Digital Signposts

It's not really about YouTube

Image attribution;  AlexMuse under this CC licence

The perennial debate on filtering and blocking of web sites, in education, has been lively on several fronts recently, including Twitter, ETR (Ed Tech Round -a group of teachers and others who meet online weekly), and the Naace advisory list of UK ICT education professionals, reaching over 50 posts in a few days. The idea of creating a Google Maps mashup to demonstrate blocking on a national and local level was one of the ideas proposed. Whilst I don't think a name and shame list will do much to change the situation, the data might be useful as  a broad indicator, especially if there is some creative detail, that others can add to. What is clear is the increasing degree of irritation with the status quo by a growing number of teachers, whilst advocates of blocking show little sign of changing their thinking, no matter what evidence is brought forward.

It will come as no surprise that much of the debate was centered around YouTube, so in this post I will consider some of the the wider issues relating to YouTube, though much of it could apply equally to other online services. I visited a, (primary), school a couple of weeks ago which allowed access to YouTube, parents are aware and supportive and the world has not come to an end. Quoting; Lisa Stevens, the languages teacher who speaks regularly in the UK and Europe on creative use ICT, including Web 2.0, in school:

"We make them, (children), aware rather than blocking. I use YouTube a lot in lessons. I like the fact that it not blocked and I can be spontaneous, but I always check before I show it to the kids. I think it's a great resource. There's lots of cultural information, especially  songs, I can find for Spain. If you ask my children to name the planets they will burst into a Spanish song. There are times when they will go on to YouTube and find things, then, I have to say to them could we not go ever there, now is not the time and explain to them why. I know there is TeacherTube but to be honest there isn't as much good stuff there

We made an animation about the Carnival of the Animals and shared it on you.' and they were so excited  "Miss Miss we are on YouTube,"  Look at the hits that can't just be my Mum." I say "no its not - and they are on iTunes as well".  The kudos of being in a place  place where others than their peers can see them.  And, parents like to see what their children have been doing.

Access and Control with the number of mobile devices and Internet connected laptops growing,  and students playing the bypassing filters game, it is probably only a matter of time before blocking may no longer be a realistic option. Indeed, a great deal of blocking seems to be a knee jerk reaction to behavioral issues rather than seriously concerned with pupils e-safety. YouTube itself does have a notification process, perhaps not ideal in everyone's eyes, but it is available. Probably of much greater concern might be the 'comments' left by those who use comments features to abuse others, (and their right to free speech). Teachers may find Comment Snob a very useful  addition when using YouTube with a class.

The inappropriate Content case is a Straw Man, it is unlikely anyone will disagree there is much low level rubbish, both from user generated, and professional sources, and some may say YouTube has a dark side, but that is easily counterbalanced by the growing number of good educational channels, including recently digitised treasures from the BFI.  It is the breadth and freshness of content, that generates YouTube's value for teachers, often addressing current issues such as this video analysis of a topical 'copyright' issue, (Satriani v Coldplay). In fact YouTube reflects our culture at all levels, and future social anthropologists will be far more likely to study YouTube than the professional produced, authoritative media preferred by Andrew Keen.

From the discussions it is clear, many teachers 'download' the video streams from YouTube to use in different ways and contexts. Even though everyone's doing it, (many possibly unaware), that it breaks YouTube's, (restrictive), terms and conditions. It is not my role here, or in my nature to suggest teachers stop downloading, but, is important to know, in order to make  informed decisions on using use YouTube materials. Considering the hundreds of tools available to download video, it would be naive to assume YouTube (Google) will be unaware of this, but since 2006 there seems to be no official response from YouTube, and from their point of view it may now be case of, 'let sleeping dogs lie'.

This leads naturally on to Licensing, along with many others, I maintain YouTube could do much more here, for example allowing users to add Creative Commons licences to the videos they upload, as is the case with Flickr and Blip.tv. I suspect that is because a large number of videos may have copyrighted materials embedded in them. Lawrence Lessig extrapolates on the issues, in depth, here. 

Finally the Technology. YouTube continues to improve its services, recent developments included: captions and video annotations, deep linking, wide screen format, a bigger player  and HD quality video. Add to this low cost easy to use mini video cameras, (now including HD) and visual quality is set to improve dramatically. There are a  now number of third party services allowing you to deep link  or edit  online with more likely to appear. There are also  tools that will transform the use of video in learning now emerging from the research labs.

The future
All this suggests that, (online), video including YouTube is here for the long run, and as technical standards, cost and ease of use will continue to improve there is a great untapped potential for learning. It is up to (educational) users of YouTube to make sure their voice is heard as YouTube evolves, rather than it be left to the media industry, repressive regimes or governments that should know better.

