in Nagoya in March, 2007.

It is about 17 mins long. You can read
the text of this episode at http://newlearning.wikispaces.com/Podcast+Text, and view
the companion slides.

Thoughts stemming from a recent meeting on how to promote teaching and learning within TAN/TAFESA. (About 9 mins). Thought the context was local and specific to TAFE in South Australia, some of these ideas may well be applicable in other contexts, or indeed be already happening.

(Graphic courtesy of Jay Cross)

See Conference Website

(post about 10 mins long)

Seven minutes of off the cuff reflection about a 2 day event in Adelaide recently.

Who or what is TALO?

(this post may not be of great interest for non-TALO folks. I guess it may not be that interesting for TALO folks either! )

This post is a direct response to a screencast
posted by Leigh Blackall on how he uses RSS, Bloglines, etc Great for watching how someone uses these tools in realtime.

A few thoughts on Online Community for those with Sophie in Cyprus. About 3 minutes.

This is a short test about 30 secs.

This is a recording of a keynote address at the Third PacCALL Conference in Nanjing, China, on November 18th, entitled The Language Classroom in a Connected World. It is about one hour long and covers:

• The conference theme of Local v Global
• Notions of online presence
• The Personal Publishing Phenomenon
• Social Software/eLearning 2.0
• Connectivism
• Applying all the above in a language classroom.

The slides are available for viewing and download at http://users.chariot.net.au/~michaelc/pd/PacCALL.htm

Short keynote address for Global
Learn Day 10 (South Pacific Region)

Some thoughts on the keynote address by Michael Christie at the recent ACEC conference, and their relevance to the happenings at the Future of Learning in a Networked World
conference (about 7 mins)

This is the audio from an online discussion jointly hosted by the EON Foundation, and the Future of Learning in a Networked Conference in Waiheke Island in New Zealand. It features Barbara Dieu, Teemu Leinonen and Alex Hayes (briefly), Moira from France, Damon from Vancouver, Tim from Napier and Ali and Amy from ? There are occasional references to the content that was on the whiteboard (the session was held in a virtual classroom courtesy of LearningTimes - learningtimes.org). About 1 hour in length.

Just over 5 mins - quick thoughts on the FLNW experience - http://flnw.wikispaces.com/

from the Future of Learning in a Networked World conference - http://flnw.wikispaces.com/

This 23 minute segment focuses on how to become a technogically competent language teacher, the role of community in professional development, blogging with year 8 students. Michael Coghlan, Barbara (Bee) Dieu, Konrad Glogowski.

Konrad and Michael (approx 8 minutes)

Konrad and yours truly - Dunedin Language Centre

 

About 1 hr - shorter edited excerpts follow.

A six minute reflection of the recent education.au seminar (http://www.educationau.edu.au/jahia/Jahia/whatschanged); Audio in full at http://feeds.feedburner.com/eduauweb2

So what's changed? Technology, expectations, connections and collaboration...

Philip Adams:
Long time media commentator in Australia on politics, media, divinity and spirituality, etc! Compere of ABC’s Late Night Live

After beginning with a ritual shot at George Bush, “the silliest man to lead a country since Caligula”) Philip Adams urged us to teach in the new technology and use it to teach students how to protect themslelves from this self-same technology.
Data ≠ info ≠ knowledge ≠ wisdom
The new technology is both exhilarating and daunting, but beware technological determinism.
James: technology does matter!
Does the new publishing phemonenon give the ignorant undue influence?
James: ‘Citizen journalism’ about as much value as ‘citizen dentistry’
Traditional media reps (like Adams) are ‘gate-keepers’; he is a gatekeeper in a mediated world; in the unmediated world the content is more biased, but full of infinite promise.
“Every new technology breaks its promise.”
Self-censorhip is the most insidious of all censorships (eg when there is fear of losing job)
Censorship does not work – intelligence and a value/belief system works.
Students need to be taught the difference between “fact and foolishness”.
“We don’t send kids down the coalmines anymore; we send them into shopping malls as consumers.” – corporate paedophilia.
Media bombardment is not healthy or therapautic. Cause of ADD?
We must use the new technology to ‘vaccinate students’against the ‘toxic sludge’; it displays the best and worst (technology is amoral); we must build up their immune systems.

