Twitter and the Library School: an anecdote about knowledge management

I've blogged before about how I think it is very positive that the chairman of my university - Theo Bovens - uses Twitter to inform the world about his daily activities. Yesterday, I experienced just how relevant such small pieces of information can be. Allow me to expand a bit.


Part 1 - Our chairman is a very active person, who not only chairs the board of the Open University of The Netherlands, but is member of the socio-economic council of The Netherlands, politically active in our region, and member of a number of other boards. In his quest for political backup for Lifelong Learning in The Netherlands, he participates in symposia and conferences, often presenting his arguments in keynotes and contributions. On his Twitter account, he often mentions his schedule for the coming day, and gives short impressions of the new things he has learned during a working day.

Part 2 - One of the projects that I am currently working on is the foundation of a Dutch Library School, a project in which the Open University and the Association of Public Libraries are co-creating a school that intends to offer library professionals an intensive learning programme on the crossroads of Tradition, Innovation and Culture, with the aim of building the innovation capacity of the whole library sector. Last week, the first group of students and their coaches - including Rob Bruijnzeels, Marlies Bitter and myself - spent an intensive working/walking week in Italy, where we drafted the first design of the Library School. During this week, we discovered that the public library sector and the public educational sector are currently experiencing similar transformations in the knowledge society, and we acquired some new insights.

Part 3 - Yesterday, Theo twittered about attending a symposium in Maastricht about the future of the public libraries in The Netherlands. This triggered my attention, so I checked out the website of the symposium and found out that Theo would contribute with a presentation about the role of education in the future of the public libraries. After checking with my colleagues, we felt that it was necessary to update Theo on the latest insights from our working week in Italy, so we got in touch with his secretary, wrote a short information update for Theo, and had a very short briefing meeting.

Now, you may ask: Where is the knowledge management in this?

• Firstly, although Theo was aware of our Library School project at a management level and had included the project in his presentation, he was not - and could not have been - aware of the new insights that we had picked up in our recent activities. With the multitude of projects that are ongoing within an organisation, the chairperson can not - and should not - be updated on all the current issues and insights. - By the way, I think it is therefore that Theo stopped following me on Twitter: just too much information. You must know the phenomenon.
  
• Secondly, our organisation is not so large that it can afford a giant support staff that can do the knowledge work for the chairperson. The weekly board meetings are mainly about making decisions, and not so much about gathering updates on relevant projects.
• Thirdly, our Intranet is used actively at the Open University, but usually only mentions important milestones, such as new projects starting up, or the intermediary or final results of a project, but never the ongoing issues - again, that would be just too much information. From the information that we distribute, Theo's support staff could not have guessed that there were fresh insights that could have an impact on the Open University's message at this symposium.

The novelty about Twitter and knowledge management lies in the fact that the responsibility for knowledge management can now be reversed. It is not only the top manager or his support staff that is responsible for gathering information. Every employee needs to actively scan the internal and external environment for information that may have tactical or strategic impact on the organisation, and then take the responsibility to inform the organisation. Because Theo uses Twitter to announce his plans for the day, I was triggered to provide him with up-to-date information, and maybe contribute to the tactical or strategic goals of the university.

Future of the Open University

(Image borrowed from Simon Buckingham Shum)

By pure coincidence, I stumbled across the recording of Martin Bean's keynote speech at this year's Alt-C conference - which I definitely plan to attend next year. Martin is the new vice-chancellor of the UK Open University.
Apart from his being a very enthousiastic speaker, his message touched on some of the issues that our own university is trying to deal with. For me, the main focus of his speech was on trying to remove the barrier between formal and informal education, but also that universities need to guard their role of providers of affordable education in the knowledge economy.
I wish I had seen his speech before I did this afternoon's interview with the Flemish newspaper "De Morgen" about the use of new technologies in (higher) education, then I could have referred the journalist to his speech, where he says: First you have to get the people in place, then the processes and only at the last stage get the technology in. This is more or less the message I gave the journalist, but Martin Bean's way of putting it was so much more forceful.
In a sense, Martin Bean's speech also struck me as being very parallel to the discussion we're having with the Dutch public libraries, in our efforts to design, develop and implement a Library School which offers both formal, informal and non-formal education, trying to balance between Innovation, Tradition and Context. Public libraries face a similar challenge as educational institutions, since their role in a fast-changing knowledge society is changing drastically, and they have to establish their position in that society on the crossroads between Society, Culture and Technology. Quite an interesting theme, I think.

