SeeSaw Saw You Wanting TV

News comes in that yet another online TV aggregator has launched.

SeeSaw aims to provide a vast array of TV back catalogues to British viewers, thus filling gaps that the big players like YouTube and Hulu either don't fill, or in the case of the latter, don't yet provide, as Hulu has still not launched in the UK.

The service is free for now, but intends to make some charge, probably for American imports, later in the year, according to a report in the Guardian. By focusing in its PR on shows like Skins, it's doubtless hoping to suck in a younger demographic. Admittedly, YouTube has started to offer full length shows too, so it will be interesting to see how the minnow fares with the shark.

The service is coming out of Beta in the week that YouTube celebrates its fifth birthday.

I was lucky enough to be working in Web TV back in 2000. Looking back, maybe I should have hung around and made my first million, instead of turning my back on it all and becoming a school teacher? On second thought, hell no, I love what I do. But it's certainly true that back in the day we had to encode video into a variety of formats (Quicktime, Windows Media Player, Real Player) at multiple bit rates, manually, for every video. Tedious as a definition couldn't even begin to describe how dull and time consuming that process was!

YouTube's trick was to jump on the Adobe Flash bandwagon, right at the time when Flash become capable of embedding video into its framework, making it a lot easier to embed video across the Web.

It's interesting also to notice the spat that's emerged this week surrounding Adobe's alleged attempts to block the development of HTML5, the new web browser standard which, inter alia, will allow video streaming and 2D graphics within the frame itself. For Adobe, purveyors of Flash, this is a potential disaster; not least because it means all those iPhone users around the world will no longer be barred from watching funky animations as part of their web experience.

What does this mean in the bigger picture? Basically, the delivery mechanisms are moving towards becoming truly platform agnostic, and this might force us back to the concept that content is indeed King, and it will be those who can create narratives for interactive platforms who will succeed.

To see evidence that this where we're heading take a look at the American Beta Google have been running with Living Stories, in which its partnered with The New York Times and Washington Post. Longer running stories are contextualized and re-presented for readers. From Google's viewpoint this enhancement of the user experience might provide more revenue opportunities, in terms of users staying on pages longer (good for advertisers) and content deals with publishers (they acquire an audience online that they're losing in print).

In other words, what we want is meaningful information, and what media institutions need are new ways to connect to us. The landscape in which the two sides meet and interact is evolving rapidly, and those who put up barriers to that process happening any place, any time, on any platform, are deluding themselves that the process can be stopped.

Why does the Hitler meme seem so popular?

One of the interesting web phenomena of recent years has been the rise of the Hitler meme on YouTube.

In these, a clip from the film Downfall (2004)is used repeatedly, but with a range of subtitles added.

The idea combines a mixture of humiliating the demonic figure that Hitler represents, while also displaying the prowess at comedy writing and timing of the producer, who uses a raging Hitler as the platform for social satire.

Some work better than others, and the choice of subject matter can make for uncomfortable viewing.

The Guardian newspaper has produced a good article that explores this phenomenon. It's a good reminder that in an age where we're all media producers, popular content and the means of its distribution don't necessarily reside with the ruling elites of old. What makes it fascinating for media educators and observers like myself, is the fact that the old rules don't apply, and market forces are taking on a whole new dynamic.

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.

How fast are those fingers on the keyboard?

Phil Gyford has produced a fantastic blog post, in which he's experimented with data input times on a range of devices, from an iPhone, to a Mac laptop keyboard, vintage Apple Newton message pad, and two flavours of Palm - a phone and a PDA.

His results are intriguing and not at all what one would expect.

The photo above comes from his blog entry and you can read all about his findings here.

Apple's iPad and educational uses

Apple's iPad has been one of those technology launches that seems to divide people into those who can't see what the addition of a larger iPod Touch or iPhone can bring to the table, those who just want it, and those, like me, who fall somewhere between the previous two categories.

I can see that with a ten hour battery and a month on standby (although given that startup is less than 15 seconds it's not really that relevant), there are certain practical advantages. It's multi touch screen and small footprint make it advantageous for students and teachers alike.

For me, the fact is I have a Mac laptop that enables me to edit photos, video and audio, work on MS Office for school related documents, use Apple's Keynote for presentations, and run Windows XP for the things in school that aren't Mac compatible.

Therefore, do I really need a tablet? Having held out for the last two years before getting an iPhone, on the basis that I wasn't going to pay for a tool I could get free from another manufacturer, and indeed wait for bugs to be ironed out, I find myself in a similar position with the iPad.

There are certain obvious school advantages - having a digital jotter with me as I trot between campuses, collecting emails and making bookings on a shared calendar with staff would be great, as I move around school and often end up chatting to colleagues in non-PC connected places. The fact I can add a VGA for showing information wherever I find myself in school is cool. Incidentally, all rooms have a projector, so finding the means by which to show and tell isn't an issue.

If we can get academic publishers making digital versions of text books then there are educational and environmental benefits too. Less could indeed become more.

I was pleased to read that Apple are intending to make the iPad enterprise friendly, adding Exchange and direct printing support.

And yet, part of me wonders if this is part of a bigger trend, and whether cheaper yet practical alternatives will appear off the back of the Apple innovation train? I've been quite happy with my Samsung Omnia phone for the last 18 months, even though having an iPhone would have made it a bit easier for me to sync my digital life.

Being an Apple fan doesn't make me a blindly loyal follower. Could the iPad be the driver to persuade me that Apple products are the best for our school? Possibly, but that sort of commitment shouldn't be made in a hurry.

We're planning to deploy an Apple server, initially to help me and my technician manage the vast amount of audio/visual and photographic data we ingest each year, and to do the same with our Art department, who are the other big Mac users. At a recent discussion meeting I was shown the benefits of Snow Leopard Server, and it is a great piece of kit. Prof Steve Molyneux, with whom I was conversing, made the practical suggestion of a mixed-economy approach. Roll out some Mac laptops and let staff incrementally see for themselves the advantages that a Mac can bring. If they want it, let them have it. That seems a sensible approach to me. Forcing teachers to use technology can lead to resentment and a poor return on investment, both academically and financially.

Do I think Apple is the best way forward in education, when it comes to content production, independent learning and collaborative activities? Put it this way - it's not the only way, but it is a powerful solution.

As has happened so often during the last decade, Apple are challenging our preconceptions about how we think and communicate. The iPad deserves serious attention, if not for what it does now, then for its potential to change the means by which we learn and evolve in schools.