Glad to see Apple thinking about some new ways to produce and distribute podcasts.
AppleInsider | Apple filing takes Podcasts to the next level
It’s quite possible that this patent filing may not lead to anything concrete but the very fact that Apple devotes some time to the issue could lead to interesting things. In fact, other manufacturers may be motivated to move in this space and this might have powerful effects on educational technology.
Repost of a comment to Bruce Nussbaum’s September, 2007 article about the OLPC project.
NussbaumOnDesign It’s Time To Call One Laptop Per Child A Failure, – BusinessWeek
While my comment is held for moderation, I thought I might post it here. I still have a lot more to say about these issues (and about the OLPC), and I should group everything I’ve written about that project and its outcomes. But it will have to wait for another time.
Isn’t it time to revisit this issue, now that the OLPC team and XO device are undergoing major changes?
Isn’t it time to call OLPC something?I think the OLPC project was, indeed, a success. Negroponte was successful at giving exposure to the idea of low-cost laptops. The design team has succeeded in finding solutions to a number of technological issues, including Bitfrost security and Pixel Qi’s screen. Pilot projects have paved the way for projects by other teams. The G1G1 program brought fairly convenient subnotebooks to technology enthusiasts in the United States. And the multiple discussions we’re having about the OLPC contain a number of insightful comments about constructivist learning, constructionist teaching, the need for careful research in design projects, global inequalities, and the ways people empower themselves through the use of diverse tools.
As an education project, the OLPC worked.But I also think the XO-1 should not, in fact, be purchased by education systems in different parts of the world.
No, I really don’t think I’m being stubborn or opinionated. I just think that this part of the OLPC project may distract us from the OLPC success.
After crash testing the XO-1 for a week and looking at a broad range of issues surrounding the machine, I would say that it’s a decent prototype to get people thinking about some interesting features (like ubiquitous mesh networking, journaling, and collaborative activities). But that laptop is too flawed to be the standard electronic device to make available to “children abroad,” let alone forced upon them through massive government purchases.
I could expand but I feel there is too much focus on the XO-1 already.Cellphones have been mentioned several times in comments to this post and I sincerely think there’s something going on.
We need to keep an open mind, especially given the differences in how cellphones are used in diverse parts of the world.
Learners and teachers are, in fact, using cellphones in learning and teaching. For instance, cellphones are used for interactive quizzes (mobilestudy.org). Scholars at Sapporo Gakuin University and elsewhere have been using cellphones in connection with course management systems. A large part of what people throughout the world are doing with cellphones can easily be called “lifelong learning,” whether or not there is a formal structure with a teacher in front of a passive classroom.
Some people do write long-form texts (including novels) on cellphones. Some cellphones are, in fact, used to read textbooks and other (in my mind more appropriate) text formats. Making a digital drawing and putting together a music score are probably doable on several cellphones: they’re trivial tasks on a very basic smartphone. In fact, musicking with something like Bhajis Loops is as compatible with Papert-style constructionism as you can get. I dare say, even more so than Jean Piché’s TamTam on the OLPC XO (with all due respect to Jean and his team, of course).
It seems quite clear that a device design based on cellphones should at least be taken into consideration by people interested in “the rest of the world.”
Sure, some of the latest high-end smartphones can be quite costly, at retail. But even the difference between manufacturing costs for an OLPC XO-1 and an Apple iPhone is minimal. Clearly, there’s an economic logic behind the fact that global cellphone penetration already reached 3.3 billion.
I’m really not a cellphone fanboy. In fact, I’ve only been using cellphones for a few months and they have been very basic models lent by friends and relatives. But, as an ethnographer, I can’t help but notice that cellphones have a role to play, as “disruptive technology,” in helping people empower themselves. Especially in those parts of the world which were of interest to the old OLPC project.
Maybe cellphone-related devices aren’t the one solution to every child’s needs. But what evidence do we have that laptops were, indeed, the single device type to deploy to children in as diverse parts of the world as Nigeria, Peru, and Mongolia?
So, the naïve question is: if OLPC really was an education project, why did it focus so exclusively on a single electronic device? Why not plan a complete product line? Why not write a cross-platform application layer? Why not build appropriate factories in local communities? Why not build a consortium with local projects? Yes, all these things are being done now, including by former members of the OLPC team. But they weren’t part of the OLPC project. They can be potential outcomes of the OLPC project.So, it’s time to call OLPC a success. And move on.
Let’s now look at other projects around the world which are helping kids learn, with or without some neat tools. Let’s not lose the momentum. Let’s not focus too much on the choice of an operating system or on the specific feature set the “educational technology version of the Ford T” may have. Sure, we can and probably should talk openly about these things.
But there are so many other important things to take into consideration…
The more I think about it, the more Touch-style handhelds seem to make sense in educational and academic contexts. They don’t need to be made by Apple. But Apple’s devices are inspiring in this respect.
