Michael Hanley :: Blog

http://elearningcurve.blogspot.com/2009/10/open-source-environment-for-e-l

As I'm in the process of updating my website’s Learning Content Management System (LCMS), I though it would be interesting to discuss open source environments, and how they can be implemented in an e-learning content development ecosystem.

Context

When I began developing my website and blog, I decided to use an open standards approach during the course of their initial development, as much for philosophical as for financial or any other reasons. Consequently, as I implement new features (such as my podcasts), and maintain and enhance site functionality, I adhere to the approach, principles and methodologies of the Open Source movement in as far as is practicable.

Now read on...

In as much as is possible, I try to develop content using non-proprietary tools, usually freely available under the GNU Licence. Examples of this type of software include:

• Audacity - an audio editor
• Freemind - a mind mapping tool
• OpenOffice.org - an office application suite for a range of operating systems including Windows and Linux
• NeoOffice - A port of OpenOffice.org to the MacOS X platform.
• Apache - a Web server.
• PHP – a scripting language.
• MySQL - database software.

The Gratis versus Libre Debate

It is important to define usage of the word “open” in the term “open environment:” in this context, I qualify the use of "open" as adhering to the openformats.org definition:

We will say that a file format is open if the mode of presentation of its data is transparent and/or its specification is publicly available. Open formats are ordinarily standards fixed by public authorities or international institutions whose aim is to establish norms for software interoperability. There are nevertheless cases of open formats promoted by software companies which choose to make the specification of the formats used by their products publicly available.

It should be noted that an open format can either be coded in a transparent way (readable in any text editor: this is the case of markup languages) or in a binary mode (unreadable in a text editor but thoroughly decodable once the format specifications are known) .

I should note that while most of the tools I will discuss in this series of articles are ‘true’ open source applications - freely distributable (“free as in speech”), some (like Microsoft Movie Maker) are free from cost - “in the sense that one does not have to pay for some good or service. ” (Wikipedia.org).

My view is that both categories of software enable me to meet my objective of developing courseware, and being of a practical bent, I don't really suffer an ethical dilemma in combining a range of tools if they assist me in achieving my goals. However, I think that it is important to discuss the implications of open software, particularly as the debate is central to the notion of specifications and standards, and how they are implemented. I haven't discussed learning standards yet in my blog, but it is a topic I will be talking about at a later time; I think that elements of this discussion reflect directly on SCORM, AICC, QTI and other learning-related specifications and standards.

What is "free" software?

Free software is a matter of the users' freedom to run, copy, distribute, study, change and improve the software. More precisely, it refers to four kinds of freedom, for the users of the software:

• The freedom to run the program, for any purpose (Freedom 0).
• The freedom to study how the program works, and adapt it to your needs (Freedom 1). Access to the source code is a precondition for this.
• The freedom to redistribute copies so you can help your neighbor (Freedom 2).
• The freedom to improve the program, and release your improvements to the public, so that the whole community benefits (Freedom 3). Access to the source code is a precondition for this.

A program is free software if users have all of these freedoms. Thus, you should be free to redistribute copies, either with or without modifications, either gratis or charging a fee for distribution, to anyone anywhere. Being free to do these things means (among other things) that you do not have to ask or pay for permission.

(GNU.org)

So, how can we reconcile using free-from-cost software (which usually comes with the kinds of restrictions associated with commercial organizations' End User License Agreements) with this manifesto?

More...
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http://elearningcurve.blogspot.com/2009/10/great-e-learning-debate-is-onli

On 30th September 2009, an invited audience of over 300 leading thinkers from HR, skills, training and education joined eight eminent speakers at the inaugural E-learning Debate at the Oxford Union.

The motion for the debate was:

"This house believes that the e-learning of today is essential for the important skills of tomorrow."

