Month: August 2009

by Clint Lalonde on All the rest

The myth of multitasking

An interesting study from Stanford this week that challenges the idea that we are adept multitaskers and can effectively deal with multiple concurrent tasks.

According to the research, we’re really lousy at multitasking, and the idea that multitasking somehow makes us more efficient or effective at dealing with tasks is wrong.

I find the study results very much in line with what I have been feeling lately with regard to my own productivity. I thought my unproductive feelings were a result of age and slowing down, or being a 42 year old parent with a 5 and 2 year old and finding the time to be able to concentrate on a single task for long periods of time at home virtually impossible. Both of these are probably true to some extent. But lately I have been asking myself questions like how efficient am I, what do I produce, and is it really the best work that I can do? I find that by trying to do too many things at once, I actually accomplish very little and, in some cases, completely miss out on important tasks. I am beginning to question many of the habits and methods I have picked up over the years to deal with multiple streams of information and how I juggle multiple tasks and asking myself is this really the best way I work?

I know it is a common problem many of us who work in information based careers struggle with, but for me the change is that I am now starting to recognize that it might actually be a problem. Whereas before I thought multitasking was an essential skill I needed to thrive in a digital world, I am now beginning to rethink that and wonder if the opposite might actually true.

 
by Clint Lalonde on EdTech, My Masters

Building an EdTech library – what would you recommend?

Library

I just received the textbooks for my next class and among them is Effective Teaching with Technology in Higher Education by Tony Bates and Gary Poole. I was expecting to run into this one at some point during my Masters and I am happy that it is sooner than later. It’s a book I have heard many references to in the past few years and one I am anxious to dig into.

I’ve been going over a recent post by Alec Couros where he asked his network for 5 article/book recommendations for an Associate Dean in his office to help “inform his understanding of current changes regarding social networks, knowledge, and technology in education”. So, I am going to toss something similar out here. My network is considerable smaller than Alec’s but hopefully I’ll get a few responses to bolster my fledgling EdTech bookshelf (like my Masters program won’t pile enough on over the next 2 years).

Here is the question to you, my considerably more experienced EdTech brethren; What would you consider some of the seminal or defining works in our field that examine the intersection of technology and education? If you had to recommend one or two books that seem to inform our industry/sector as a whole, what would those be?

Photo: Iqra: Read by swamimbu. Used under Creative Commons license.

 
by Clint Lalonde on EdTech, Multimedia Tools

Screenr: free web based screencasting tool

Screenr is a web-based screencasting tool that allows you to quickly create screencasts. Free and web-based, there is no software to download, unlike Jing, which Screenr is very similar to. Videos are limited to 5 minutes and Screenr will host your videos, providing you embed code to put the videos where you want. You can also tweet the screencast out on Twitter, download an MP4 version, or publish the final result to YouTube.

Here’s a demo.

Besides Camtasia and Captivate, the two mainstream commercial products that allow you to do very sophisticated screencasts that include interactivity, post production editing, and branching, there are a number of free screencasting tools similar to Screenr out there, including Screenjelly and Screentoaster. For Firefox users there is also a handy FF plugin called Capture Fox.

In my mind, the difference between Screenr and these other tools is that Screenr is coming from the e-learning world and is suported by Articulate, a company that makes a very succesful line of e-learning application products. And, as Articualte CEO Adam Schwartz says, the cost for Articulate to run Screenr is:

…really cheap for us. We’re hosted on the Rackspace cloud, and the cost for doing this is like two orders of magnitude less than it was when we looked at this two years ago. It would cost more as a marketing fiasco to shut this down than it would to keep it running.

From the same article, Schwartz also said that Screenr

is a first step in the company’s creation of a new group of e-learning products, which he compares to the popular software-based screencast products from Camtasia. But with Artculate’s focus on education, the tools will be “more about interactivity, branching, learning, and simulation.” His fully developed screencast tools will have the capabilities for grading and quizzing, and will be integrated into more fully formed educational suites.

So it sounds like Articulate has some pretty big plans with Screenr and this is just the beginning.

You do, however, need a Twitter account to use Screenr as the service is completely integrated with Twitter. This might deter some who have been reluctant to take the Twitter plunge, or might be the deciding reason for some to start using it. A big part of the idea of Screenr is to allow people to quickly make a screencast and then publish it to their network via Twitter, reinforcing the idea (for me at least) that one of the core values of Twitter is as a network notification (distribution) system.

 
by Clint Lalonde on Desire2Learn

Desire2Share Ning Group

Just a quick note that if you administer and/or support people who use Desire2Learn, Kyle Mackie at the University of Guelph has set up a new Ning group called Desire2Share. It’s a private group and if you want to join us, contact Kyle. His credentials are on the site.

