Backup, backup, backup

I think the recent online access problems just demonstrate that we should all keep systematic backups of ALL our OU work - even the stuff we think we couldn't possibly need.

Below are messages on the subject sent to the forums:


From: Jose Martel Penate 20 January 2009 07:00:56
Subject: Further to: On one week extensions
To: H808 08I ECA Queries

Dear all

This email follows on from my last email (see below) where I stated:

"It seems to me that I am being penalised because I was unfortunate enough to have had very little access to MyStuff and because other students were not prudent enough to fully backup their MyStuff files."

And that:

"I am fine with others being given a one week extension, but in that case, then so should I (and others)."

Are we not all adults here, with years of experience using computers? Are we not students attempting to call ourselves eElearning Professionals?

Then surely our years of experience using computers and our expertise as Elearning Professionals should have taught us that one should ALWAYS backup one's important information. I imagine we would all consider work produced for H808, and stored on MyStuff, as important.

Have we not all been abundantly aware of the continual MyStuff access issues?

Are we not all aware of the option to use Word for the ECA compilation that Helen and Robin have been all but pleading us to use at the slightest sign of problems using MyStuff?

I ask you then, is it reasonable that fellow Elearning Professional students are given a one week extension for neglecting to backup all their MyStuff files and thus being unable to produce the alternative Word ECA compilation?

I, for one, think IT IS perfectly reasonable. But, if it IS reasonable, then it IS as equally reasonable for ALL H808 students to be given an extension of equal length.

And I am curious, how does one prove that one has had problems accessing MyStuff, and how does one prove that one has only one copy of certain files and that that one copy is inaccessible on MyStuff?

Jose

-----------------------


From: Jose Martel Penate Tuesday, January 20, 2009 12:42 AM +0000
Subject: On one week extensions
To: H808 08I ECA Queries



Dear all,

I have just read that those students who consider they have lost time due to MyStuff accessibility problems over the weekend may request an extension of one week to submit their ECA.

At the risk of seeming unreasonable, I feel the need to protest that others may be given an extension of one week to submit their ECA, yet I will not.

Let me explain that I am fine with others being given a one week extension, but in that case, then so should I (and others).

I have repeatedly stated that I usually have no access to MyStuff. Throughout the whole course I have wasted many, many hours - I honestly don't know how many hours, but a lot - trying to access Mystuff without success. For this reason I have not been able to use MyStuff to store most of my work. I have it stored on my computer at home.

However, if I had been able to regularly access MyStuff, (and regardless of the scarcity of access problems) it would have seemed prudent to me to store full backup copies of my work on my home computer as well as "screen-dumps" of relevant MyStuff pages.

It seems to me that I am being penalised because I was unfortunate enough to have had very little access to MyStuff and because other students were not prudent enough to fully backup their MyStuff files.

Jose

SA9.2

The Google Doc table as it looked after my latest additions to it.

The activity gave me the opportunity to use Google docs for the first time.

[Need to add to this entry. E.g. mention the other collaborators, especially Nigel S. See Cafe forum]

Reflection for blog at 06-01-09

Right, things are getting serious now; if I want to leave 2 weeks for the ECA I need to finish units 8, 9 and 10 this week.

I'm amazed, with so little time left till the end of the course, that the tutors still haven't made a meaningful return to the forums.

I've read some other people's contributions (from the forums and their shared blogs) which have helped calm my nerves and given me some ideas (Emma, Colleen, Jim, Nigel S, Keely, Karen).

Let's see if I can post this to my blog today. I've had access problems again lately. Now I can usually view the blog but I can't edit the posts (I wanted to add tags to the posts that don't have them, which is about 90%), I wanted to change the name of the blog from "Metacog-what??!!) to something more formal/boring like "H808 blog". As I write this I'm still waiting for the blog to open. This morning I woke up thinking that I should perhaps move to a blog that actually allows me to use it 24/7. Some 3 years ago I blogged for about half a year. The experience was very positive as access was 24/7 and the blogs themselves had much greater functionality/"customisability". There was a definite sense of community that was enhanced by the blogs - not impeded by them.

It would be very nice if I got my TMA02 results back. I'd like to see the comments well before I have to write for the ECA. But Alan gave me an extension and my TMA02 was finally handed in on 26th Dec (coz of a couple of days of formatting problems).

Well, after 20 mins the blog still isn't opening. I started a blog for my students on Blogger so I know that it's accessible here in China. I'll open one for H808 now. This is very disappointing. Not at all what I expected when I started this course.

Ok, I've set up my new blog. It's at http://jmartel-h808-blog.blogspot.com/ . But I can't move posts over because I can't access my OU blog!!!!!!!!!! I've tried using Safari, Firefox and IE on a Mac, and IE7, Firefox and Safari using XP. At least my blog is showing no favouritism...Ah, I spoke too soon, a few minutes later IE7 on XP opened my blog - with errors, however the main text is visible. Then I tried to add a post and it's now loading interminably. Ok, time to forget moving the blog. I'll do that when I can.

More on CA8.1

00:39 today

Visible to all Open University users

(For CA8.1 podcast link and transcript see below.)

So, technology related competence for Unit 8:
- Installed and learnt to use Audacity and Lame encoder
- Used these to make a podcast
- Also learnt to use Keynote (Mac's PP style presentation tool)
- I already knew how to use iTunes
- I had already knew how to upload mp3s to podcasting website

I finally decided on a topic for the podcast; wrote some text and recorded it using Audacity and Lame.

Not having a sound studio is a problem when you live in downtown Shanghai - not the quietest of places at any given time! But I used a headset with mic and hoped for the best. The sound quality seems ok though of course not studio quality. My delivery of the text could be better, but generally I think vocalisation is ok and I did try to use different speed of delivery to differentiate between the podcast text itself and example-text (listen to the podcast and you'll understand what I'm talking about).

I didn't re-read any instructions for Audacity (if I did actually read any in the first place) and managed through some trial and error to make an mp3 recording of just under 6 minutes. I decided not to edit using audacity so I had to rerecord the whole thing or almost the whole thing a few times. I decided that would be more straightforward and probably quicker than trying to figure out how to edit using Audacity. But if I had to use the tool, I now feel confident that it can do the job and that I could learn to edit using it if needed. Of course I still prefer iMovie for audio and video editing.

While experimenting with the idea of using podcasts in the classroom, I decided to try out Mac's Keynote (Power Point (PP) Mac style, as it were). I wanted to see if it was easy to embed podcasts into a PP style presentation. I found out that Keynote is wonderfully simple to use. Adding photos, music or video is as simple as drag and drop. Then you resize and reposition using mouse/trackpad and cursor. I watched a single, brief, online video tutorial and was compiling my presentation seconds later. I added text and photos to "slides". I added video to slides and then added music on top. I had slides with different themes and had text, photos and video on the same slide. And all was achieved very intuitively and with great control over the results. I now feel confident that I can make a good-looking multimedia presentation for class that I can fully control/adjust in real-time. Using video-podcasts embedded in a mult-media presentation like this can be a very useful and effective way of highlighting various aspects of western culture for my Chinese students. I'm sure the excellent visual quality and clean finish of Keynote will impress and help maintain students' interest. Topics can be introduced and referenced very effectively leaving more time for students to actually practice their English speaking.