Connectivism as one learning mode amongst others

The online course on connectivism and connected knowledge (Edition 2009) started again this week. I participated last year, but mainly as a mega-lurker due to an overload of other projects. This year, I intend to participate more actively, hence this post.
Last year's short introduction gave me a bit of a feel for connectivism as a learning theory, and it got me thinking. How do learning theories relate to each other? Are they mutually exclusive or rather complementary? Last year, I developed a first thought about this, that goes along these lines (and extends the summary that George Siemens wrote for the course).

• Learning theories can be argued to be related to different stages in human life, and different learning theories are better suited for explaining learning at different stages / ages of learners. I prefer therefore to call them learning modes, rather than learning models or theories.
  
• Behaviorism can be applied to the way very young children learn, when neural connections in the brain are just being formed. Learning takes place in situations like: "When I cry long enough, Mommy feeds me", "When I smile at this nice man, he cuddles me". Stimulus-response based learning can be argued to apply mainly to more basic levels of skills and knowledge that can be subdivided into small chunks in a logical and structured way. As such, the behaviourist approach can be argued to lay the groundworks of knowledge and skills in humans.
  
• Cognitivism assumes that knowledge schemas already exist in a human mind, and then focuses on how new information and knowledge is added to the existing (neural) network of knowledge. Focus is on the individual learner, and his or her knowledge creation, storage and retrieval. It can be argued that this learning mode starts at primary school level, when children learn to connect 'loose items' of information into more complex schemas, and begin to see how things are connected. Cognitivism's focus on the individual coincides with the child's attention being focussed on itself and its immediate surroundings, its core family.
• When children start to become aware of context and social surroundings - often sometime around puberty- it can be argued that constructivism 'kicks in'. The unshakeable thruths that they learned in primary school tend to be no longer unshakeable. Their general knowledge is being remixed and rewritten into a personal and social version of that knowledge. Information is now co-constructed, and no longer taken at face value. The social surroundings play a major role in this phase of life.
• However, when students leave school / college / university, their existing social network gets distributed, and they need to enter a professional world, where they - more often than not - become (semi-) isolated experts in their field, who are required to put their acquired knowledge to good use, and monetise that knowledge. When they want to keep acquiring and growing their knowledge, they can enter their connectivist mode, and hook up with their extended online social network.
  
• The previous is not to say that one learning mode pertains to only one stage in life, but it indicates the dominant learning mode at that stage. There is also a sort of chrono-logical order in the learning modes. Each new learning mode somehow presupposes and builds on the previous mode.
• I think it's worth to further explore these learning modes and see if they apply to different types of information, skills, knowledge, or competencies. It might well be the case that learning simple and medium-complex skills is best tackled in behaviourist mode, whereas complex mathematical models are best learned in cognitivist mode.

Well, those are my thoughts for now. Hope that we can further this line of thinking during the CCK09 course.

Reflection on a twittering chairperson

In his most recent (Dutch) blogpost, Theo Bovens - the chairman of the board of the Open University of The Netherlands - notes that he is getting more and more reactions on the fact that he is using Twitter actively. He wonders how he should interpret and use this new channel of communication: "Who needs this, and why?" He is also considering whether he should continue using it. Here's my two-cents worth contribution to his question:

Theo started using Twitter during his heroic opening of the OUNL's 25th academic year, where he completed a marathon across The Netherlands and Flanders and opened the academic year for 25 people in just 36 hours, but has continued using it since then. During the same marathon, Theo acted as an exemplary mobile citizen by uploading photos and writing blogposts in the car on the road. This feat in itself deserves international attention in my view. This is "Teach as you preach" in its purest form.Now what makes Theo's tweets interesting from my perspective as an employee of the OUNL?

• Firstly, it is interesting to see the different circles that he moves in, politically, economically and regionally. It provides a degree of insight into the workings of the contexts that surround a small - somewhat rebellious and nontraditional - university. It shows what it takes to keep the mission and goals of our university on the agendas of the decision makers at the different levels of gouvernment and funding in The Netherlands and Flanders. In other words, it augments my understanding of the university, its strategy and tactics and as such his tweets are an important professional asset for me, as I contribute to the digital environment of our organisation, and need to take a wide contextual perspective.

• Secondly, Theo's tweets also cover his more private interests and activities. Now, you may wonder why this should be important for me as an employee. In my view, these tweets add a degree of 'familiarity', which make Theo into a real person, and not just a hierarchical entity. This insight into his personal life helps build a level of trust that surpasses the brief chance face-to-face encounters in the hallways of the University. This does not, however, deduce from the distance that -in my view- needs to remain between an employer and an employee.

