Pollock, Fractals, and how Maths can make Ed Tech Research Better

As time progresses the way I'm using my blog is evolving.

Last year and the year before, when I started to blog in earnest, I found that I was often making shorter blog posts, as I discovered interesting ideas or technology that I thought might be useful.

Then I discovered Twitter and most of those timely posts have moved there, where I can share and discover the findings of others.

So, where does that leave my blog? For now, it's become the place where I like to write and think synoptically - pulling together patterns that appear before me as I work and research in the e-learning sphere.

This was brought home to me over the last week, as I started my next module for my MA in Online and Distance Education at the Open University. My new course, H809, is called Practice-based Research in Educational Technology. The first reading, dating back into the dark ages of 1989, is all about statistics and the reliability of hypotheses and data.

In brief, the article looks at the early developments in e-learning (or Computer Mediated Communication) and the degree to which asynchronous online communication made learning better or worse for students.

The problem the researchers had was that they developed over 50 hypotheses and the sample groups they used weren't large enough, or clearly defined enough, to make the resulting data produce results that were meaningful. Consequently, the language in the report hedges its bets with 'ifs', 'on the one hand', and other similar expressions, to gloss over the fact that the numbers game just didn't produce clear and consistent outcomes. Of course, in education that's often the case, and basing policy on numerical data alone probably isn't wise. That's why we need experts to make value judgements that combine data with a broader perspective.

While I was musing on this, two other articles dropped into my digital lap. The first was all about the rumpus the government in the UK has caused by its proposed deep cuts to university funding. My alma mater, King's London, is set to lose a vast number of academics, including one of the few Chairs of Paleontology in the world. Being a Classicist by academic training, this struck me as a terrible blow to the future of Humanities teaching. If everything is reduced to economic output potential, which seems to be where we're heading with higher education in the UK, then the future looks grim; if we're to maintain a balanced civilization, that combines Arts and Sciences in equal measure.

Jonathan Jarrett's blog post about the cuts at King's covers the main issues in great detail and I recommend spending 5 minutes reading through it. It's a good example of when relying on numbers alone doesn't make learning better.

On the other hand there's no doubt that gathering and exploring data is a vital part of educational research. Personally, I think the ethnographic/qualitative approach suits me better than quantitative mining for truths, hidden within the stats; but that's just my preference. One aim of the course, according to my tutor, Prof Vic Lally, is to enable me to look at published research and form my own opinions about whether or not the data supplied is reliable and meaningful. I won't be a statistical expert by the end of the course, but I should be able to make more sense of it than I can at present. Indeed, when I told the Prof that I'm no expert in stats, he did point out that I'm very happy talking about Web Metrics and the demographics of my school's YouTube channel audience, so perhaps I'm more stat savvy than I thought?

The second article is all about how a Physicist, Richard Taylor, while in the UK studying for an MA in Art History during a sabbatical, became fascinated with Jackson Pollock's drip paintings. He became intrigued with the thought that Pollock might have been using deliberate fractal shapes in order to create what appeared at first glance to be meaningless dribbles on the canvas.

Using some clever mathematics and technology he was able not only to show the degree to which Pollock was indeed creating graduated fractal shapes of differing dimensions, but also to date when within his creative cycle paintings were produced. And that means he can now help to authenticate other works for buyers.

Even more fascinating was Taylor's subsequent work with perceptual psychologists, in which it was discovered that humans have a numerically determined range within which they find geometric fractals appealing. The thinking is that this dates back to our pre-historic time on the Savannah, when an ability to distinguish between wind rippling the grass, and a lion lurking in the shadows, was an essential skill.

And all of that goes to show how the numbers game can add up and produce meaningful statistics that help us understand our world more clearly.

When Disraeli claimed that there were three types of lies, 'Lies, Damned Lies, and Statistics' he was expressing a fear that many of us hold, about the complexity of numbers and how to interpret them. The truth is that data helps us make informed choices, and informed choices should make what we do better.

Teens go for micro rather than macro blogging

An interesting report, quoted in the Guardian, suggesting that teens are moving rapidly away from the contemplative, longer form style of multimedia writing that embodies the production of a blog; choosing instead to write often and little on Facebook status updates and Twitter tweets.

The interesting fact about this is that the decline appears at a time when more schools are looking to use blogs as a mainstream way of encouraging literacy, independent thinking and shared collaborative reflection. Indeed, the introduction and promotion of blogging in schools might be one reason why personal blogging is losing its allure, as students come to view it as associated with 'official' academic work.