Podcasts can also be a great way for f2f TEFL teacher to save his/her voice from overuse in class. The podcasts (especially videopodcasts) can also be used to expose students to different authentic, native, English accents in a "natural" environment (on screen) - vital if the student is to communicate effectively in the real world.

And of course, the podcasts and whole presentations can be uploaded to a site or blog for the students to access at will in their own time.

Problems/issues that the students may encounter accessing/using the podcast/keynotes are:
- many students don't have computers and so getting access to a computer can sometimes be a problem

- some students claim not to have much practice using a computer - which could in turn lead to problems/delays accessing files in their own time. [Though I tend to think that this "excuse" is used to explain why they haven't done homework/accessed the files etc.]

- in class, equipment may fail or be incompatible.

- as there is only a computer for the teacher in my classrooms, the students won't have accessibility problems/issues when viewing the podcasts in class.

---------------

My podcast for CA8.1 will open directly clicking on http://www.switchpod.com/users/jm4298/JoseMartelH808PodcastforCA81.mp3 or go to feed://www.switchpod.com/users/jm4298/feed.xml to choose the link from the 4 OU podcasts I've published there. The file is just under 6 minutes long and 5.3MB.

Transcript:

Hello and welcome. My name is Jose Martel and I'm a student on the open University's course H808 The Elearning Professional. This podcast is a requirement for Core Activity 8.1.

I will briefly talk, from a personal perspective, on some aspects and issues of student group-collaboration in an asynchronous forum, especially when different time zones are involved.

It might be helpful to hear something I wrote when participating in a group collaboration with students in a time zone 8 hours behind my own:

"Most of the time I felt isolated, working alone in a time zone 8 hours ahead of the rest of the group. I could only hope for replies to my comments towards the end of my day (from 4pm onwards), by that time I had often been working on the activity from 7am to 10am then gone to work for 7 hours and returned after 6pm. My comments seemed distant in time and thought by then. It was sometimes hard to keep an interest in my point of view when I had posted a reply 12 hours before and had moved on in thought, but then would have to go back to reply to the old thoughts that were still being dealt with by other members of the group. It is possible that rest of the group also found it bothersome having to allow for the my late replies."

Something else that can negatively affect group collaboration are time limits. For the group activity just mentioned we had one week to prepare for, discuss and produce the required result. Here's a related text I wrote at the time:

I often had the impression that the group as a whole wanted to complete the activity with, "the easiest/less problematic route being taken" [...] that their overriding concern was finishing the activity (and moving on). Perhaps the asynchronous forum with time constraints and the fact that members were/are strangers may have been contributing factors. The general consensus seemed to be to try to integrate as many ideas as possible, to make it an inclusive-[activity] (regardless of an unsatisfactory outcome).

At the time I felt strongly enough about the issue to post a forum message. Here's an excerpt:

I'd like to question whether these quickie group activities are useful enough to us to warrant the additional stress and opportunities for discord and even antipathy that they bring. Also, I think often the lack of clear leadership (coupled with lack of time) within the group will result in the easiest/less problematic route being taken or an "ok, whatever you think is best" or even an "ok, whatever" attitude. All/some group members may not express their true thoughts through lack of interest, a desire to accept anything just to move on, wanting to avoid even the slightest confrontation, wanting to feel part of the group, other.
There may not be a good opportunity for real discussion, especially if members are in distant time zones.
These group activities can merely emphasise how much some of us are not part of the group activity or H808 cohort. And at best (worst?) they may only help to form cliques.

I feel it's essential that teachers/tutors need to give clear instructions and be actively monitoring the forums in order to pick up on problems/guide/give advice in a timely manner. I wrote that:

Perhaps given more time, clearer guidelines and guidance, the activity could have been more successful. However, even with improvements of presentation, H808 does not seem to have students who are ideally placed to participate effectively in, and learn from, group activities.

That also questioned whether group activities carried out via online asynchronous forums by students (and in particular, students who have full-time professional occupations) who have little time or inclination to collaborate will provide good opportunities for learning. At the time I said that I thought there was little deep-learning being achieved.

To sum up:

Group collaborations using online asynchronous forums can be problematic. Some issues to bear in mind can be the danger of pronounced feelings of isolation students can feel, especially when additionally displaced by time zones.

The group should be given enough time to complete the activity without feeling too pressured into avoiding discussion in order to finish the task.

An issue not previously mentioned, could be the need to make sure that students (especially students who don't know each other well) understand that asynchronous forum dynamics require a more cautious approach to discussions and problem solving. Verbal and non-verbal aspects of face-to-face discussions/meetings are absent so the risk of misunderstandings is greatly increased. And the resultant need to clearly state and clarify points made can add additional stress to the situation.


This has been Jose Martel presenting a podcast for Core Activity 8.1 of the open University's course H808, The Elearning Professional. The podcast briefly outlined, from a personal perspective, some aspects and issues of student group-collaboration in an asynchronous forum, especially when different time zones are involved. 

Thank you for listening.

Re CA8.1

2 January, 03:14

Visible to all Open University users

Ok, in an attempt to create some (more) evidence to show I can use new technology, I decided to try to use Audacity and Lame to create a podcast on the XP partition of my MacBook. [Using Mac's Boot Camp I have partitioned/divided the hard drive and loaded XP on one part. Now I can use the MacBook to boot directly into Mac OS X 10.5.6 or XP professional 2002 SP3.]

Being used to the simplicity of Mac installations it seemed to take some time to set up Audacity and Lame and I was a bit confused trying to locate the files to download. Audacity itself seems quite easy to use though (the basic functions at least). I didn't expect to have to search for the Lame encoder on behalf of Audacity. After a couple of hiccoughs I successfully linked it though and created my 1st MP3 using the software which played directly on iTunes for Windows.

All the while I was muddling through the instructions and trying to keep track of the IE windows (for a more authentic experience I decided not to use the much more convenient tabs in Safari for Windows -[Update-Windows automatic update offered me IE7 which has tabs so I switched; I also installed Firefox 3]). I couldn't help thinking that it's just so much easier and elegant using iMovie on Mac OS X.

I watched an interesting 2 hour long video podcast from Stanford University ("1.Darwin's Legacy: Course Introduction"). Then I thought I should perhaps simply listen to a podcast, so I listened to the 22+ min, "A World of Change: The International Initiative at Stanford University". Then I thought I should listen to something more elearning related, so I listened to the 9:34 min, "Listening to students - Innovative responses" from JISC (http://www.jisc.ac.uk/news/stories/2008/11/podcast63betsywilson.aspx) found thanks to Emma and a link in her blog post "Unit8 Part 1".