James Farmer: Online Community Editor editor of the Age (Melbourne), and founder of edublogs.org - http://edublogs.org/

Prefers to engage people not software.
Tech + education ≠ engagement + empowerment; principally because of the use of forum software (disengaging)
Edublogs: 16,000 blogs in the first year
Many roads lead to Rome

Good practice to write a description (2 min)

I wrote this song some years ago and thought that as I now have it in rough mp3 format I may as well podcast it! The lyrics are at http://users.chariot.net.au/~michaelc/songs.htm#hol

A discussion of this song also available at http://dcyeh.com/ipw-web/bulletin/bb/viewtopic.php?t=5

 

 

Conversations with

Peter Whitley (CEO GippsTAFE)
Jenny Dodd (Canberra Institute of Technology)
Brian Gepp (TAFE SA)
Margaret Scott (Gordon TAFE, Geelong)
Terry Marler (Otago Polytechnic, Dunedin)

At the GippsTAFE Staff Development Day (May 26th, 2006)
http://www.gippstafe.vic.edu.au/

Terry Marler’s Blog - http://travelswithterry.blogspot.com/

Length: 37 minutes

 

No
More Pencils, No More Books

 

 

From a discussion on the TALO list (http://groups.google.com.au/group/teachAndLearnOnline/)

Machine Bits:

1) Leigh Blackall
Anyone else noticing how bloody slow Flickr and Del.icio.us is these days? Wouldn't be anything to do with those yahoos and their servers would it? Isn't this all our local IT guys need to say, "see, we told you so! You can't rely on Google and Yahoo, you should rely on me, Sam and our Microsoft servers instead!"

2) Peter Allen
Actually this is an issue that needs addressing.

If we build our "castles in the air" using web 2.0 resources - we have no control over the reliability or availability of those tools or teaching resources. If we use Ning to build some amazing mash-up that we want to use again and again. What do we do when Ning goes "bottom up"?

- or flickr disappears or gets replaced by a version that requires payment?

I like the idea of a distributing learning across a number of services available across the 'net - but it has its risks. - I think it also assumes a high level of competence from your students.

Webhosting sites eg hostrocket give you the ability to build a site that can supply your students the essential stuff (Moodle, payment gateway, blogs, wikis ) and then you could link out to other services. but you would need to have a backup plan in case your external resources become unavailable.

You could offer your students a range of choices on how a particular exercise in course might be done, this would perhaps allow you to cater for different learning styles , and, avoid a single-point-of-failure in your online./ blended course.

3) James Neill
I think its equally fair to ask what happens when school Ding or institution Zing goes belly up - where do the resources end up then? I would also say that in my experience overall downtime for learning institution-managed resources is greater than for externally hosted content - a broad claim and obviously there's exceptions, but I know which basket I prefer to put my eggs in and that's not under lock & key by a single institution. By making sure learning content is robot-crawled, Google cache at least gives pretty good access to text/image pages even when the host server is down.

Listen at http://mikecogh.blogspot.com/2006/03/listening-to-podcasts.html (over on my blog)

 

 

Podcast downloadable from: http://knowledgetree.flexiblelearning.net.au/edition08/npra_coghlan.html
Graphic courtesy of Jay Cross at http://internettime.com/wordpress/

SHOW NOTES:

This is a bit of a ramble really - not a very slick 'show'. Maybe more of an audioblog entry than a podcast episode.....

Photo courtesy of Wayne McPhail at Rabble Podcast
Comments refer to the Yes you can
make a podcast episode , and Delia's post on Teaching
as Performance

 

This is great. Using the companion K7 service Delia and others can send me audio via phone and I can immediately and easily blog it. More in next post......

It works! Signed up with my podomatic email address with k7 (http://www.k7.net/), was given a US phone number, rang it, and voila! Now for some more experimenting.......

Text of converted of text file:

Use of Computer Labs

Computer labs were born in the days when people studied computing. That’s why you went to the computer room – to study computing. It was a separate subject. Nowadays people study CALL, or computer assisted accounting, or computer assisted aged care. The predominant use of computers in schools and colleges these days is to use the computer as an aid in studying your area of focus. Your area of focus is not computing. But still we build computer suites as separate entities. What is far more logical, and manageable for the average teacher, is to have a few Internet enabled PCs in every classroom. In much the same way as well resourced schools and colleges have a TV and VCR in every room, there need to be Internet enabled PCs in every room to allow the easy flow from teacher input to computer based investigation and collaboration. Computers should not be located in a separate physical space away from the classroom. They are an essential tool – as essential as pens, paper and whiteboards – and should be available for use by students who have the skills and curiosity to use as part of standard lesson activity. In this model it is not the teachers’ responsibility to have to implement CALL or IALL approaches per se, but computers and Internet are there for those who wish to use them. As long as we have computer rooms as separate physical spaces we’re passing on an implicit message that this activity is not mainstream. And if 12 hours tuition a week is in a classroom, and 3 in a computer room we are marginalising the computer activity. Computers need to be in all classrooms in all lessons. This would go a long way to mainstreaming teaching with technology. (M.Coghlan, Oct 05)