Eight speakers took to the floor:

Debating For The Motion:

• Prof. Diana Laurillard
• Maj Gen Tim Inshaw
• Andy McGovern, Reuters
• Kirstie Donnelly, learndirect

Arguing Against The Motion:

• Dr Marc Rosenberg
• Claire Little, SHL Group
• Wendy Cartwright, Olympic Development Authority
• David Wilson, Elearnity

Clive Shepherd summarizes the pro and contra speakers' arguments here. In my view, Clive’s post is essential reading for anyone professionally interested in training, technology in education, HR, and organizational development.

I like Clive's closing blog post remarks:

I agreed with every speaker, which was quite possible given the different ways in which the motion could be interpreted. I changed my mind eight times but ended up voting for the motion.

At the end, the motion was defeated: the participants voted 90 FOR and 144 AGAINST.

However, this is not the end of the debate, only the beginning. Whether you attended or not, there is still an opportunity to contribute. From 1st October 2009 the E-learning Debate continues online, and you can read a summary of the arguments, view the highlights on Flickr and YouTube, add your comments, and vote.

Click here to navigate to the Great E-Learning Debate website, and to add your contribution.

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http://elearningcurve.blogspot.com/2009/09/irish-learning-technology-assoc

It’s great when groups that you’re associated with make positive steps for change and growth. I’m a member of the Irish Learning Technology Association (ILTA), and we are launching our new website at 12.30 IST (UTC+1) tomorrow at 1st October 2009.

The old ILTA site was basically a generic Moodle implementation; the new site will feature:

• ILTA News
• Research Corner
• E-Learning Practitioner Information
• eLearning/Industry Collaborations
• Continuing Professional Development
• Members Area
• Event Calendar

The site will also provide networking opportunities for ILTA members, and a one-stop-shop information for the wider community.

The website launch event will be synchronously webcast, and Gráinne Conole (Professor of e-Learning at the Open University) is smashing the bottle of champagne against the server to christen the endeavor.

The Irish Learning Technology Association is a community of education professionals and academics who are committed to the development and exchange of knowledge by sharing expertise and the promotion of best practice in technology-enhanced learning.

The aims of the ILTA are:

1. To support a community, interested in enhancing learning with technology, across corporate, formal and informal learning sectors.
2. To encourage collaboration between members and foster engagement between ILTA members and the wider community.
3. To raise the profile of research and the dissemination of best practice in enhancing learning with technology across Ireland.
4. To represent ILTA members nationally and internationally.
5. To establish a framework for continuous professional development that will increase the skills and knowledge of the ILTA community.

Click here to find out more about the ILTA and tomorrows event.

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http://elearningcurve.blogspot.com/2009/09/im-irish-web-awards-2009-finali

I am delighted to announce that I have been shortlisted as a finalist for two categories in the 2009 Irish Web Awards sponsored by Realex Payments.

I’ve been nominated for the following categories:

Best Education and Third Level Website

• The E-Learning Curve Blog (you’re reading it now)

Best Podcaster

• E-Learning Curve’s Other Podcasts

The awards ceremony takes place in the Radisson SAS Royal Hotel in Dublin on just under two weeks from now on Friday October 10th 2009.

Good luck to all the finalists in all the categories, and wish me luck…

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http://elearningcurve.blogspot.com/2009/09/homework.html

If it’s true that doctors make the worst patients, then we can take it as axiomatic that learning professionals are the most critical learners.

I’m taking an instructor-led, classroom-based course today.

On cultural awareness.

It’s a mandatory EU thing.

Apparently having a degree in Anthropology doesn’t render me immune to such requirements, so here is what I will do:

• I will keep an open mind.
• I will not analyze the instructors andragogy or methodology.
• I will take notes.
• I will contribute.
• Then I will complete a happy sheet.

I hope I know more at the end of the day than I do now.

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On a happier note, as it’s my wedding anniversary later this week, I shall be whisking Mrs E-Learning Curve off to Connemara in the west of Ireland for a wonderful four-day break in the second-most beautiful part of the country.

Of course this means, I’ve got to leave you with something to do. For your home assignment, I’d like to you to try some experiential learning.