I was surprised by the informality of the video podcast. I had expected studio quality delivery/presentation, and found all the ums and ahs and fumbling of a live, unrehearsed performance. The 1st speaker was especially unprofessional/unrehearsed/lacking in confidence in his delivery. Also the PP presentations seemed rather amateurish/basic and not what I had expected of acclaimed and experienced professors/lecturors.

The Stanford podcast did have studio-quality audio. It seemed professional and interesting. However, half way through I found myself wanting to look at something in order to help focus my attention. I would have liked a transcription to follow as I listened, or actually be able to watch the various speakers.

The JISC podcast had good quality sound, though it seemed to have been recorded in a cafe and the interviewer seemed unexperienced and nervous. There was again no transcription, but the shorter duration made this less necessary for me.

Now to choose something to talk about...
- Professionals Vs service providers?
- The perceived need for legitimisation in the eyes of academics?
- ????

--------

02-01-09

Ok, some days later now.

I've continued to watch the Stanford Darwin series. Am on to lecture 5 of 10 now. Sometimes they can be too high-brow for me but they are interesting.

Perhaps I should try to listen/watch elearning podcasts!!!

Still can't think of something "that [addresses] an aspect of this course that raises issues for elearning in general" (unit8 part1 guide, p2) that I feel confident enough about to podcast on. Interviewing Chinese teachers on their thoughts on elearning (or foriegn English teachers) is an option, but would probably take some (considerable) time to prepare a face-to-face meeting/interview/discussion. Using something like Skype is a possibility though. But again the prep work and the actual production of the podcast seems prohibitively time-cinsuming at the moment. And leaving it for later doesn't seem an option either with work for the ECA drawing ever closer.

Reflections on TMA02 - and towards the ECA

28 Dec 2008, 04:10

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Part 1

Once I was able to write about an actual elearning professional in my "professional" context the exercise became easier to relate to and focus on. It became doable.

Part 2

A major pain was identifying all the evidence/forum messages. I had a pdf with 189 pages of largely repeated messages - i.e., new messages that included the rest of the thread. And I was to blame for a lot of that content! I hadn't systematically filed away the messages as they were produced or soon after. Lack of time and the benefit/need of hindsight in categorising the evidence were probably factors.

I think I would have found it easier (and would have used fewer words) if I had written in the 1st person. Emma asked about this and Robin replied positively but saying she should confirm with her group tutor. I thought it too late to go asking for and waiting for confirmation and simply needed to get on with it.

Overall, I need to stay on track and start preparing for the ECA from now. I definitely shouldn't leave writing till the last week.

Jose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08

30 Oct 2008, 12:48

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Saturday, October 25th, 2008, 5:17 AM

Jose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08
Training or development
Title for training or development Jose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08
Organisation or provider OU
Type training course
From date 06/09/2008
To date 25/01/2009
Ongoing Ongoing
Actions and dates to action
Action / Date
Outcomes
Learning objectives
• Familiarise self with debate about learning objects including respositories, metadata and IMS standards
• Gain insight into guiding online discussions and key factors for developing online communities
• Try out more audio-visual tools such as Skype (eg Netmeeting)
• Familiarise self with a variety of models for elearning
• Gain further ideas for online activities and an awareness for situations where they would be appropriate
• Look into how sensitive and critical comments are given to others (students and tutors) in an online environment, improve own techniques
• Familiarise self with some of the research behind elearning
• Try out a selection of common elearning platforms
• Familiarise self with methods for tackling plagiarism and digital copyright issues
• Look into ways online games are used in learning
• Develop working knowledge of, and ability to effectively use, key elearning technologies (e.g. eportfolios, wikis, blogs, learning journals, etc.)
• Improve, and document, own Critical Personal Reflection

Skills and/or expertise developed
• First experience with:
- (Skills) an eportfolio: MyStuff (Ongoing)
producing eportfolio items
tagging items
filling out first Training and Development Form
- (Skills) electronically annotating a pdf file (Unit 3)
- (Skills) creating a Local Area Network (LAN) (Unit 3)
- (Skills) editing a wiki (Unit 4)
- (Skills) making and publishing a podcast (Unit 4)
- (Skills) adding subtitles to video (Unit 4)
- (Skills) using a mind-mapping tool: FreeMind (Unit 4)
- (Skills/Proactivity) producing HowTo guides (Unit 4)
- (Proactivity) attempting to lead, inform or otherwise motivate others in an elearning context (Ongoing)

• Continuing experience with:
- (Skills) using and publishing a blog (Ongoing)
- (Skills/Proactivity) using/collaborating in online forums (Ongoing)
- (Skills) editing video (Unit 4)
- (Reflection) critical self-reflection (Ongoing)
- (Critique) analysis and critique of the practice of others (Ongoing)
- (Proactivity) attempting to lead, inform or otherwise motivate others (Ongoing)


General
Notes A lot of the above taken from:
- Barritt, O. (2008) "MOADE - H808 The Elearning professional", shared MyStuff item, (accessed 25th October 2008)
- Open University, (2008) "H808-Assignment guide 2008.pdf", (accessed 3rd October 2008)
- Open University, (2008) "H808-Course-guide-08.pdf", (accessed 3rd October 2008)
- Stan, M. (2008) "Personal development Objectives for H808", shared MyStuff item, accessed 25th October 2008
Tagged with H808 . PDP . training and development . reflection . skills . proactivity . critique .

1 comments
Alan Clarke on Sunday, October 26th, 2008, 11:29 PM says (privately)

Hi Jose

A well presented and detailed plan - it is clearly ambitous in the range and scale of the objectives - however, it demonstrates enthusiasm and motivation. You have tried to identify skills and knowledge already acquired through the course amd acknowledge sources. A very good effort

Cheers

Alan

More evidence for SA4.2 - HowTo access/use OU resources when using a Mac

19 Oct 2008, 13:16

Edited by Jose Martel Penate, 19 Oct 2008, 13:17

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HowTo access/use OU resources when using a Mac
By Jose Martel Penate H808 081

I'll be giving my personal experiences as an OU student in Shanghai who uses mac computers to access and use OU resources.

First, a bit about my mac setup. When at home, I typically use a Mac Mini bought in 2007, with 2GHz Intel Core 2 Duo processor, and upgraded to 2GB 667MHz DDR2 SDRAM, running OSX Leopard 10.5.5. On my commute to and from work I use an iBook bought in 2002, with a 600MHz PowerPC G3 processor, and upgraded to 640MB SDRAM, running OSX Tiger 10.4.11.

I've designated the iBook as the principal machine where OU work is concerned; it holds the OU working files and folders. When at home I connect the iBook to my ethernet Local Area Network (LAN) via a TL-R402 DSL router. The use of Bonjour simplifies my mac to mac connections and I can then use my Mac Mini to work on the files stored on the iBook - so both machines use the same files. This effectively avoids having to synchronise data (I'm refusing to spend money on a synchronisation solution).