You can read the article, which analyses key elements of the Pew Research Center report, here.

An Age of Personalised Content and Media Collaboration

news.bbc.co.uk

The news that the outstandingly successful BBC iPlayer will be launched on Nintendo's Wii console is proof, if proof were needed, that the relationship between media institutions is changing dramatically in a web-driven world.

Fundamentally, commercial alliances and content sharing with acknowledgement are the way forward. As we move to an age where personalised information will find you, consumers are becoming less brand loyal and more content focused. Nicholas Negroponte made this observation back in 1996, but it's taken more than a decade for the mass market and appropriate technology to play catch up with the theory.

For producers of media content this means that cross-platform co-operation and content fertilization will be key drivers to economic success. The power of Twitter to enable disparate networks to rapidly share links to relevant information, is the most striking example this year of how consumers want to find what they want, and find what they didn't know they'd like.

The age of content protected walled gardens, with media institutions battling to keep audiences within their reach for as long as possible, is over. And that's why claims that Rupert Murdoch may try to limit Google searches for paid-for content coming out of his News International stable ultimately will be floored.

It's not just content that's King. It's the consumer. And the sooner media institutions embrace that idea and think about reach and spread, rather than control and restraint, the sooner they'll find new and profitable business models appearing.

Twitter tweets land TV deal

I like this story, about a 29 year old whose tweets of his 73 year old father's pearls of wisdom have landed him a TV deal.

Justin Halpern moved back in with his parents in San Diego. His father was prone to making profound yet hilarious observations, which Justin duly posted onto Twitter. Now he's been offered the chance to co-write a TV pilot for CBS.

You can read some of his homespun truths here, however, let me repeat a couple of my favourites.

"Oh please, you practically invented lazy. People should have to call you and ask for the rights to lazy before they use it."

"Just pay the parking ticket. Don't be so outraged. You're not a freedom fighter in the civil rights movement. You double parked."

The story shows how ordinary people can have talents (in this case for being able to extract humour from the everyday) and find an audience. Justin's Twitter feed has more than 700,000 followers. Like the adage used to run in the good old early days of the Web, 'Content is King.'

One number to Phone them all...

One of the biggest challenges facing users of digital media in both professional and private areas of their lives is the difficulty in joining the dots.

By that I mean it's hard to let people know what you're about when so many online services are available. For example, I can be found on Facebook, Blogger, Skype, Twitter, Delicious, Issuu and Flickr. Each service fulfils a different need, ranging from reflective blog postings here to timely observations on Twitter, and a range of personal and professional photos on Flickr.

In the past I've tried to harmonise my digital footprint by using the same moniker - svanstraten - but even that fails to show interested parties the holistic view of what I'm doing.

So, there are two services that have grabbed my attentions recently. The first is Lifestream.fm which collects all your online streams of information and bundles it into one place. It's an excellent service and from it I've discovered that historically I've made over 631,000 online postings!

The other development comes from Google, which is trialling a one number fits all service. Basically, users get one number for friends and colleagues to dial. This one number then sends the call through to every phone device owned by the subscriber. The subscriber can decide where calls are diverted, so for example, business calls might go to your business desk and mobile phones only, while family calls go to every number that's been entered. In an age of VOIP calling, increasing mobile ownership and the growing expectation that we can be contacted whenever/wherever, it's a fascinating development, and one that could make it easier for schools to keep in touch with busy parents and digital native students. Read more here.

All in all, we're beginning to see online developers address the need to provide a range of services that link the disparate elements of online life. And that can only be a positive outcome.

Where reality gets in the way

So, let me begin with an apology.

This last month or so has been exam time for me, when students get ready to flee the nest by sitting their final year secondary school exams and move on to university, or in the case of my year 12s, get the first part of their A levels sorted, ready to move into their final year.

What this means is that I get overloaded with coursework portfolios and the attendant administration that accompanies them. Allowing for revisions I estimate I read and marked over 100,000 words. I've also had the joys of assessing Year 12 work that's now submitte in the form of blogs and DVDs with extras. Managing all that data has been unexpectedly complicated, in terms of tracking and collating information. We'd thought paperless would be swifter, but making the adjustment has been trickier than we'd anticipated; which goes to show that deploying new technology in learning environments never progresses as you imagined it might.

In amongst all of that I also took 30 eleven year olds to Italy for a week on a Classics tour. Using a Samsung NC10 laptop and a nifty mobile broadband USB stick from 3 Mobile I kept a daily blog. I managed to blog from within the Colosseum and the top of Mt Vesuvius. Interestingly, this year the parents wrote back to me, leaving messages for their kids and questions about where we were. 

