<![CDATA[griff richards : Activity]]> Elgg http://elgg.net/griffr/ <![CDATA[is someone listening (test blogg)]]> http://elgg.net/griffr/weblog/121509.html http://elgg.net/griffr/weblog/121509.html Fri, 16 Jun 2006 12:57:40 GMT I had a chat with Hiroki who has just fininshed the Japanses translation of the elgg interface.

elgg has the potential to manage the knowledge of the world.
]]> <![CDATA[connecting elgg's and other resources]]> http://elgg.net/griffr/weblog/4450.html http://elgg.net/griffr/weblog/4450.html Thu, 01 Dec 2005 19:19:27 GMT
Language is a big issue - "Learning Design" can refer to at least 4 things - the concept, the IMS Spec, a single learning design that's articulated in the spec, or an instructional plan that's drafted using LD language. The time scope of a unit of learning is also difficult to deal with - it is not difficult to do a detailed Learning Design for say a 4 month course or a 3 week activity, or an intensive hour of interactive multimedia, but it can be very diffficult to compare them with any bit of sanity. Where we already have a fairly good common language e.g. in the Cooperative Learning Patterns, it is easier to have success.

I've been getting a fair amount of interest lately on the work my group has been doing linking ELGG sites together - we're still testing the early links, but in theory if we can use a common linking protocol, then we should be able to link and search almost any kind of resource. The main outcomes I hope to see are 1. finding dynamic discussion resources and 2. allowing participants in social networks to participate in other social networks without having to completely establish a new identity and blog space. The more flexible the spaces become, the more likely they will be used...

g]]> <![CDATA[<i>HTML playground </i>]]> http://elgg.net/griffr/weblog/777.html http://elgg.net/griffr/weblog/777.html Fri, 27 May 2005 20:50:25 GMT to see how much html i can use to:
  • add emphasis
  • look foolish
  • show off my ignorance

    it would be great to have an html editor right HERE.
    ]]> <![CDATA[Sorting my friends out]]> http://elgg.net/griffr/weblog/771.html http://elgg.net/griffr/weblog/771.html Fri, 27 May 2005 20:32:27 GMT g]]> <![CDATA[elgg ant communities]]> http://elgg.net/griffr/weblog/769.html http://elgg.net/griffr/weblog/769.html Fri, 27 May 2005 20:21:54 GMT g]]> <![CDATA[usability and alignment]]> http://elgg.net/griffr/weblog/625.html http://elgg.net/griffr/weblog/625.html Tue, 10 May 2005 18:37:11 GMT 30 yrs). Indeed I think the main factors in determining the success of an eP project might be instructors having a clear idea of the pedagogical rationale to even have an eP system, alignment of the software with that rationale, and familiarity of the instructors with the software.

    The key is alignment. Given that many learners may be more astute with "the technology" than their instructors it is important that the system chosen be sufficiently flexible to accommodate the creative needs of the learners. Form filling systems not only stifle creativity, but according o Tom Lewis (U Washington) the learners begin to perceive eP as a form-filling exercise - an administrative task rather than a communication task - fill in the blanks and move on.

    A couple of the systems we looked at were disasters from the usability point of view. To quote one subject, "After 15 minutes of frustration I just quit." Too many buttons, too many choices, poor articulation of the design model - it just wasn't clear what to do or how to get started. Worse, there were version control problems, and no way to retrieve forgotten passwords. It seems the more collaborators involved in a project, the less consistent the design, and the more cluttered the screen. There is a lot to be said for the KISS principle.]]>