I hold current backup files on both machines in locked folders that I've set Spotlight to ignore. This means that when I do OU related searches the only file/folders searched are the current working OU file/folders on the iBook. I also keep a backup folder of all my OU backups on an external hard drive. When I remember, I also replace the current OU backup folder I keep on my mp4 player (an Archos 604).

I typically use Safari (3.1.2) as my web browser of choice for most things, but for the OU I need to share the workload with Firefox (3.0.3). For simply accessing/reading OU webpages, I'll use Safari, but for editing I'll typically use Firefox. For the blogs - posts and comments - I need to use Firefox or formatting will be ignored. For editing "notes" in MyStuff, I again need to use Firefox because of formatting issues, but to upload files, Safari seems to work better and I recently found out I can write comments while using Safari and formatting is kept intact. For the wiki, it seems that editing can be done from Safari but can't while in Firefox or at least is inconsistent from Firefox. I'm new to the wiki so I haven't had a chance to investigate this further.

Regarding FirstClass, I haven't used their web version since I installed the Mac FirstClass Client (9.106) application in my first week of study. I can't remember much about FC web version, but I know I really didn't like it; it was slow and simply didn't work properly. The desktop version is clearly the superior product and, while not perfect, it is perfectly stable, useful and even has some nice (far more Mac-like than Window-ly) graphics.

Another word about the blogs. I want to browse my fellow students' blogs from time to time, but it's tedious and can be very time consuming having to go to each blog to find out if there have been new postings. So I subscribed to the RSS feeds for each blog. Each blog has a feed for posts and another feed for comments. You need to open the blogs from Safari and click directly on "RSS" (not "Atom" right next to it) - I prefer to right-click to open links in a new tab, but sometimes it seems that these RSS pages only open properly when you left-click directly. When the RSS page opens, left-click on the "Subscribe in Mail" link. If you then go to Mail you'll find an RSS feed that you can rename and that contains the posts or comments of the blog you subscribed to. The blog posts will have the blog poster's name - under the title - when you open each post, but the comments won't tell you where they come from. To find out whose blog the comments belong to you need to click on "Read more..." to be taken to the blog itself, and then rename the feed in Mail. If there is no feed in Mail, check your Mail preferences.

By the way, there is a Mac help website (that I didn't find very helpful). It's at http://homepage.ntlworld.com/stephen.mcgann/index.html . It seems to be more geared toward helping potential students identify which OU courses are mac-compatible. Apart from that, it limits itself to briefly commenting on the mac-compatiblity of various pieces of software that students may or may not need to use. I think the site will only be of any use to someone with little practical experience of using macs. The site doesn't actually give current students of OU courses any advice on day to day issues that arise while doing an OU course using a mac.

Evidence for SA4.2 - A podcast about: HowTo - use iMovie to make a podcast

18 Oct 2008, 10:35

Edited by Jose Martel Penate, 18 Oct 2008, 10:59

Visible to all Open University users

A podcast about: HowTo - use iMovie to make a podcast
(Or simply how to edit video simply!) - By Jose Martel Penate

http://www.switchpod.com/users/jm4298/feed.xml

Why do a HowTo use a Mac application when everyone is using pcs/Windows?
Well, I don't have a pc to hand right now, and you can get an idea of the simplicity that characterises Macs.

About the podcast

My voice is quite low in the voiceover, you may need to turn the volume up. I was trying not to wake my daughter who was sleeping in the same room. I also muttered a bit and was a bit nasally - I'm getting a cold. And the blurry image quality, it's not great, but it's good enough to see what I'm getting at.

I'm going to try to upload the 2 minute 7 second video as an MPEG4 ("mp4") .m4v file (24.9), as a QuickTime .mov file (73MB), and as a DivX .divx file (17.4MB) [nope, Switchpod won't upload divx files]. Despite the difference in file sizes, and even with a less blurred image, image quality is comparable (I think).

Notes/corrections to the voiceover (Nope, not doing that voiceover again!)

- Aspect ratio is not the "shape of the screen", it's the shape of the video's viewable area and defines the proportions of people and things in the video - "the ratio of the width to the height of the image", (my computer's Dictionary, Version 2.0.2 (51.4).

- You choose bits of video clips using the mouse to move the cursor/arrow/pointer, and left click (and hold, i.e. keep button pressed) to indicate the start of your selection and drag the cursor to the end of your selected (bit of) clip where you indicate the end by lifting your finger off the left mouse button. The yellow outline shows what you've selected. You then left click and hold anywhere within the yellow area and drag the clip to the Project area.

You may notice that while dragging the 2nd clip I dropped it before getting to the project area, and the Source Video area scrolled up. This didn't matter because all I had to do was scroll down again and grab the clip where it was waiting for me (in it's place) exactly as I had selected it.

A point to note here is that you don't actually do anything to the original video; iMovie uses metadata to remember your selections and compile your finished "movie". Your original video always stays safe - unless you choose to delete it.

- As you move the cursor over the thumbnails the Viewer (in the top right-hand corner) shows what the cursor is moving over, at the speed the cursor is moving and in the direction the cursor is moving. As this happens you can listen to the soundtrack as well or have it turned off if you prefer. This is a great feature that lets you quickly search through your video at the speed you want, in the direction you want, stopping whenever and skipping huge sections if you like, with the Viewer always showing the bit/instant of video that the cursor is over.

http://www.switchpod.com/users/jm4298/feed.xml

CA4.1 - notes for my initial group input

17 Oct 2008, 10:40

Edited by Jose Martel Penate, 17 Oct 2008, 10:52

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Point 1 of the CA4.1 instructions/brief states, "Form small groups of about four to six students. Use the course forum or the course wiki to compare multimedia skills amongst the group members, and to find out who is in a position to offer help."

- In two forum messages (see highlighted text in messages below) I pointed out that I have a limited amount of experience creating and manipulating audio and video. I have mainly used Apple/Mac computers and free (Mac) compatible software. This means that my experiences may not be of direct use to others who are pc/Windows users. I did try (and will continue to endeavor) to give general advice and suggestions in any areas I can help. And by the way, I think all - or nearly all - of the free software I mention has Windows versions.

Point 3 of the CA4.1 instructions/brief states, "Read the Penn State material on what constitutes evidence of learning and contribute to a discussion in your tutor group about this, both your own learning and that of your students (if you have them)."

- I read the Penn State material. It gives basic, though (still) useful, advice on what type of files to use in a (Penn state) eportfolio:

.pdf files
- Portable Document File (PDF - not to be confused with Personal Development File, also shortened to PDF in some papers). Using a pdf helps ensure that the viewer of a document will see it as the creator of the document intended; e.g. formatting issues will not arise. The Penn State material seems to suggest that in order to create, read/view, print or store pdfs one needs Adobe software. Though Adobe continues to be a (the?) leading pdf developer, there are many software developers that offer pdf tools. Adobe and others offer free basic versions of pdf software. However the ideal pdf tool for each individual can only be found after trailing various options. I normally use Mac's own pdf solution, Preview, to read most pdfs, although I do have the latest Adobe reader installed. I also have the free pdf annotator, Skim, installed and use it as a very flexible solution for adding notes to/highlight/underline/etc pdfs.