This site is outside of the official Desire2Learn community and is independent of the company. Just a bit of peer to peer support for all of us using and supporting D2L. So far there are 20+ members from around North America.

 
by Clint Lalonde on Multimedia Tools, My Masters

Wordle as a blog self-assessment tool

I just finished an assignment that was a first for me – assigning my own grade. What a strange thing to do. Now, I am sure I have had dedicated teachers in the past, but I feel pretty confident that none of them have ever spent as much time pouring over one of my assignments as I have done in the past week.

The assignment was in 2 parts. Part 1 was to keep a reflective blog during my 2 week residency. Okay, I think I can handle that part. I actually went a bit overboard in the end and the blog morphed into a way to share resources with my cohort in addition to the self reflection piece, but hey what the heck.

The second part was a bit trickier – the self assessment. When I started going through the criteria and comparing it to the blog, I began to fear that, despite my prolific output on both my own and my cohort’s blogs, I might have actually missed a significant piece of the assignment. Not only was the blog to be a reflective tool, but it was supposed to be specifically reflective about research and questions arising during my Introduction to Research class.

Now, just so you don’t think I am totally dense and didn’t know what class I was in at any given time, I have to say that the residency was a pretty homogeneous event with sessions and classes blurring together into one mass. Our instructors team taught and would appear in each others class regularly, often both facilitating at the same time. Research blended with Learning Theory, which blended with lunch which morphed into team building that somehow ended up back at Research. The lines were fuzzy, a point underscored during our final group presentations when 6 out of 6 presentations did a bang up job of presenting wonderful research for an assignment for our Learning Theory class – a point not missed by our Learning Theory Instructor. As a class, I think we all slightly missed the mark as to what class we were actually presenting for. So, I don’t think I was alone in my class confusion.

Back to the blog. I agonized for a few days whether I had enough information about research in my blog. I did touch upon it here and there and actually did have a couple of posts that spoke to research directly. But on the whole it felt pretty light in the research department. So I ran my blog through Wordle, a tool that takes a block of text and turns it into a graphic based on the frequency of keywords in the text. The more often a word appears in the text, the larger it is in the graphic. The results on whether or not I addressed research in my blog? Well, I’ll let you decide if I missed the research point or not.

I find this image interesting for a few reasons. First, it convinced me that I didn’t miss the research angle and I used it in my assessment to talk myself up a grade point from where I originally had myself pegged.

The second thing is the prominence of the word think. I went back and read some posts and realized I used the phrase ‘I think” quite often and I found this very validating. I went to an intensive 2 week Masters residency and guess what I did? I thought! And apparently I thought a lot about technology. Pretty appropriate for a Masters in Learning and Technology.

Finally, I have been agonizing over whether or not I should pursue a thesis or go the course work/major project route with my Masters. I am leaning towards major project. Now, if you have ever used Wordle you’ll know that the placement of the words is random. Note the placement of the words “think” and “thesis”. Is this a sign that I should think thesis?

 
by Clint Lalonde on My Masters, Social Networks

What is real?

One of the (many) interesting cohort lunch conversations I took part in during my recent Masters residency revolved around how we would all maintain the sense of connectedness with each other once the two week face to face residency was over. For the next year, all our interactions will be virtual. More than a few people viewed this as a significant challenge and expressed the view that somehow a virtual relationship didn’t seem as “real” as face to face.

It’s a concern I’ve heard before. How can online relationships have the same level of depth as face to face? Well, in my experience, they are as rich and, in fact, often even richer than some face to face relationships. I’ve spent a fair bit of time in “virtual ” relationships, so much so that the line between virtual and real is nonexistent for me. Following friends online is an extension of my face to face relationship that adds richness and context to those face to face relationships, but in some cases, the online link I have to someone is the only link that connects us. Yes, I have friends that I have never met, and I still come across people who find the idea of having friends you have never met strange, especially when you begin to explain to them that most of the connections are via Twitter, Facebook and other “superficial” social network tools. How much can you know someone in 140 characters or via status updates? Well, quite a bit, actually.

The reality is that over time, this little trickle of information becomes an ocean. A Twitter update on its own is not much. But a thousand Twitter updates over a year? That’s 140,000 characters. A novel. Add in a Facebook status there, a blog post, a Flickr photo, a shared link in Delicious, a favorite YouTube video, a shared song on Blip.fm – it doesn’t take too long to form a pretty solid understanding of a person you have never “met”. All this information, in drips and drabs, comes together to form a whole and give me a sense of who the person is in a very real and tangible way.