This brings me to what I see as the added value of microblogging in a professional knowledge-intensive environment, something I have labelled 'virtual familiarity'. Let me illustrate this with an example. I have been following a number of colleagues from the British Open University on Twitter, such as @mweller, @gconole, @sclater and others. I have briefly met Martin (Weller) and Niall (Sclater) on occasion, but I have not yet had the pleasure of meeting Grainne (Conole) in person. Due to the fact that I follow her on Twitter, she has become more than just a colleague who writes good papers and does interesting research; she has become a person whom I have had online communications with (more similar to a real communication than through blogging and commenting), whom I have shared the occasional joke with, etc. When I now meet her at a future conference or workshop, it will be like meeting a close colleague whom I have worked with for years.

This happened to me in June at the ICDE World Conference in Maastricht, when I met Maarten @maasbrenn, a Norwegian colleague that I had been following for some time. It felt like bumping into an old acquaintance, even though we had not formally met before, and we were able to start sharing insights and opinions about the conference immediately. We started our own little backchannel at the conference, and met for coffees in between sessions, just as I did with my OUNL colleagues, and with a similar degree of familiarity.

Now, is it important to be 'virtually familiar' with the people in your professional knowledge network? From my personal perspective, it is extremely important, especially in a context characterised by increasing distance. A large group of students at the Open University have problems with the impersonal and distant aspect of distance learning (note that another group actually appreciates those aspects). In my view, microblogging can help make distance education and knowledge sharing/creation more personal and more social.

ICDE2009 conference, Slideshare and the role of Twitter as backchannel

Just got back from the ICDE2009 conference, or more precisely the 23rd ICDE World Conference on Open Learning and Distance Education including the 2009 EADTU Annual Conference in Maastricht. The conference organisation left much to be desired (embarassed as I am to have to say so as member of the organising institution), but the content of the conference was overall pretty good. I have twittered during the conference, so you can find my thoughts about the sessions I attended. I also tested Coveritlive.com during one of the plenaries to avoid overloading my followers with tweets they might not be interested in (see previous post).
As we were about 6-7 twitterers at the conference (which had an attendance of about 600 people) we established an unofficial backchannel through the use of the #icde2009 hashtag. I found the use of the backchannel quite interesting, because it added an aspect of interactivity, which was often lacking during the sessions themselves, especially the plenary sessions.

I also made a Slideshare Event page for the conference, where I tried to gather all presentations that were available online. I think conference organisers should encourage participants to publish and share their presentations before or during their presentation (Great example set by Terry Anderson).

Just today @timbuckteeth (Steve Wheeler) pointed out this article on the use of Twitter as a backchannel. I try to embed the article in my blog, so enjoy.

More than just passing notes in class? The Twitter-enabled backchannel

Publish at Scribd or explore others: Internet & Technolog Research twitter social networking

Testing CoverItLive at ICDE2009

Decided to test run CoverItLive during the ICDE2009 closing plenary session on Day 2.

Community platform @ OU-UK

Tony Hirst wrote a blog post about the British Open University's new initiative to foster a sense of community amongst its stakeholders, an initiative called Platform.


Platform is a Drupal-based community site that brings together News, Blogs, Forums, Study-related Issues and some more informal stuff like games, competitions, etc. After the info, some comments - off the top of my head:

• Platform is open for anyone to join - you needn't be a student, staff member or alumnus to register. This is positive, because it allows others to get a bit of a feel for what's going on On-campus.
  
• The standard open blogging function in Drupal has been switched off for registered users, thus limiting the interaction possibilities. Users can, however, submit content to the site or participate in forum discussions, but both types of user-content are moderated by site supervisors. This has the effect that the site feels very much like a student bar, where the institution sets the rules and hands out the drinks, and users are only allowed to choose at which table they want to sit..
  

• The added value of registering on the site is that you can rate, tag and comment on stuff that appears on the site. These user actions are not pre-moderated (they appear immediately after posting them), but they are probably scanned by the site supervisors anyway. This adds a nice touch, but - to stay within the metaphor.
  
• Currently, the link with the institution's virtual learning environment is non-existing, nor is there a clear link to the institutional website. As such, the community site feels a bit like an 'in-between' place to be. And not really integrated to form a 'single user-experience'.
  

In short, Platform is a promising initiative that is quite relevant in the light of my own work. For instance:

• In allowing rating, annotation and tagging - RAT, for short - Platform has achieved one of the goals of the OUNL's goals in setting up new user-centered services.We also want to offer rating, annotation and tagging of items. We are not entirely certain of which items we want to open up to user feedback. The OU-UK has chosen to allow feedback on 'safe' items on the platform, and not items on their institutional homepage or in the virtual learning environment.
• Our ideas of integrating the community aspects of the OUNL in an integrated personal workplace would bring together the formal and informal communication related to the student/stakeholder in one single place. We intend to minimise the barrier between the learning environment and the community environment, which will hopefully enhance the user experience of the OUNL as an integrated campus.
• Finally, our idea of the personal workplace for all stakeholders starts from the main assumption that the user is in charge, and not the institution. We will be offering different information and interaction services in an integrated environment, but the user will be in control.
  