Publishing images to the web
- The Penn State paper notes that web browsers handle GIF and JPEG images well (this information may be outdated - are there other equally good/better file formats?) and details the main differences between GIF and JPEG image files. I've never published images to the web but I have edited images, again, mainly on my Mac (using iPhoto). Usually I have never done more than crop images or perform some basic enhancement (straighten, adjust brightness or contrast, etc.). Also, I've always worked with jpg files (on my Mac "JPEG" is called "jpg"), or converted files to jpg for ease of use/compatiblity with Windows users, e.g. my screen grab/screen dump/screenshot application/software produces TIFF files. I've never really worked with image metadata (e.g. the date a photo was taken; the camera used; the settings used) - largely because importing images (e.g. my digital photos) directly into iPhoto causes iPhoto to handle metadata in the background and display more-user-friendly "tags" - and as long as I can view a photo I'm not that fussed about the image quality.
- I've used iPhoto to create digital photo-books of still images that can be presented as a slide-show with the optional incorporation of the optical sensation of movement (i.e. a video compilation of still images that uses the Ken Burns Effect to give the sensation of movement/video - "give life to still photographs by slowly zooming in on subjects of interest and panning from one subject to another", Wikipedia).

Sound as evidence
- The Penn State paper gives ideas for using sound as evidence, from simply recording an event, to linking to an audio file, to embedding sound into a webpage. Using Mac's GarageBand software - according to the blurb, Mac's "personal recording studio" application - I could record/compose/compile music, podcasts or sound effects. I've never really used it for more than an hour or two when getting my hands on a new mac (I have 3 now), and then I hide the application away never to be seen again. I could dig it out but I seem to remember that it looked quite complicated (though it's probably not if I understood a little about making music) and I think I'd prefer to use my video application, iMovie, to replace the sound track to videos or superimpose sounds or add a voiceover.
- Linking the H808 podcast was the first audio linking I've ever done, and I've never embedded anything into a webpage.
- There's free audio conversion software called Switch that I've used in the past to convert music videos (mp4 and WMV (Windows Media Video file)) to mp3. It can convert loads of other file types as well.

Video as evidence
- The paper gives basic information on making video clips. It actually mentions iMovie as an application to use. I have used iMovie to edit video and extract still images from video. Some months ago I imported AVI video taken by my father's JVC cam into iMovie, but for some reason the sound was lost. Later I learnt to strip the audio from a copy of the original video clip using Switch and added the sound track to the video using iMovie. Currently I use iMovie to edit short video clips of my baby daughter, captured using a Canon digital camera with SD card storage. The camera produces .MOD files which I used to convert to .AVI files by simply replacing the file extension (i.e. delete "MOD" in the file name and write "AVI" in its place), then I could view the files using VLC, but with no sound. I later learned to upload the MOD files directly into iMovie which converts the video into a QuickTime Movie (.MOV file). The problem with the MOV file is that it's quite large, and I can't view MOV files on my mp4 player. So I learnt to use DivX Converter to make smaller files that are viewable on my mp4 player. By "learning to use DivX Converter" I mean that I "dropped" a MOV file in the DivX Converter window and sometime later out popped the converted file.



---------------------------------

From: Jose Martel Penate 16 October 2008 15:22:26
Subject: My podcast
To: H808 08I Tech and Skills

Hi all,

I've shared 24 seconds of video (a podcast) of my little baby daughter. The video should be viewable on Windows iTunes. If you don't have iTunes then you could try downloading a great free media player called VLC. It will play most formats you're likely to come across (http://www.videolan.org/vlc/).

By the way, it took me 10 minutes to put together the video. That includes selecting the material, editing it and uploading it.

My podcast url: http://media.switchpod.com//users/jm4298/forH808podcast.m4v
Or the "feed" : http://www.switchpod.com/users/jm4298/feed.xml

Jose



-------------------------------



From: Jose Martel Penate 17 October 2008 02:59:51
Subject: Reply to Keely & Nigel S re my podcast
To: H808 08I Tech and Skills

Hi Keely and Nigel,

Thanks, my little baby daughter is lovely!

Yes, there is sound Nigel, you may have to turn the volume up on your player/computer - though you don't hear my daughter laugh (and she squeals or shrieks more than laughs at the moment), you'll only her mother making silly sounds for our daughter's amusement.

I would love to be able to offer you (all) some advice with this but I'm little more than a semi-experienced user myself. The great benefit that I have is that I'm using a Mac computer. Part of the basic software package that come with a Mac are sound and video editing programs. These programs are very intuitive for basic functions, and with the more advanced functions users can put together a music album or a full-length feature film.

All I can say is that Weller's instructions ("Create a podcast" at http://learn.open.ac.uk/mod/resourcepage/view.php?id=90977&direct=1) for making an audio-podcast seem overly complex - of course this in order to try to help the very inexperienced student. But in essence - and while still holding out for confirmation from Helen - (I think) all you need to do is make an mp3 sound file.

This would mean that you make a recording and if it's not an mp3 file you convert it to mp3 using one of the many popular and free audio conversion programs. I often use Softpedia to find free software (http://www.softpedia.com/). Softpedia have different areas for Mac, Windows and Linux. I tend to go for software that has been downloaded by many people over a number of months - I also might do a google search to see what user reviews I might find - these steps are intended to try to filter out buggy software and select something that works and is useful. Once you have the mp3 file you upload it to Switchpod.

For the video-podcast, I used my Mac's iMovie application/software. I clicked to start a New Project and selected the 4:3 aspect ratio for the finished video (other viewing ratios are mobile phone (3:2) and widescreen (16:9)). I selected 1 clip from video I already had and put it into the New Project area. I selected another clip and placed it next to the 1st clip. I named my project and exported it (made it into a file I could email) as a medium sized video (viewing area of 640x480 pixel resolution) suitable for viewing on computers and that still has a smaller file size (4.8MB). I then I uploaded the file to Switchpod.

On the Mac it's all very easy, but you're using pcs with Windows.

If you do try to experiment with video, I'd suggest:

- never use an original valuable source/file, always use copies to play around on

- don't worry about content, just try to learn how to do it

- keep file sizes small! ("Small means quick": quicker response from your computer - less time waiting for processes to get done; shorter upload/download times; etc) Especially for experimenting, make short videos that have a small viewing area (see above), and opt for lower quality resolution if you know how (the lower the resolution, the smaller the file size)

- if you don't have a video camera (remember that digital (still photo) cameras can often take short videos) but do have editing software you could try experimenting with the demo video that the software may have. Or you could try downloading video from the web to mess around with (remember to scan with up to date anti-virus protection) - that video may be copy/edit protected though so perhaps search for/google non-comercial, everyday people's home videos (but remember copyright issues when linking to the OU). Your mobile phone might also have a video camera, but unless you already know how to download the movie files to your pc (and can convert the files if necessary) this option may not be worth the bother.