In that time we've had Lord Carter's Digital Britain report, looking at ways to expand digital take up in the UK, and suggesting that possibly the BBC should be top-sliced and share its licence fee with commercial competitors, in order to maintain regional news, for example. Not surprisingly, the BBC responded negatively to the suggestion, as did the Liberal Democrats, who struck a chord for all who believe in an independent public service broadcaster. At the same time the Corporation has disclosed the size of its senior staff's salaries and their expense claims. All I can say is that there seems to be a lot of people claiming over £200,000 a year, which is surprising for what is effectively a public sector employer. 

Elsewhere in the world Iran has tried free speech and Twitter was there to keep the lines of communication open. The usual rules apply - be wary of the unfiltered and unverifiable information that Twitter can spew out. Nonetheless, it still makes for fascinating reading. 

Meanwhile, the Head of the BPI, the British music industry body has said Napster should have been engaged with, rather than taken to court. It's a good example of new tech and alternative practices being feared because they were unknown. Lots of similar attitudes exist within education, with staff fearing what hasn't been explained properly.

And finally, the tragic and premature death of Michael Jackson at 50 saw the internet grind to a halt, and BBC soap East Enders show speed and agility when it rapidly added a scene that included reference to this major cultural event, ready for broadcast on Friday night.

All in all it's been a busy six weeks and I've been busy too working on plans for our school's VLE, testing new kit (digital SLR upgrade, audio recording kit, HD camcorders that record to 16gig SD cards) and a whole lot more.

Now that the students have finished I hope to get back to writing and sharing.

All the best, 

Sacha

Stephen Fry on Twitter

A nice video post from Stephen Fry about why he likes using the micro blogging service Twitter. For those of us involved in education his final comment, about using Twitter as an interactive source of information, is perhaps the most interesting, in terms of using Twitter within a learning context.

Watch the video, provided by the BBC, here.

Twitter for Teachers

When I first tried Twitter, the microblogging site, a year ago, it didn't grab me.

12 months on and with a greater exposure in the mass media, Twitter is coming in to its own as a way of making connections and doing so in a timely way. 

I've found it most useful as a tool for sharing and gathering ideas between colleagues on the MA in Online Education I've begun at the Open University, and increasingly as a means to find other educators interested in technology-enhanced learning.

One of those people, Laura Walker, has written a good blog post about why Twitter is worth using by school teachers. You can read it here.

A connected world brings sweet music

The rise of social web networking surely must mean that the Six Degrees of Separation theory has become more realistic than ever before?

I pose the question because of a small chain of events that happened today. It goes like this:

1. I read an article on the Guardian website, revealing that Jonathan Ross has started using Twitter, the micro blogging site, where users can post short SMS-type updates on what they're doing.

2. I go to Jonathan's Twitter site and post a response to his question, 'which song should I play first when I return to radio presenting in the New Year?' Remember that Ross and comedian Russell Brand found themselves in hot water earlier in the year, when they left obscene messages on the answerphone of the actor Andrew Sachs. Brand quit his BBC Radio 2 job and Ross was suspended for 12 weeks.

3. My post is picked up by a band I've not come across before,  Georgia Wonder. They start to follow my postings.

4. I get a link from their Twitter page to a website offering bands the chance to find an audience and build a relationship - Reverbnation. Following a brief registration process, I am able to download a handful of songs by Georgia Wonder, and think they are fantastic. Now, I'm here, writing to you, to say that the band are well worth a listen. Reverbnation is worth checking out too. It's interesting because when you sign up, there's an option to become a 'street volunteer', handing out flyers etc, for the band you like. It's another example of how the virtual web is beginning to find ways to link audiences and producers together, via shared interests, in a physical sense. In a knowledge economy, financial reward isn't the only currency - free tickets, a sense of belonging and self-worth all acquire a transferable value.

5. Having completed this post I am going to post a link to it on Twitter and the Georgia Wonder website. This in turn might bring them and interested audience members to my blog. 

6. Who knows what contacts may arise as a consequence?

Moral Panics and Internet Paranoia

I must thank my student Leah for inspiring this post.

She's written on her blog about a video clip she found on YouTube , purportedly showing a Saudi Arabian footballer getting kicked in the head during a match and subsequently dying.

Leah, having been told to be wary of anything she reads online, especially when the text is based on unmoderated audience feedback, went off and dug around for the truth. 