Scare tactics, or how (not) to treat your customers

image credit Sam Judson

With tactics not dissimilar to those used  by the Music Industry, it is not surprising one could get the impression that digital content providers work against the best interests of their potential customers or users. Using the medium of the BBC Education News pages this latest example could be seen as a deliberate attempt to scare schools about their use of digital images.

Whilst the 'advice' offered by Jean-Louise Green may be legally correct, she does not provide any constructive or positive suggestions as to how schools might review the way they use and access digital images; for example, there is no mention, of using  Creative Commons image search,  (currently with over 61 million images to choose from), or pointers to any of the excellent collections and other sources of digital images schools could draw upon.

Perhaps this is hardly surprising because, Jean-Louise also runs Picture Nation, an image library and brokering service, which sells images to schools at prices, that many  would consider, exorbitant, with restrictions on use and access. Is it a coincidence that this item appears at a time when schools have to seriously consider spending their elcs before the funding runs out in August?  Perhaps it is in the interests of content providers to try a create a climate of worry and uncertainty, and on the back this offer schools an easy, (and possibly expensive) option.

I believe, what could be more helpful to schools would be focussed CPD, workshops and communities of practice to help teachers and children use digital images and other digital assets legally and confidently . This is becoming an increasingly important element of digital literacy, and schools could benefit from exploring these issues in contexts that include, searching, tagging sharing and file formats, rather than a list of  rules. What they probably don't need is threats and warnings from Linda Macpherson, the lawyer quoted in the piece. Mmm... it is also interesting to note the close relationships between all the sources of input to the article.

"RIAA notice" image credit Wesley Fryer

Digital Trompe-l'œil

Ironically, because the Guardian 'Special' on Building Schools of The Future  was not available online, Ian Usher used Issuu to create this superb online document from pdfs. In doing so Ian has done what the Guardian failed to do; offer the information online in a form that is aesthetically pleasing,

Using a digital camera and taking no more than a few minutes to photograph the newspaper, and upload the images; Ian has created a very tactile experience.  I think  there is something very reassuring and satisfying about turning these creased pages.

So here we have it, a simple creative process that is crying out for children and teachers to use, and achieve some wonderful, (and as yet unforeseen), results.

Not forgetting of course that Ian's article firmly hits the nail on the head with regard to the issues of BSF (Building Schools for The Future) and LPs (Learning Platforms).

Catering; for whom?

image credit Larimdame

I read with interest, the other day, that some high profile companies, namely: McDonalds; FlyBe and Network Rail have been accredited to offer  'qualifications' that support A Levels or diplomas.  Whilst I think we can rest assured these companies have good training schemes for their employees, or new recruits; a training scheme is not the same as an opportunity to study. I would also like to know:

• Who are the main beneficiaries of the 'qualification'; the company, or the student's life chances.
• Will the skills on offer really be transferable? Either to a competing business or to other jobs. How many would want McDonalds 'written' on their certificates?
• Some of McDonalds other dubious educational ventures.
  
• Network Rail's poor track record.
• What was the process that approved these companies to become qualification awarding bodies?  Was there a tender or bidding process?  Was this debated/announced publicly, or a deal done behind closed doors?
  
• What about small enterprises and innovators, could they become part of this initiative?

No matter how you dress it up; when commercial companies are allowed to award qualifications; by default they will serve their own interests first, which is likely to be (and arguably rightly), making a profit. And lets not forget, even big companies are at the mercy of market forces.

Now if companies and organisations such as Google, Lucasfilms or the BBC, were involved would that change how we view such schemes? Or is it time to seriously consider removing the running of education from both government and business,  sure they can fund and advise, but lets have a body whose commitment is firmly based on learning and providing real educational opportunities for all, not serving political masters or specific  business interests.

All set for BETT

Gloucester Sq. tube from Bailey's hotel room this evening

Its that time of year again, the BETT show.  As a seasoned BETT veteran, (I think my first was in the mid 80's when it was still held at the Barbican), something tells me this one will prove to be a different experience, for myself.

Unlike the Scottish Learning Festival there will be no wifi  available (even though we are now the 21st century), the organisers prefer to maintain their cash cow by charging the exhibitors whacking fees for a wired connection, which unfortunately means no wifi for the rest of us. Realising this, I decided to get a Broadband 7.2 USB modem, and it is working a treat, so I will be able to blog, Flickr, etc. live from the show, and remain connected in all respects.

I will be with the University of Hull on stand S97, which  we are jointly sharing with  Mirandanet.  We are keen to talk to all who are interested in using digital assets and archives and Web 2.0 for learning. Please come and join Kevin and myself, we look forward to meeting friends old and new.