- I've used DivX in the past. It's a set of popular editing/conversion/player tools (http://www.divx.com/divx/windows/). Basic functionality is free: you can convert various video formats to DivX - a good quality but (relatively very) small file size. The DivX developers agree that software should be easy to use, so check it out if you have no editing solution that you're happy with at the moment.

Jose

My H808 podcast [CA4.1]

17 Oct 2008, 10:33

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Jose's podcast

I've shared 24 seconds of video (a podcast) of my little baby daughter. The video should be viewable on Windows iTunes. If you don't have iTunes then you could try downloading a great free media player called VLC. It will play most formats you're likely to come across (http://www.videolan.org/vlc/).

http://media.switchpod.com//users/jm4298/forH808podcast.m4v

http://www.switchpod.com/users/jm4298/feed.xml

-----------------------------------------------------------

Jose Martel-H808-CA2.3-Reflection and learning-FINAL DRAFT

4 Oct 2008, 07:00

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Jose Martel-H808-CA2.3-Reflection and learning

Oh dear, I have been pushing myself quite hard in an effort to catch up and be in a position to interact (in a timely manner) on the forums. But that has meant - as Agatha Christie's well known Belgium detective, Hercule Poirot, may have put it, "Mon amie, ze leetel graie cells, zay are in need of ze taim to cogitet!". Reflection benefits greatly from time (Moon, 2001); are we - paradoxically - learning quick time the virtues of careful reflection?

- Moon (2001) affirms that when it is assumed "that reflection has a valuable role to play in higher education", the curriculum designer should have a clear understanding of the desired reflective outcomes and how those outcomes should be brought about; this is especially so if the reflective activity is to be assessed. Moon comments that reflective learning has found particularly strong support in professional-education and development.

- I think it is common knowledge that some people (e.g. both teachers and students) are better at reflection than others (Moon, 2001). I take this to mean that the perception of a problem (on which to reflect) can be different from person to person. Some people perceive a particular problem and immediately "see" the solution - with no laboured reflection - while other people - with reference to the same problem - may need guidance and time to reflect. Moon (2001) points out that there are different types of reflection that may be more or less effective when applied to different situations. Within our learning context an "academic" reflective style - characterised by a higher level of structure, formality and depth - is the most suitable. This depth of reflection is enhanced when reflective dialogue and feedback is maintained between students, and students and teachers.

After reading Moon (2001) I now have a greater store of reflective techniques I can apply to situations or problems that arise. Both in a learning or a professional context, I would imagine that I would try to use techniques that seem/are most suitable. As to whether there is a qualitative difference between reflecting on professional practice and reflecting on learning, perhaps a difference could stem from the importance one ascribes to each reflective event.

- At the moment I type this, I think that writing may be the most practical way to reflect (and communicate reflection) on this course. Unless one is proficient in the use of the various electronic media that could be used (recording/editing/conversion/storage devices and types of image/sound/data files) then valuable time could be wasted in trying to produce reflections of a similar calibre to that which could be more immediately/readily produced via a pen and paper or keyboard. Of course, as already mentioned above, Moon (2001) indicates, that the time spent on the reflective activity is, itself, of great value, and so using unfamiliar media/devices can help provide the time factor - and also a new range of tools - with which to interact with/tackle the subject of our reflection. New/different tools can provide new/different approaches and insights, furthering and deepening our reflection. However, when time is a major constraint, one may opt for the familiarity and immediacy of text, eschewing the uncertainty of learning to use a new media sufficiently well (in the given time) to develop reflections of worth. Another concern that comes to mind is that other possible forms of recording reflection (camera, video, sound) are so, or too, immediate and perhaps not expressive or precise enough or lack a common language with which to guarantee communication of a particular reflection. The saying goes, "A picture is worth a thousand words", but can that apply to our postgraduate learning context where lack of time for reflection (and to prepare for reflection) is an important factor? The "picture" in question would need to be loaded with so much (viewer-perceptable) value that its conception and realisation could take substantially more time than simply sitting down at one's table to write. In an ideal world would I prefer to experiment with multimedia?...Yes. But the realities of my world are such that I think I may not venture far from the tried and trusted.

The above notwithstanding, I hope that the Open University (OU) eportfolio "MyStuff" will prove to be a valuable resource for providing structure to the powers of reflection I have developed over the years, as well as to help produce alternative reflections to those that I may now take for granted.

In my opinion, the OU's Blog and Wiki could be valuable community platforms and resources, but I think the nature of study in the OU may limit their effectiveness beyond the minimum course requirement for use and interaction. At the moment I feel that the OU Forums are the only place with the sufficient sense of community for effective, reflective interaction to occur.


References:

Moon, J. (2001) ‘PDP working paper 4: reflection in higher education learning’ [online], The Higher Education Academy. Available from:
http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id72_Reflection_in_Higher_Education_Learning.rtf (accessed 29 June 2007).

CA2.3 Reflection and learning-FIRST DRAFT

3 Oct 2008, 16:44

Edited by Jose Martel Penate, 4 Oct 2008, 00:59

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The following has turned out to be a very brief, personal impression - together with hearsay - of what I perceive as the present general state of conversational-English teaching in China, education in China and Chinese students. I am certain there are many foreign teachers in China who would have very different things to say:

As many of you will already know, I work as an oral English teacher at a university in Shanghai. This is the beginning of my 3rd academic year in China.

When I first arrived here I had high hopes of making a difference and of developing my teaching practice. However, a crude reality for many foreign oral English teachers in China is that they are employed by schools as the foreign-passport holder that helps ensure parents will pay higher school fees. The foreign teacher's job is to be the English expert for classes once a week. Ostensibly, this 90 minute class, 16 times a semester, will redress years of teacher-centred, grammar-translation English lessons and even more years of systematic obliteration of students' self-confidence, individuality and creativity. In practice however, course leaders and the school administration will probably have little or no interest in the foreign teacher's activities in class, provided s/he actually does turn up for class; does not offend China's honour; or bore the students too much. The teacher may be asked back for a second term if the students actually enjoy the class. Students' enjoyment of class may involve playing games; listening to amusing anecdotes or popular music; watching DVDs, being allowed to talk in Chinese, do other course work, play with their mobile phones, sleep, or skip class - every class. Despite this apparent lack of oral english learning or practice, students typically do not fail oral English exams; once school fees have been paid, parents can expect certain returns on their money.