Here’s a thought, which would be a deal-maker for many an instructor: automatically turn off all student cellphones. A kind of “classroom mode,” similar to the “airplane mode” already on the iPhone. And it could apply to non-phone devices (i.e., the iPod touch and future models in those Touch lines). An instructor could turn off all audio out from the all the handheld devices in the room. Or turn them all on, if needed. This could even be location-based, if the devices have sufficiently precise positioning systems.
To go even further, one might imagine some control over what apps may be used during class. Turning off games, for instance. Or chat. Or limit browsing to the LAN. Not “always off,” mind you. But selectively opting out of some of the handhelds’ features. Temporarily.
In most situations, such controls seem overly restrictive to me. Apart from preventing cellphones from ringing during lecture, I typically want to let students as free as possible. But I do know that many of my colleagues (not just admins) would just love it if they could limit some of the things students can do during class with such devices.
One obvious context for such limits is an in-class exam. If they could easily prevent students from using non-allowed materials during an exam, many teachers would likely appreciate the convenience of exams on handhelds. Just imagine: automatic grading and grade reporting, easy transfer of answers, access to rich multimedia content, seamless interface…
As was obvious to me during the Apple event yesterday, Touch-style handhelds could be excellent tools for “distance education.” Learners and teachers could be anywhere and the handhelds could make for more direct collaboration than large lectures. Advantages of handhelds over laptops are less obvious here than in classroom contexts but it’s easy to think of fieldwork situations in which learners could collaborate with experts from just about anywhere there is a wireless connection. Immediate access to learning materials at almost any moment.
And podcasting. While podcasting got a big boost when iTunes began podcast support, there’s a lot which could be done to improve podcasting and podcast management. As iPod media devices, Touch handhelds have good playback features already. But there could be so much more in terms of interacting with (multimedia) content. Transcripts, tags, associated slides, audio comments, fast-speed playback, text notes, video responses, links, cross-references, playback statistics, waveform-based navigation…
Podcasting can still become big. It’s now a “household concept” but it’s not as mainstream nor as life-changing as many hoped it’d become, back in 2005. I’m not really forecasting anything but I can envision contexts in which enhance podcasting feautres could make our lives easier. Especially in schools.
Education in general (and university education in particular) may be the context where podcasting’s potential is most likely to be realized. Though the technological basis for podcasting is quite general in scope (RSS enclosures, podcatching software, etc.), podcasting often feels like an educational solution, first and foremost.
A lot has been said about educational uses of podcasting. Early reports showed some promising results with those teachers who were willing to think creatively about the technology. I personally enjoyed a number of advantages of podcasting in my own courses, including several imponderables. Software packages meant for lecturecasts (podcast lectures) already exist. Apple’s own iTunes U is specifically geared toward university education using podcasts.
But there’s still something missing. Not just for podcasts. For handheld “educational technology.”
Momentum? Possibly. Where would it come from, though?
Killer devices? Apple already pushes its own devices (including the iPod touch) for “Mobile Learning.”
Cool apps? Haven’t really looked at the Web apps but it seems likely that some of them can already lead to epiphanies and “teaching moments.” Not to mention that tons of excellent learning software will surely come out of Cocoa Touch development.
Funding? My feeling is that apart from providing financial support for user-driven and development projects, “educational technology” monies are often spent unwisely. The idea isn’t to spend money but to “unleash the potential” of learners and teachers.
Motivation? Many learners and teachers are ready and it would be absurd to force anyone to become enthusiastic about a specific tool or technology.
My guess is that the main thing we need to make “mobile learning” a reality is to take a step back and look at what is already possible. Then look at what can become possible. And just start playing around with ideas and tools.
Learning is a component of playfulness.
Repost from: Lounge: Apple Touch Devices in the Classroom?
(Some redundant parts from the last post.)
Watched and blogged about Apple’s enterprise and development media event, yesterday. The event was about what I call “Touch” products (iPhone and iPod Touch).
One thing which struck me is that Phil Schiller started the enterprise section of that presentation with some comments about Stanford. Now, I’m not one to favor the customer-based model of education. I still see Stanford as being about knowledge more than about financial profit.
Still, this all got me thinking: What if we started using Apple’s Touch products in the classroom? Distributing and sharing documents around the group as we are working on diverse projects. Streaming lecture material (audio, video, slides) directly to learners’ handhelds on which they can take notes. Synchronous and asynchronous chats. Collaborative editing. Task management…
For that matter, even Microsoft Exchange could make sense in this context. Some campuses already use it for faculty but it’d make perfect sense to have push email, calendars, and contacts on school devices. Secure connections. Global address list. Remote wiping if the device gets stolen or lost.
Even the application distribution system (using the App Store), which may make some developers cringe, could make some sense for schools. Controlling which applications are on school devices sounds awful from the perspective of many a tech enthusiasts, but it could sound really good to school IT managers.