It would be interesting to be kept up-to-date on the usage of Platform, the success criteria that the OU has set itself and the future plans. Anybody?

The Big Ask - Cyberpower for the environment?

As a dedicated environmentalist, I hope that actions such as The Big Ask (UK - BE) may help to wake (especially our Belgian) politicians up, and get them to act.
Can you imagine that no politician was willing to participate in a radio debate this morning to answer some of Nic Balthazar's questions, while they spent hours debating the non-endorsement of three French-speaking mayors in Brussels? Setting priorities straight?


Why does this message appear in a blog about educational technology?

1. The Obama campaign illustrated the power of viral campaigns on the Web to mobilise voters. I wonder whether education might benefit from this mobilising potential?
2. Can the use of web technology support more environmentally-friendly education? Is distance education a sustainable alternative?
   
3. CELSTEC - my department at the OUNL, formerly known as OTEC - is performing an experiment on distance working. For instance, can the use of technology prevent me from having to drive 130 km every day to work - and still allow me to get the same results in my work?

But most of all, because I strongly support the initiative, and want to contribute to it through my blog.

Flock2.0 - A powerful social web browser

Thanks to Henry, I got (re-)acquainted with Flock, the social web browser. I installed it yesterday, and played around with it a bit. Here are some thoughts.

People browser
I linked the "Friend feeds" from my social networks to it (Facebook, Twitter, and MySpace), so now I get automatic updates of all my friends updates'. I am missing LinkedIn, but also the more local networks, such as Netlog or Hyves, and there does not seem to be a way to add people feeds from non-supported services (yet).



Media browser
Next, I added the my Flickr, Picasa and YouTube accounts, and all the media feeds from these sources are centralised in a media bar at the top (or bottom) of the browser. This means any channels you subscribe to, or new additions from your friends. And you can view media either by opening the media bar, or as a widget on your startup screen.








Feed reader
Next, I exported all my Netvibes feeds to an OPML file, and imported it into Flock. Of course, this is an offline feedreader - as opposed to Netvibes - but it is nice to have all these functions combined in one tool. Moreover, it allows me to read all new feeds in one single page (a feature that Netvibes does not support yet).





Blog editor
A very neat feature is the platform-independent blog editor (which I am using while writing this post). Flock allows you to add your weblog accounts, and then provides a simple editor for writing a post. When you are finished writing a post, you can choose which blog to post it to. However, when I tried to actually publish the post, nothing happened.




A bonus is that it automatically uploads any illustrations or images to your online photo account (in my case on Flickr).



All in all, a very positive experience, if some of the minor flaws are fixed.

Mobile learning - part 1

In the framework of the OUNL project on new educational services, Henry (co-project leader) and I have started to buy some mobile devices to try and experience issues with mobile learning. Within the project we have a track on technology and trend watch, namely. The first device was delivered to us on Monday, the HTC Touch Diamond smart phone, with a Vodafone voice and data price plan, including mobile broadband.

It's a very nice-looking and slick device with quite some functionality (running on Windows Mobile 6.1), but the interface reacts in a very slow way, which often leads to unwanted results.

It took about 3 hours to get started with the device. We have mainly looked at its connectivity.

• Wifi at the office is problematic. It keeps asking for my credentials, even after I have selected "remember password" innumerable times. Maybe I am too far away from the access point? Henry does not seem to have the problem 4 offices down the hall.
• Wifi at home is very easy.
• 3G mobile data was not functioning. Turned out that the Access Point was office.vodafone.nl, instead of the pre-installed live.vodafone.com. Thanks to the ICT support staff for the solution.
• Active Sync was not as straightforward as indicated in the manual. Already had to un- and re-install the application on my laptop. Now it seems to work again, except for the direct sync with Exchange server at the office. Probably a security issue.

I already installed two applications:

• Mobipocket reader was a piece of cake, as it started from the laptop version of the application. I did not have to actively download anything, just had to get the HTC to sync with Mobipocket reader, and that took care of the install for me. Neat!
• Skype for Windows Mobile. I first tried to install from the laptop, but I got the message to shutdown all other apps, which I didn't want to do, so I downloaded the .cab-version and installed it from the device itself. We tested Skype on the HTC, but found the connection quality not very satisfactory. On a wifi connection, there was quite some delay. On the 3G Mobile connection, the sound was distorted and the conversation frequently interrupted.
• Want to try an app such as FlashMeeting, one of these days.
  