But, even within this climate, there are those Western teachers who do try to improve their students' level of English. A problem they find though, is that Western methods often don't translate well. Student-centred lessons with task based and communicative activities that foster self-confidence, individuality and creativity regularly fail in China and Asia. New foreign teachers can often be heard to complain about the "unwillingness" of their students to participate in class or to even answer the simplest of questions. Why? Students are taught to conform not stand out, and the Chinese have an acute sense of "saving face"; students prefer to say nothing in class than to risk embarrassment by making a mistake. Other factors are that the teacher is seen as the expert that will tell students what they should know; students are passive "sponges" in a learning environment that is largely memoristic in nature (students here do have amazing powers of recall). Students on the whole have little to no sense of ownership of their learning; little initiative, and (seemingly) little desire to reflect on their learning, personal development or life. I would guess that the average 20 year old Chinese student has the mental age of a 14 year old British student. English is taught as 4 unconnected subjects: reading, writing, listening, and speaking (oral/conversation). Typically, only speaking class has a foreign teacher (who may or may not be a native-level English speaker, qualified, proficient, or conscientious). The other classes have a Chinese teacher who will probably give the class in Chinese. The focus of (Chinese) teacher and students is on learning (just enough) to pass the exams. Little, if any, attention is paid to effective communicative ability in English. Students who are good at speaking English are generally those who have a personal interest in the language. I think many Chinese English teachers see the need for a change in methodology/policy, but change seems to be very slow and implemented from the top down. Those with power to decide and effect changes at schools may not be the most suited for the job (of implementing effective educational reform). Those with the power are (Communist) Party members who are often/usually aged, with Party agenda to promote and protect and perhaps no knowledge or understanding of, or concern for, the educational issues at stake.

How does all that fit in with what I'm learning on this course? How can I possibly change my students' learning behaviours?! And how could I try to encourage a cohort of slightly above average Shanghainese students to use an eportfolio system when only 2 weeks ago I gave up trying to get them to even use email? These students/classes are actually the best I have had here though. Students do not sleep in class, many are eager and willing to participate/learn, most bring pen and paper to class, the class sizes are small (about 20 students, not 60), each of my classrooms is large enough with furniture that can be moved; a pc I can use, with internet connection, projector, dvd player,...But the 90 minutes of class a week is all the English practice most students will get, despite a general consensus that English speaking skills are an important factor influencing a student's future employability.

Well, I'd better go to sleep so that tomorrow I can write a more relevant attempt at the CA2.3 Reflection and learning.

CA2.1-Applications of eportfolios

2 Oct 2008, 23:33

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Page 1 of 3http://learn.open.ac.uk/mod/resourcepage/view.php?id=90944

1. Read at least three of the papers listed in the resources section below.
Alternatively, find other case studies on the web that reflect your particular
interests. Consider the following issues:
a. Are eportfolios fulfilling a genuine need or are they just the latest fad?
b. Is personal development planning (PDP) different for students than for staff?
c. Of the various aspects of eportfolio use (e.g. collecting material,
providing evidence for learning, reflection on learning, presentation of
learning), which do the case studies exemplify?

-After (finally) finishing the essay, I reread the brief and noticed I hadn't really addressed b, or c at all. In fact I find it hard to answer c coz don't all eoportfolios have all those aspects? Though I suppose some acounts may emphasise some aspects more than others.

-Btw, I use "eportfolio" in the sense that it's an electronic portfolio, used for PDP/CPD, that is web based.

-Yes, I didn't put the ref list at the end...

-------------------------

Jose Martel-CA2.1-Applications of eportfolios
542 words (below)

If eportfolios are to be used for life-long learning and not be more than an expensive fad - expensive financially and, I think more importantly, costly in terms of wasted opportunity for all stakeholders - then a number of critical issues must be addressed.

There are technological issues. Effective implementation and integration of the eportfolio project within existing systems must be ensured. The various eportfolio platforms that arise must be interoperable, with data file technology used in current eportfolios not becoming obsolete. The ease and range of manipulation of this data (and meta data) is essential for enduser acceptance and institutional or corporate assessment and developmental needs (Batson, 2002; Jafari 2004).

Whether the costly technological issues can be addressed may be related to the implementation of a sound business plan to safeguard the continued existence, maintenance and development of the eportfolio platform. This business plan and platform may envisage, promote and depend on the enduser's desire for, and ability to easily and cost effectively maintain, lifelong affiliation with a particular eportfolio/institution. In return for lifelong endorsement, the enduser must receive an attractive package of benefits which could include (the benefits derived from the) use of the institution's name and artifact authentication (Jafari, 2004).

Aside from technological and business related issues, there are academic or pedagogic concerns. There are signs that a cultural change is needed in teachers' rather negative attitudes towards the concept of reflection, and their current unwillingness to reflect on their own practice and develop it - an issue related to excellence in teaching and Continuing Professional Development (CPD). A teacher's self-reflection and professional development (through the use of CPD and Teaching ePortfolios) can form a crucial model of good practice for a student's own reflective and developmental behaviour, greatly influencing the student's Personal Development Planing (PDP) (Stefani, 2005). The cultural shift in teachers' attitudes to reflection can be accomplished over a number of years as the 5 levels of maturation required for effective implementation of eportfolios are gradually achieved, maintained and surpassed until the final level is attained. This final level would be marked by the use of "authentic evidence as authoritative evidence for assessment, evaluation, and reporting" within the eportfolio, which is largely constructed employing the student's heuristic processes, and which would be "of high value for students, educators, and employers" (Love, et al. 2004).

Despite the apparent overwhelming acceptance of the need for PDP, CPD and eportfolios, concerns have been raised that there is a lack of evidence to support the claims that eportfolios support and enhance student learning and promote reflection on learning (Stefani, 2005). Further, appropriately documented studies, and time will tell.


As to eportfolio aspects that the case studies I looked at exemplify, the account of the University of Auckland's eportfolio project (Stefani, 2005) seems to stress the initial importance of the eportfolio as repository, while emphasizing that manipulation of the data/succesive versions of (the same) artifacts can demonstrate reflection and improvement over time.

The account of the California Lutheran University’s School of Education's eportfolio project (Love, et al. 2004) seemed to stress the effectiveness of working through the levels of maturation, and comments on how that gradual implementation aided its implementation by permitting the qualitative changes in faculty reflection so necessary for student progress.

Attempted focused musing and rumination 2

29 Sep 2008, 22:51

Edited by Jose Martel Penate, 29 Sep 2008, 23:19

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- ePortfolios:
___- are they information overload?
______- who (really) needs all that info (for their entire life)?
_________- anyone
____________- to keep life-events organised and searchable
____________- to help plan life-options
_________- only some people
____________- life is messy, not organised
___- positive for people who are successful
______- eportfolio as celebration
___- negative (?) for people who are not successful
______- constant and focused reminder of their failings
______- future headline?: eportfolio use linked to surge in suicides
___- what are they a true reflection of;
______- who we are?
______- who we want to appear to be?
______- who we want to be?
______- who someone else wants us to (appear to) be?
______- all of the above?
______- the state of our mental health??
___- is it safe to have all that personal data in one place and online?
______- but not only in 1 place
_________- platform management will have backup copies elsewhere geographically
_________- individuals will keep their own backup copies
______- identity theft (see below)
______- Big Brother (aspects in Orwell not Ch4)
_________- civil rights conspiracy theorists
____________- government could have too much access to too much personal data
_______________- but the usual responses
__________________- why would they bother?
__________________- data will be password protected and super-duper encrypted
.
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.
.
.
.
.
.
(Have I mentioned how much I hate that this blog messes up my formatting?!)