It’s not like I live in the basement spending hours banging away on my computer chatting with complete strangers, but the reality is that I carry on many relationships with people I have never met that are just as rich and rewarding as my face to face relationships.

I guess what I am trying to stumble onto here is that this is not an either/or situation. One is not better than the other because in my world that “other” has all but disappeared. They are all just relationships.

A few days ago, I came across this blog post on Wes Fryer’s blog Moving at the Speed of Creativity with a great video that speaks to this question of real vs. virtual. It’s a 7 minute micro-doc put together by Dan Lovejoy, a graduate student in the Technical Communication and Rhetoric program at Texas Tech University.

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by Clint Lalonde on My Masters

If Piaget were alive today…

This is another cross post from my Masters blog.

I love Jean Piaget. As a parent, I have been a witness to his research in living colour with my own kids. While they are still young, I can see their transition from Sensorimotor to Preoperational and, as my daughter closes in on 6, her emerging Concrete Operations. In the week before I began my residency, she spent some time demonstrating for me her newly found ability to add and subtract on paper.

But the thing about Piaget is, his research methods (let me struggle here for the correct academic word) sucked. Okay, maybe they didn’t suck as he was already a published researcher before his seminal works were written, but the works that have been the most influential today were largely based on observations of his own children. Talk about bias, conflict of interest, and a whole raft of ethical red flags, let alone such a fully qualitative approach with an extremely small sample size.

How could he develop such resilient theories of development that, as history has shown, have held up quite nicely to both time and academic scrutiny to become fundamental building blocks in the the field of developmental psychology? I mean, the guy is listed as one of the 10 Most Influential Psychologists. Pretty impressive for someone who got to hang out with his kids all day.

So, as I enter into the world of research and critical thinking, the question for me is this; Judged by today’s peer reviewed, ethical board, informed consent need to be published in recognized academic journal world, would Piaget get published? Would his ideas see the light of day if he were conducting research in this environment?

Yes, it is not fair to judge yesterday’s research methodology by today’s standards. If we did, so much research that has contributed the basic blocks of human psychology (Zimbardo’s Stanford Prison Experiment comes to mind) would be tossed out. And I am not advocating tossing out all ethics and research methodologies. That would be silly. But still, as we delve into the realm of research, the figure of Piaget looms in my mind. While I work on developing my critical thinking skills, I am aware of the danger of critical thinking sliding into cynicism and missing out on the likes of a Jean Piaget.

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by Clint Lalonde on My Masters

Technology is peeeeeople!

Note: This is a cross post from my Masters blog.

To paraphrase Charlton Heston in perhaps one of the worst movies of all time (so bad it’s good) Soylent Green; Technology is people!

Shari has hit something on the head with her post yesterday, moving beyond a tech wannabe. It’s an important point and one that underscores why I am taking a Masters in Learning and Technology.

Technology is not RAM, it’s not processors, it’s not even about Mac vs PC. For me, technology is about people.

Look at Shari’s comments:

Last night I connected wirelessly within the Grant building, and was working with my team when a Skype video call came in. My 8 year old daughter was skyping and I carried my laptop around the hallways of Grant building during our video chat. At one point in the conversation I flipped my computer around and showed her a peacock. Then I came back into our hot sweaty meeting room and introduced her to my teammates – she waved and showed off the popsicle she was eating. I do love technology.

So, while many would see me as a techie (which is an interesting because I see techies as the person I call when my computer breaks), at my heart – and despite my introvert status on the MBTI – I am a people person. After all, I am human and human beings are, by default, social creatures living in a society. For me, I am most interested in how the tech revolution we are currently living through (and to be more specific how the web revolution) disrupts society and how we all handle this.

I am not a tech utopian, and this seismic shift that is happening in the world is not going to be easy or smooth. The invention of the printing press was highly disruptive for many organizations, good and bad, and what we are talking about with the web is the ability to create 6 billion printing presses…all connected.

That will be disruptive, for good and bad. And, I think, will transform us. For good and bad.

One of my favorite quotes is from author Clay Shirky who says in his 2008 book “Here Comes Everybody“, “the conversation doesn’t get interesting until the tools get boring.” It is at that point that we will see the truly transformative power of the web on our society. When technology becomes invisible – when making Skype calls to our kids is as common as making a phone call today is – that is when we will see the effects of the web on society.

For educators, I believe this shift will have profound implications on how we do our jobs. But that’s another post.