Having attended two previous events in Glasgow, I suspect Teachmeet08 on the Friday will be one of the highlights, and its great to see so many signed up; and still doing so.

Interactive Map of Education and the Future

I was excited by this interactive map from the KnowledgeWorks Foundation. Based on research data, it suggests the  forces and drivers of educational change and their possible impact. One can explore the map intuitively, or collaboratively, possibly in a CPD setting. The nodes on the map expand and offer opportunities for further study or to engage in online discussions, it is also intuitive and satisfying to use. (Source:  Information Aesthetics ).

Every cloud could have a silver lining?

Image credit Old Shoe Woman, CC License.

With large numbers of schools, in the North of England  unusable or severely damaged due to the recent floods, perhaps this is a good time  for education authorities and schools to explore how new technologies and social software might help alleviate or avoid some the problems, and provide a meaningful learning experience for affected pupils in the months to come.

It appears that up to 10 million pounds has been made available by the government's  Department for Schools, Children and Families, to support; "temporary accommodation, extra surveyors and summer activities for children flooded out of their homes."

Local authorities could  also consider using some of the 10m for developing a strategic approach, rather than  just fire fighting, bringing together stakeholders and interested parties to explore the possibilities; for example:

• make and laptops, (school stocks and buy extra), available, install wireless networks and connectivity in centres and homes.
  
• develop an 'emergency' online curriculum using appropriate web 2.0 technologies and social collaborative  software. There is a great deal of experience available locally, regionally and   internationally upon which they to draw.

I don't claim to have all, (or even any of the answers - yet), but I am sure with a degree of will and vision, then this, must surely be something worth trying, and could also serve as a real test-bed for 21st century learning. The alternatives could be pretty grim.

The Door is Now Open...

National Curriculum  for ICT KS3, QCA,  July 2007

In case anyone is still in any doubt, the door is open now for real creative, effective and appropriate use of ICT for learning in schools in England and Wales.  I am on the 7:20 from Leeds to Kings Cross, benefiting from the, (at times flaky), wifi, I have  just downloaded  and, quickly,  looked at the latest Keystage 3 & 4; National Curriculum Programmes of Study, (thanks to Shropshire for the link). Reading  this is like a breath of fresh air, real life contexts, using ICT to learn, share communicate and build knowledge; with no mention of specific software packages, or pointless scenarios for sham software practice.

Here are a just few snippets that caught my eye:

(explore and use) new ICT tools as they become available.

(explore) the ways that ICT can be used to communicate, collaborate and share ideas on a global scale, allowing people to work together in new ways and changing the way in which knowledge is created.

work creatively and collaboratively, taking different roles in teams

(use)  ICT to compress graphic, sound and video files to allow faster downloading;

take account of the source of the information to make judgements on its plausibility, accuracy, completeness, currency and reliability, and to assess bias and partiality

evaluate critically: This could include self-review, peer evaluation and user or audience feedback. Students should judge both the quality of their work and how effectively they have used ICT.

And the picture of a Mac ... well thats just an added bonus.

There are some great teachers out there...

image credit:stroinski

Every now and again the old chestnut about good teachers and bad teachers surfaces, usually prompted by government, unions or perhaps Ofsted, recently Steve Jobs joined the debate.  We already have technologies to ensure every student has access to a great teacher, whether that teacher is physically present in a classroom or even a physical teacher, well, that is another question. The teachers could be teachers, they might be experts in their field, perhaps people who have stories to tell, and just as importantly other students. Technology will let them collaborate, inspire, share, communicate and support each other. Technology gives us, as teachers, the chance  to re-evaluate our work.  It is almost certain there are new roles for teachers working individually and in teams, moving between classes or even schools, and countries. It calls for vision. It is likely that sooner or later technology will require us to change our definition of good and bad teachers, with hopefully far fewer of the latter. I suspect Steve Jobs is fully aware of this.

The world's biggest, never ending, slide show

This is seriously addictive. Dave Troy has just released a beta version of Flickrvision; a site that lets you view geotagged images on a  dynamic Google map, in real time, as they are uploaded to Flickr. The effect is hypnotic, photos from around the globe continuously appear and disappear from view, as the map shifts around to accommodate them. The potential is vast, especially as new features are promised to allow developers to customise this service; for example, checking on uploads from a specific location.

In class, even 5 minutes of watching this should inspire students, encourage questioning, help them identify social and cultural aspects around the world and discovering places and their relationships in the wider world. Please comment on any good ideas for educational use.

Footnote: although only a day old, this site has already had  over 1500 posts on del.icio.us