Thankfully still pre-Gattaca - a reply to a forum post

29 Sep 2008, 03:08

Edited by Jose Martel Penate, 29 Sep 2008, 03:40

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A reply to the post by:
From: Philippa Perry 2 28 September 2008 15:39:44
Subject: ePortfolio focus
To: H808 ac6 UNIT 2


Hi Philippa (and the rest of the group),

I've also been looking or hoping for more balance in our reading, so I'm glad to find your reasoned, "sceptical" point of view.

From my non-techie standpoint, I'm not concerned about problems of interoperability. To me it seems to make financial sense for major platform developers to work towards industry standards, though this may not prevent niche-market technology having compatibility issues. I'd agree with Jafari (2004) in saying that the main (technological) issue is ensuring that the eportfolio interface is one that the average enduser will want to use. This means complete integration with other school/university/company systems; transferability of data; and perhaps lifelong accessibility, among others.

An interesting and, I think, important point you've raised - one that I haven't come across in my (limited) reading, or even really thought about - is that of the effectiveness of the eportfolio as a recruiting tool. I had wondered about issues of artifact authenticity - which could be met with a lifelong university eportfolio address (Jafari 2004), but what happens when a student does a Masters or PHD at a different university or when the student enters employment, will they need a different eportfolio address, and different eportpolios, for each institution/company, thus defeating the ideal of a centralised repository of information? However, you focus on the employer's need to find truth/specific answers/the real warts and all underbelly amongst all the lies(?) and disinformation/prepared responses/dazzling presentations that most potential employees will attempt to fabricate.

I'm still unsure how eportfolios will prove to be more useful to most employers. Right now CVs can be 2 or 3 A4 pages long plus cover letter, and employers may receive tens even hundreds of CVs for each post. How much time would the employer/HR department give each CV? How much time would the employer/HR department want to give each CV!? Now, how much time would that employer/HR department need to invest in order to examine each creative, wonderfully presented, multimedia eportfolio? Could the employer/HR department be sure that time invested would produce sufficient/worthwhile returns?

Perhaps this problem may lead to the development of eportfolio scanning technology that can, in fractions of a second, automatically select a manageable shortlist of candidates' eportfolio applications - from a possibly huge and impossibly time-consuming list - thus selecting, and more worryingly, rejecting candidates without a human ever viewing their meticulously complied life story.

I think there is a general consensus that eportfolios can be an invaluable aid to learning, but perhaps HR departments may still favour CVs for most work placements. At least until efficient, cost-effective, eportfolio scanning technology comes on the market...or DNA testing becomes legal.

Jose

Blog-intellectualitiness

27 Sep 2008, 03:12

Edited by Jose Martel Penate, 27 Sep 2008, 13:47

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This is a copy of my reply to blog post on another blog:

X,

I'd hardly say that keeping a blog can be called "vanity publishing". My idea of vanity publishing is someone using their own money to print their manuscript/composition (that has been rejected by publishing houses) for a very limited public distribution. Though blogging may have some similar characteristics, can it really be called the same?

I would agree that probably more often than not, blogs one may come across (out there in the world) will be of little interest. If that is the case, I would suggest you follow one simple rule: don't read them. However, I'm sure you wouldn't propose the creation of a "Blog-Police" to ensure that standards of ... what?... "intellectualness" are kept up.

You mention 2 overriding, fundamental questions:
* Do I have something important to say?
* Is a blog the most effective way of communicating what I have to say to my intended audience?

I think few of us ever know if we have something "important" to say or blog. And what's the definition of "important" here anyway? And "important" to who? I would be willing to bet that if all the bloggers in the world were asked the question, "Should you always blog about something important?", the vast majority would say no. Blogging is often about being a part of a community; sharing oneself and learning about others. I'm not sure that a blogging community would last long or be very popular if the only posts written were strictly to the point with no human references or touch allowed. I'd say that blogs are often written and posted at those odd little times of the day when one can put work/study/the kids aside for a moment and escape to that virtual world were one can find real understanding. For me and my H808 blog, those times of the day are breaks in my study, a time to let my mind relax, explore, let go, and that is reflected in the kind of things I've blogged. Admittedly, a lot of what I've written may not make sense (to you), but I wanted to write it, and so I did. And you can read it or not read it, that's your choice. What I wrote was important to me, and that's enough.

As to whether a blog is/can be the most effective means of communicating with an intended audience, I suppose that depends. One could send emails, but that's personal not public. One could post a reply in the group forums, which are public, but more impersonal. When I read a blog I get the feeling of entering a private-public space; a space that is private, yet open to the public. The blogger's views are not thrust upon me, as an email invading my private space would be, and their posts have (I like to think) a more human and sometimes more intimate quality - not usually present in forum posts - that I feel is necessary for a sense of community. So, blogging may not always be the most effective communication tool, but is being effective always that important?

Jose

Posting: Safari Vs Firefox

25 Sep 2008, 23:14

Edited by Jose Martel Penate, 25 Sep 2008, 23:38

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Mac relateted post. Seems that if I try to post from within the safari browser then the edit box/toolbar doesn't appear with the new-blog-post -box, and formatting is ignored. But if I post from within Firefox then all is well... (So why am I posting from Safari?? Coz my blog page isn't opening in Firefox!!!)

Technical issues and happiness

22 Sep 2008, 22:27

Edited by Jose Martel Penate, 25 Sep 2008, 01:48

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I just managed to add my blog url to my group page (Alan's) and make it look pretty (!). The edit page opened onto command lines (?) instead of the table like last time, which was initially scary. But as I'd done with my blog link on the wiki page, I just looked at what I like in other people's entries and then looked up the corresponding entry/command lines on the edit page. Then I copied those command lines, pasted them relative to where I wanted the result to appear, and (very carefully) substituted the other people's info for mine. Then I previewed and altered as needed (and saved when I'd finished!).

Yesterday evening at about 7pm GMT the OU website was very unstable for me. So I decided to wait till this morning to see if things improved and it's now ok.

Oh, it would be nice to be able to change the default settings on this blog, e.g. anything I write here I'm ok with other OU people seeing, so it would save me a step if I could have that as the default setting - but it's just a niggle. What bothers me more is how the formatting get's messed up when I copy and paste or even when I write directly into the blog message box. I wrote a blog in the past and I came to like splitting sentences onto different lines instead of using punctuation. But if I do that here, everything just gets squashed together. Though strangely enough, my first post did format ok. Odd.

And oh, I don't like this "blog"platform. It doesn't have some of the features that I came to take for granted. Basic ones like being able to view a post/comment while writing a comment; being able to preview a comment before posting; or editing tool/key so you can be sure that your post will look the way you want it to look, etc.