If you’ve been following my weblog series on Podcasting for E-Learning, it’s time to put all of the knowledge to use; if you haven’t been following the articles – where have you been? Click here to begin learning about podcasting now.

And your homework:

Create a podcast.

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http://elearningcurve.blogspot.com/2009/09/podcasting-for-e-learning-setti

As this is the penultimate post in this series about Podcasting for E-Learning, I’ve linked to two learning organizations with a well-deserved reputation for producing quality podcasts at the end of this post, but before you rush to find out more about SyberWorks’ and Xyleme’s podcasts, read on…

If you’re serious about podcasting, consider investing in a mini-studio. A well-equipped mini-studio can be a valuable asset to any learning organization. For a relatively small investment, you can provide employees with a comfortable environment to create high-quality audio and video content for their multimedia presentations.

There are a variety of environments that you can use to capture podcast audio and video. These range from using a simple desktop microphone and a webcam, to using a dedicated studio. Which environment you choose depends on your target audience and your budget. Presentations directed at customers or a similar public audience usually benefit from a higher-quality environment. For less formal presentations intended for a smaller or an internal audience, a webcam with built-in condenser microphone may be adequate.

A mini-studio.
Click on the image to view a QuickTime VR of the studio in a new window

A level of quality somewhere between these extremes is usually required for internal communications intended for distribution across a large organization, such as an executive presentation for the entire company or a training course viewed on-demand by a large number of employees.

At its heart, a mini-studio is a room that is modified to serve as a dedicated space for recording multimedia. Ideally, the mini-studio should be a permanent installation; it is a place to record and produce content in an appropriate environment. It should contain equipment that is easy to use, in good working order, and that is configured to enable users to do their work without being distracted by technical details.

• The room you choose might be a former office, conference room, or storeroom. You should choose a room that you can use exclusively for the mini-studio. The room will require some modifications, so don’t expect the space to serve other functions. Pick a room that is large enough to accommodate the equipment and one or two people. You should expect to use a room that is at least 10 x 10 feet.
• The mini-studio should be located in a quiet area of the building. Any background noise will become part of the recorded content and may be distracting to viewers and presenters. Try to select a windowless room that is located away from the following:
• Traffic noise—from cars, trucks, trains, and airplanes—makes a poor background for narration.
• Server rooms, demo rooms, training rooms, or similar spaces contain large numbers of computers that create noise and require ventilation equipment, which also creates additional noise.
• Lift shafts. Even if the lift is rarely used, or not used at all, ambient noise from roof-mounted equipment such as air conditioning and refrigeration systems may create additional noise.
  Meeting rooms, conference rooms, training rooms, and exhibition spaces—especially rooms that use public address (PA) systems.
• The main ventilation system. Some buildings have ventilation fans placed along a central shaft with smaller ducts connected that move air to various parts of the building. Rooms near this central shaft tend to be noisier than rooms farther away from it.
• Be sure to provide a comfortable chair with an adjustable seat height for each narrator. Also, you will need to provide a table, podium or a desk for the speaker’s notes or laptop computer.

And that’s it for podcasting - for the moment. Check out these two organizations if you want to hear some interesting e-learning related podcasts.

SyberWorks, Inc. is an e-Learning solutions provider based in Massachusetts. Their staff have create a collection of original articles with the intent of making unique and insightful contributions to the e-Learning community. Their podcasts and related educational resources including blogs and PDF-based articles are located in their Syberworks Online Media Center.

Xyleme, Inc produce the XylemeVoices learning industry experts podcast library. The Voices podcasting is a series of 10-15 minute conversations with learning industry experts on hot button topics from their area of expertise. The series’ participants to date include Allison Rossett, Ruth Clark, Janet Clarey, Conrad Gottfredson, Bryan Chapman and Clive Shepherd. These podcasts are educational in nature (not corporate sales pitches), and are promoted through online ads, social media, and press releases.

Oh yes, and here are the links to my E-Learning Curve Podcast, and my E-Learning Curve’s Other Podcast.