More updates to follow ...

Increasing need for lifelong learning

My main task - since a couple of months - has been to manage a strategic OUNL project that aims at designing, developing and prototyping technical support services for lifelong learning in the Dutch-speaking market. The OUNL is positioning itself more and more as the Lifelong Learning University of the Netherlands, and a number of initiatives have been started to achieve this aim.
The main scenario we foresee for the future is that people will want to have support for

• constantly updating their competences,
  
• upgrading their competences (new job demands, new position), or
  
• acquiring new competences (different career path, different job).
  

Today I stumbled across a European report that gives support for this claim: Cedefop: Future skills need in Europe. The report summary states:

Between 2006 and 2015, Europe will gain 12.5 million additional jobs at the highest qualification level and 9.5 million at the medium level (especially vocational qualifications). But jobs for workers with low qualifications will decline by 8.5 million. Even jobs for unskilled manual workers are demanding more qualifications, while skilled manual workers will increasingly need medium-level qualifications.

This has serious implications for employment. A shrinking population implies a continuing need to replace workers, even in declining sectors and occupations. But with skill requirements increasing dramatically, the new workers will need higher qualifications to perform “the same job”.

A discussion meeting with some external stakeholders from the Limburg region last week supported the case for the OUNL. These organisations are actually "begging" for an independent and reputed institution such as the OUNL to assist them in assessing and developing the competences and qualifications of the regional workforce, especially with regard to workforce mobility.
There is a clear need in society for a lifelong learning infrastructure, but it seems to me that the initiatives are still rather fragmented, and that educational institutions are trying to pick up the challenge, but are not ready for it yet.

Briefly back to Flanders...

Last week was the start-up of a new project at the Katholieke Hogeschool Limburg - one of my previous employers. The project is called "Open Hogeschool - een antwoord op vraaggestuurd leren van werknemers" and aims at developing blended learning approaches and suitable educational materials for postgraduate education aimed at professionals with a professional bachelor's or master's degree (alumni of so-called hogescholen - polytechnics). The OUNL - represented by Marlies and myself - act as academic coaches to the project. It is a three-year project, driven by the small research group [ed+ict], headed by Valère Awouters.
There are some interesting initiatives being developed in Flanders within the field of digital didactics. The EliseLeren course - which I have co-ordinated for some time - will possibly be continued through a number of new initiatives.

• DIVA vzw. has founded TOLL-NET, which is specifically targeted at supporting teachers in adult education, and may take over the EliseLeren course for that specific target group.
• A number of higher education institutions - notably Katho, Universiteit Gent, and PHLimburg - seem to have maintained their interest in continuing EliseLeren for the higher education audiences. We'll be having a meeting on this in the near future.
• AVNet - KULeuven is investigating the possibility of starting a spin-off course specifically about multimedia and the use of audio/video in education.

Moreover, there are concrete plans for a full-fletched post-graduate course (20 ECTS) on digital didactics, starting in September 2008. I hope to be able to be involved in some of these initiatives, in an advisory function of some kind. Let's see what happens.

Naymz - Spock - and others

Upon returning from Berlin, I found that I had added quite a few contacts on my LinkedIn list, but also that I had received invitations from some of my contacts for directory and reputation services that I had not previously heard of, such as Naymz or Spock.

• The former - Naymz - appears to be a tool for creating / managing / updating your online reputation. If you have a large enough network of contacts and recommendations, you can update your status to Premium, and thus get a free top listing on Google searches. I'm not quite sure about this thing, though. It sounds like a modern way of collecting addresses and other marketing information. I did some checking on Technorati and marketingfacts.nl, but found no negative reviews, so why not?
• The latter - Spock - is not quite as slick as the previous one. It is known as 'yet another search engine', but it does more than that, as Tim O'Reilly notes. It is in fact more of a Web2.0 search engine, than Google is. Thanks to Clo for inviting me.

The issue becomes more and more: are we not drowning in the amount of social networking tools?

Online Educa '07 - Day 2: Parallel session on Systems and Services to Support Today's Students (II)

After an interesting lunch with Marc Dupuis (Universiteit Leiden), Robert Jan Simons and Keith Russel (Universiteit Utrecht - who blogged about my session), I joint the second session on Systems and services for supporting today's students.