Eventually, she discovered that the chap was fine and went on the play more professional football.

The point I wish to make is this: it's good academic practice to double check secondary sources and seek independent verification of claims. That goes for material read in a journal, for example, just as much as it does for material found online. 

The horrific attacks in Mumbai last week saw proponents of Twitter , the online service that allows users to post quick one-liners about what they're doing from mobile phones, PDAs and the like, to claim that this was the event that saw Twitter come of age as a news tool.

The issue is, of course, that what Twitter delivers isn't news. It's information. We need skilled journalists to make sense of all this data, to craft it into something that makes contextual sense to us, as an audience at one step removed from the drama that is unfolding. 

The immediacy of the web, and the ease with which moving and still images can be flashed around the world, gives the impression that we are right in the thick of the action. The reality, of course, couldn't be further from the truth. What we are witnessing at such times are multiple streams of complex material. This all amounts to a jumbled re-presentation of the actuality. A multi-camera angled jamboree of vision and noise, as it were. 

Searching around online for evidence of others feeling the same way as I do, I was impressed by the writing of technology journalist Om Malik. His posting about Twitter makes sound sense, and is worth a read.

Allen Stern , writing for Information Week, makes some more technical points about how the infrastructure of Twitter makes it hard for the software to work as a news filter. 

The Guardian has an interesting article that looks at how bloggers, and photo sharing site Flickr also provided additional information, as the tragedy in Mumbai unfolded.

So, where does this leave us? Newspapers still have a role to play, as the suppliers of intelligent analysis. Radio provides fast and intimate contact with those involved in events, while TV news can continue to help us make sense of what is becoming an increasingly complex, fragmented, yet seemingly inter-connected world. In between all of that, the range of web-based software communication tools will make inroads into the traditional roles of their predecessors, generating new ways of telling stories, shaping information, and challenging our assumptions about how communication between one and the many, or as is increasingly the case, between the many and the many, takes place. Now, what was it McLuhan said about the medium being the message??

Imagining the future of mobile technology

Occasionally I find myself chatting to students or colleagues about where technology is taking us in terms of what we can use to enhance the learning environment.

At present I've bought a couple of small, mobile phone sized, camcorders produced by a company called Flip. They launched their first pocket sized camcorder a year ago, and with a staff of just 90 people now control 90% of the global camcorder market. Simplicity has been the recipe for their success. The camcorder looks like a mobile phone, has a record button, an on/off switch on the side, a nifty USB port that pops up from the top, and contains basic editing software built into the unit. This is downloaded onto a PC or Mac the first time you use it, and allows basic editing. From there it's a breeze to upload onto YouTube, MySpace and so on. The lens is fixed, the video only VGA quality (although an HD version has just been released in the States) and the aim is to use the kit for video snapshots. This is social filming, following on from where Face Book and Twitter have taken us, in terms of text based instant communication.

The Flip camcorders hold up to an hour of material, and I have to say that I am having to physically wrench the ones I bought for evaluation out of my colleagues' hands. Over in Science, they've been used to capture gravity in action, make short presentations on how Statins help reduce cholesterol, and keep records of projects in progress. They've also been used to make sports reports on team matches, while the English department are gearing up to give them a good workout next week.

What's been fascinating is how attractive the kit is to staff who wouldn't normally get involved in technology. The Flip camcorders don't look threatening, are easy to use, and the payback is instantaneous. It doesn't require great filming or editing skills, just a willingness to think imaginatively about how the kit can be deployed. Indeed, given the fact the camcorders come with a TV Out facility, some staff have used them to show experiments in action, with the luxury of having an AVI file stored for future use.

Based on a week's experience, I'm guessing we'll be placing some orders in the not too distant future. 

Meanwhile, a spoof offering made me laugh at the insanity of where miniaturization is taking us. The Pomegranate Phone is a marvelous piece of inventive fun, and worth looking at.  The promo video is below:

The accompanying website is even funnier, and worth a look. You can find it here. 

Of course, where the satirists lead the reality is sure to follow. I'm quite interested in the opportunities presented by the Optoma Pico a ridiculously small projector, designed to accompany a smartphone, PDA, iPod, or laptop. There are definite possibilities for making instant presentations, multimedia installations and the like.  I tend to get my hands on kit, start with a premise about how it can be used in an educational setting, and then see how those around me respond. The end results often aren't what I imagined they might be. But that, naturally, is the beauty of experimenting with the unknown.