In this sense, Touch devices could make more sense than traditional laptop programs for education. Better battery life, somewhat lower cost, better security, easier maintenance… A Touch program could even have some advantages over newer generation laptop programs, especially in terms of “control.”
I know, I know… I’m sounding like a Pointy-Haired Boss. I’m surprised myself. I guess that, as an ethnographer, I tend to put myself in someone else’s shoes. In this case, it happens to be the shoes of a school administrator.
Of course, I prefer Open devices. In this sense, Google’s Android would satisfy my Open-loving side more than Apple’s Touch products. It’s just that admins tend not to like openness so much and they’re the ones who need to be convinced.
I’m still on the RDF.
Apple‘s March 6, 2008 event was about enterprise and development support for its iPhone and iPod touch lines of handheld devices. Lots to think about.
(For convenience’s sake, I’ll lump together the iPod touch and the iPhone under the name “Touch,” which seems consistent with Apple’s “Cocoa Touch.”)
Been reading a fair bit about this event. Interesting reactions across the board.
My own thoughts on the whole thing.
I appreciate the fact that Phil Schiller began the “enterprise” section of the event with comments about a university. Though universities need not be run like profit-hungry corporations, linking Apple’s long-standing educational focus with its newly invigorated enterprise focus makes sense. And I had a brief drift-off moment as I was thinking about Touch products in educational contexts.
I’m surprised at how enthusiastic I get about the enterprise features. Suddenly, I can see Microsoft’s Exchange make sense.
I get the clear impression that even more things will come into place at the end of June than has been said by Apple. Possibly new Touch models or lines. Probably the famous 3G iPhone. Apple-released apps. Renewed emphasis on server technology (XServe, Mac OS X Server, XSan…). New home WiFi products (AirPort, Time Capsule, Apple TV…). New partnerships. Cool VC-funded startups. New features on the less aptly named “iTunes” store.
Though it was obvious already, the accelerometer is an important feature. It seems especially well-adapted to games and casual gamers like myself are likely to enjoy games this feature makes possible. It can also lead to very interesting applications. In fact, the “Etch and Sketch” demo was rather convincing as a display of some core Touch features. These are exactly the features which help sell products.
Actually, I enjoyed the “wow factor” of the event’s demos. I’m convinced that it will energize developers and administrators, whether or not they plan on using Touch products. Some components of Apple’s Touch strategy are exciting enough that the more problematic aspects of this strategy may matter a bit less. Those of us dreaming about Android, OpenMoko, or even a revived NewtonOS can still find things to get inspired by in Apple’s roadmap.
What’s to come, apart from what was announced? No idea. But I do daydream about all of this.
I’m especially interested in the idea of Apple Touch as “mainstream, WiFi, mobile platform.” There’s a lot of potential for Apple-designed, WiFi-enabled handhelds. Whether or not they include a cellphone.
At this point, Apple only makes five models of Touch products: three iPod touches and two iPhones. Flash memory is the main differentiating factor within a line. It makes it relatively easy to decide which device to get but some product diversity could be interesting. While some people expect/hope that Apple will release radically new form factors for Touch devices (e.g., a tablet subnotebook), it’s quite likely that other features will help distinguish Apple’s Touch hardware.
Among features I’d like to get through software, add-ons, or included in a Touch product? Number of things, some alluded to in the “categories” for this post. Some of these I had already posted.
Of course, there are many obvious ones which will likely be implemented in software. I’m already impressed by the Omni Group’s pledge to develop a Touch version of their flagship GTD app.
Something I just posted on a forum about the Moodle course management system.
Using Moodle: Thinking Through Groups
Here are some comments and observations about the “Groups” interface (where an instructor can put participants in distinct groups) and other group-related features in Moodle.
I’m currently teaching a smallish ethnomusicology seminar and a large (170 students) introductory course in cultural anthropology at Concordia University in Montreal. I decided to get my intro students to work as teams on an ethnography project. It’s the first time in my (still relatively young) career that I’m getting students to do teamwork. Yes, it’s a challenge. Moodle has made it both easier and more difficult, IMHO.
Several of these are probably common feature requests from Moodle users and I’m not enough of a coder to implement any of those ideas. These comments also include “pie in the sky,” wacky, wishful thinking, “you gotta be kidding” thoughts about the potential of Moodle’s group-related features. Please excuse the craziness but don’t worry, it’s not contagious.
I’m using “instructor” for my role as the course creator and “participants” or “students” to refer to the people the instructor is putting in groups.
) and too fine for many of our needs. Any “course” could become something of a “metacourse” and the structure could be somewhat recursive.Ok, I’m really going overboard. It’s just that I really love Moodle and want it to do everything at the same time. Using groups has opened up a whole new side of Moodle for me and I find myself thinking out loud a lot.
Disparate 