A first interesting talk by Ahmed Imre Açar (blog) from the Freie Universität Berlin on PLE's and mashups. I have some difficulty in identifying the point he is making. Message: experiment with mashups and webaggregators as a step-up towards the future VLE. Start small, with one or two functions.

Next was my colleague Eric Kluijfhout, talking about services from an architectural perspective (SOA), not about web services. First, Eric describes the promises of a services approach, where the main drivers for the Dutch HEI are (1) application integration, and (2) reduction of duplicate functional components. My personal position, currently, is that a SOA approach is very promising, but I am afraid that SOA-development is very complex (and some claim that the return of this investment is not straightforward). At the OUNL, there is no clear position in relation to SURF's initiative, yet. Eric concludes with current reality: most Dutch HEI have entered a SOA-awareness phase, early adopters are focusing on the use of SOA for solving operational issues of integrating applications. His final slides were very interesting indeed, as they discussed some of the remaining issues.

Third was Kristijan Zimmer, University of Zagreb, about complex integrated environment e-Campus (e-bricks and e-mortar): integration of information, learning and collaboration resources. e-bricks deal with the elements of the eCampus, and the e-mortar with the protocols that integrate the e-bricks. Use three LMS's: Moodle, WebCT and a small Croatian system. SMIL for multimedia synchronisation. Kristijan also sketches the issue of isolated information islands, i.e. home-brew systems, developed by staff (specifically problematic at a technical university).

Final speaker is Nico Juist from Hogeschool INHOLLAND who describes experiences with Sharepoint. They performed a small research project with a focus on the independent student as a knowledge worker (interesting Point-of-View). I am afraid that my after-lunch dip kicked in just then and I got lost in the presentation. (Also an upcoming back-ache). Tea time! Ended with an interesting model (based on Van Weert & Andriessen).

Online Educa '07 - Day 2: Parallel session on Systems and Services to Support Today's Students (I)

After the plenary, I had a brief discussion with Wim Westera while we were enjoying tea. Then I went to the Tiergarten room, for the parallel session on Systems and Services to Support Today's Students, in which I was to give the first talk.

I spoke about "Towards a future VLE for an open and distance learning university". I kept the story rather vague, because there are few concrete results sofar.

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Then Bill Seretta from Learning Networks, LLC told a story of how a small American college moved from a dodgy ICT situation into a situation where there was nearly full wireless coverage, and where a VLE was implemented with FirstClass as one of its components. On the whole, an interesting case study, which showed the importance of top management support for dramatic changes.

The final speaker was Eric Clarke from the Royal College of Surgeons in Ireland, who presented their Moodle project with great wit and humour. An impressive story which not only highlighted the successes, but also the issues they faced, and the (hidden) costs of their project. Again, top management support was deemed vital for the success of the project. Interestingly, their VLE services not only the Dublin Campus, but also two campusses abroad. I hope that Eric makes his presentation available later.

Online Educa '07 - Day 2: Opening plenary on ICT on lifelong learning

The first presentation by Roberto Caneiro (former Portuguese secretary of Education) was a rather vague story about Lifelong Learning for Meaning, where meaning is the latest stage in a four-stage value chain: Information --> Knowledge --> Learning --> Meaning
His main claim was that learning only happens when it is related to an individual's sensemaking. As Sumata Mitra said yesterday: people need to WANT to learn, but it also needs to make sense in the particular situation / context in which they live. His presentation showed that you shouldn't overdo the use of video fragments. The technical issues hindered his message rather than supporting it.

Then my colleague Ben Janssen as secretary of the Dutch national initiative Long live learning gave a talk about "A quantum leap in lifelong learning in The Netherlands: the need for an open and flexible lifelong learners' infrastructure". Ben sketched (1) the lifelong learning agenda, (2) the importance of OER for lifelong learning, (3) preliminary results of the OUNL's OpenER project, and (4) the beginnings of the Network Open Hogeschool initiative. On the whole, Ben's story only scratched the surface - as will often happen in a plenary presentation - and I'm not sure what his main message was. Does an open and flexible infrastructure mean a societal infrastructure that supports such fragmented initiatives as those that Ben described? Where does technology come in? A lot of questions remain.

Next was Brian Turrant, chief executive of the London Grid for Learning Trust in the UK. He talked about the critical path in transforming learning and life changes, and he stresses the need for organisational change in relation to ICT in learning. A strategic approach is needed, but at the macro or micro level? In London the macro approach was taken: 33 local authorities have joined forces, and have set up a high-speed fiber-optic network; have sufficient purchasing power to lower prices of content by up to 90%; have pooled expertise and creativity. Down-sides of this macro approach are that individual schools can feel "done-unto", and that upscaling may prove difficult. On the whole: central co-ordination with local implementation has advantages.

Final speech was a SMART Technologies representative (didn't catch his name, though). I left the session because of my doubts about the usefulness of interactive whiteboards, and because I have an ingrained dislike of commercial perspective. In this case, the use of Interactive Whiteboards is generalised to the use of ICT, and then conclusions are drawn from that. In my view: ICT does not equal Interactive Whiteboards. Time for tea, and preparing my own - too vague - presentation.

Online Educa Berlin 2007 - Intro

Online Educa Berlin 2007, one of the largest - if not the largest - gatherings in Europe on educational technology, is a place where you can meet about 2000 colleagues from more than 100 countries in formal and informal settings. Last year, I participated together with a large representation from AVNet. The Flemish EdTech community was represented in the form of two edubloggers, who were given reporter status and had thus access to the press room and facilities.
Also this year, a large AVNet/EuroPACE contingent is present, but I have also run into two Flemish and a number of Dutch edubloggers, so there will be no shortage of blog posts about the conference.
I will be actively involved in three things here in Berlin:

• on Thursday, I chair a joint session of a number of major European IST research projects (TENCompetence, Prolix and Aposdle, amongst others) on the openness of the infrastructures that are arising to support lifelong learning
• on Friday, I will do a presentation in one of the parallel streams on the current status of the OUNL elo2b project (see previous posts on this topic). Problem here is that I don't really know what I am allowed to divulge, as this is considered as a strategically critical project. I'll have to find a middle ground between general and not-too-specific.
• During the conference exhibition, we will also take turns in 'manning' the TENCompetence boot, so I will probably be somewhere in that general area on Friday.

But the informal part is often the best part. Just had a very enjoyable dinner with Fred Truyen from K.U.Leuven, and will be having lunch with Marc Dupuis from Leiden University on Thursday. I hope to meet many of my former AVNet and Elise colleagues, and have a philosophical drink with Tom Wambeke.
Should you come looking for me: try the EuroPACE booth, as it worked pretty well as a pivotal point last year! (Bottom part of the pic). I'll try to blog in the evenings, but I'll most probably be using Twitter to keep track of sessions and interesting ideas.

OUNL Learning and Working environment (Final)

Don't misunderstand the title of this post: the final word has not yet been said about the OUNL PLWE (personal learning and working environment). There will be many more meetings like this - maybe not always ending with a beer ;-)
The meeting ended on a very positive note, with all participants congratulating Kathleen and Rob - the initiators of the Dagstuhl conference - on the positive and open atmosphere that they succeeded in creating. The atmosphere was indeed very good and productive. In the morning plenary session both subgroups presented the work that they had done during the Wednesday and Thursday sessions. It was quite amazing to see how much can be achieved in a week!
After the coffee break we split up in two groups again, and our group went to a room with a very nice stove (see pic) to develop a first implementation plan for the service that we had chosen to develop as a first.
Then after our final lunch - the food at Dagstuhl is of quite good quality, by the way - we had a final plenary to decide on the internal communication strategy to follow in relation to the outcomes of the Dagstuhl conference, and to evaluate the conference progress and outcomes. Everyone was very pleased (as I mentioned before), and there are plans for a quick follow-up at the start of January, in order to keep the momentum. I found out that this kind of top management meetings is very rare at the OUNL - the previous one was estimated to have taken place some decades ago ;-). It was suggested that this kind of plenary management meeting about strategic directions might need to be repeated every second year or so.

As to the near future: next week Tuesday the University Board will be hearing Rob's report on the outcomes and will be asked to decide on the principles of the new direction, and to take actions to warrant the continuation of the work that we started in the past week.

Henry and I will be working together with Kathleen and Rob to finalise the report of the conference and to discuss the next steps for our elo2b project.

OUNL learning and working environment (Part 2)

The 5-day strategy seminar on the OUNL learning and working environment for the future is nearing its completion.

• On Tuesday, we finished the presentations with Bert's contribution on the role of the Ruud de Moor Centre for teacher professionalisation, Huub & Ron's duo-presentation on the service and ICT support centres. Rob concluded with the presentation of the Master in Active Learning, and a heated discussion of the role of OTEC in the future learning and working environment.
• We then started with the discussion of how we want to further develop and position the OUNL lifelong learning activities (other than the courses and programmes we offer) in our search for a lifelong relationship between learners and the OUNL, with an attractive offering of services and contents.

• Starting Tuesday lunchtime, we split up in two groups in order to make our visions of the future of our regular (Bachelor/master - BaMa) and our lifelong learning (LLL) offerings more explicit, through scenario's, high level use cases and a domain model. While Kathleen chaired the BaMa group with support from Henry, Rob chaired the lifelong learning group with support from Hubert and myself.
  
• We used Google Docs to collaboratively work on documents and used Gliffy for the diagrams. All the sources, working documents and multimedia materials were made accessible through a private Wetpaint Wiki that Rob had set up. Nice tool that, really impressive. The dialogue between the two groups in the last two days was limited to informal moments during lunch or dinner, or after working hours. But we were able to read the working documents that the others were building.
• Today, while the managers in the LLL sub-group developed a rough business case for the service we chose to develop first, Hubert and I worked on formalising some of the free-text scenarios. We soon discovered that even at such a high level of abstraction, our ideas for LLL services are extremely complex, involving many different concepts and actors. However, the exercise has helped to make the design process more concrete for all participants, and has allowed us to identify some critical issues that still need to be resolved.
• Whereas the BaMa group had succeeded in taking some distance from the current situation during the development of the scenario's, this turned out to become more difficult as soon as the task became more concrete. For us in the LLL group things were a bit different, as we could start from scratch as it were, and in developing our scenario's the limitations of the current situation were less of an obstacle.
  
• For me as a newcomer in the OUNL it was striking to see how organisational obstacles and defensive mechanisms come into play when discussing the practical plans and task divisions of such a large project. There seem to be a lot of unresolved issues between the different entities in the organisation, and I am not sure that good process can be made as long as there are such forceful hidden agenda's. But then I am only a by-stander in this process.
• Also for the LLL group the management and organisational issues have not been sufficiently dealt with yet, at least not from my perspective. There are issues of overlap with other projects and initiatives, there are issues of development and programming capacity, and so on.
  
• I hope that we can end the meeting on a positive note tomorrow noon, and that we can agree on follow-up activities for the next month, that can lead to implementation and management plans that are acceptible to all parties. In my view, a co-ordinated approach is needed to tackle the issues that lie ahead. The ideal situation would be one were all those that are actively involved would work closely together - also literally in close vicinity to each other - to get the critical mass and cross-fertilisation that is needed to pull this major undertaking of.

• Anyway, we continued working in separate groups, right up until 9:30 this evening - thereby skipping our social event. Yesterday and today the evening only started around 10:00. Henry, Hubert and I would play some billard, and then join the others in the Weinstube for some bread and cheese and a German Weissbeer.

Continuing debate on loosely coupled vs. integrated VLE's

Martin Weller's claim that "The VLE/LMS is dead", has started an interesting discussion that continues to rage (especially within the walls of the British Open University, with Niall Sclater and Grainne Conole chipping in - read more about it here, here, here, here and here).
In my view the intermediate conclusion is formulated by Martin as follows:

I guess what I'm suggesting is a kind of middle ground between the institutional, one size fits all VLE and the complete anarchy of a PLE. We allow educators to use tools available elsewhere, while making recommendations, and concentrate on providing a framework to use these within (both technical and pedagogic).

I don't expect this to happen quickly, but I do get a sense we are approaching the tipping point. This will be realised through a range of tools which are easy to use and familiarity amongst educators and students.

In my view, some of the critical applications will be centrally managed within an institutional VLE, while others will be "out there". In the end, it does relate to the trade-off between control and freedom. Why not put some of that trade-off in the hands of the individual teacher / student?

Your space or mine?
Just previous to the previous statement, Martin suggested:

If universities are using third party systems I don't think students will care particularly, as long as they are getting the best experience they can.

Interestingly, in his next post - where do you find the time, Martin? - he goes on to quote the Guardian article "Students tell universities: Get out of MySpace", based on a JISC study. On the basis of this study one might argue that students do care about using third-party systems that they want to use for private purposes.

Makes you wonder, no? Do universities invade their students' personal spaces when they suggest using publicly available tools such as Facebook? We briefly touched upon that discussion in the OUNL as well last week. Is it smart to start mixing up one's different social networks? I'm not sure. My Facebook 'friends' consist of relatives, real-life friends, colleagues, study friends, ex-colleagues, and even complete strangers that know me through a friend-of-a-friend.
On the whole - if one chooses to - the barriers between the different niches in our lives can be blurred. Others may choose a much stricter policy regarding the individuals they allow as friends. I read that Facebook will make it possible in the future to "Sort out ones friends":

We’ll let you organize that long list of friends into groups so you can decide more specifically who sees what.

Would be good if they can extend these roles to the applications as well. That way, my friends would know that I'm interested in comic books and astrology, and my colleagues would know wich events I want to attend and in which e-learning groups I participate. Is that a task for Facebook 2.0?