Tomorrow: One last podcast thing…

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http://elearningcurve.blogspot.com/2009/09/distributing-your-podcast-for-e

I've just about completed all the topics I want to cover regarding Podcasting for E-Learning (for the moment). It's time to move on to other learning and development-related subjects. So, over the next couple of days, I want to tie up some podcasting 'loose ends.'

Now read on…

Today, publishing your podcast. As Jack Herrington (2005) so memorably wrote, podcasting is "blogging out loud." If you've created and posted a blog, you've already used pretty much all the technology required to distribute a podcast. In essence, a podcast is just a media file (usually MP3 audio, but you may also use m4a, .mov, .mp4, .m4v, and .pdf file types), and the RSS 2.0 web feed format which is used to publish frequently updated works like podcasts and blogs.

An RSS document (usually called a "feed") includes full or summarized text and metadata such as publishing dates. Web feeds enable publishers syndicate content automatically, and they allow subscribers access updates from individual websites or aggregated from many sites. The standardized XML file format allows the feed information to be published once and viewed by many different applications.

There are many ways to create a podcast RSS feed, but I recommend the free-to-use PodcastBlaster service (see Figure 1) if you're new to podcasting and don't feel up to hand-crafting the code.

Figure 1. PodcastBlaster RSS Feed Generator
[Click to Enlarge]

The most common way to distribute a podcast is via a blogging service, or by using specialized software provided by your ISP. Refer to your hosting provider for specifics on the system they - and by extension you – should use.

New Podcast Episode: Django Reinhardt and the Sound of Swing

The great jazz guitarist Django Reinhardt was born in France in 1910.

The son of Gypsy parents, he grew up in a Manouche camp on the outskirts of Paris during the Great War. Django grew up in the world of the bohemian and the vagabond on the doorstep of a great city and it was here that he first learned to play the guitar.

This 15-minute podcast documentary follows the career of one of the great innovators in the guitar, through the 'Roaring Twenties,' the accident that nearly ruined his careers, his discovery of Jazz, and the emergence of the Swing style, epitomized in his work with the Stephane Grapelli and The Quintet of the Hot Club of France.

Click here to listen to the podcast (MP3, 13.5MB).

Click here to view the transcript (PDF, 81k).

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References:

Herrington, J. D. (2005). Podcasting hacks: tips & tools for blogging out loud. O’Reilly Media, Inc.

PodcastBlaster Internet: Available from: http://www.podcastblaster.com Accessed 20 September 2009 (Registration Required)

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http://elearningcurve.blogspot.com/2009/09/multitrack-audio-and-creating-m

Today's post about Podcasting for E-Learning covers editing and rendering multitrack audio using the open-source audio editor Audacity.

Click on the play button on the YouTube video to view the demo at 240x320 size (which will give you an overview of the editing techniques I'm using), or click here to view the demo (1024x768, broadband connection recommended) to see the editing techniques in detail. The demo is about seven minutes in duration, and requires Flash Player version 7 or better.

Typically, a podcast has a number of discrete audio tracks:

• Musical signature tune track
• Narration voice-over (v/o)
• Incidental music and / or wildtrack (ambient sounds such as keyboard taps, phones ringing etc)

To create, edit and render a multitrack audio file (called a 'package'):

1. Open and save a new Audacity project
2. Name it something like 'My_Podcast_Final'
3. Using the File menu, open the first track to be played in the sequence (usually the sig tune)
4. Using the Project >> Import Audio menu add the rest of your clips. Each clip will open on a new track in the Audacity UI
5. Using the Timeline Shift Tool to move the new tracks to their approximate location on the timeline; you'll refine their location later
6. Use the Envelope Tool to set the volume at appropriate levels for cross-fades, fade-ins, fade-outs, and for setting music as a soundbed under the voice-over narrative
7. When you have all the elements of the package aligned to more-or-less where you want them, use the Timeline Shift Tool to refine the timing of the various elements - try to make the clips as "tight" as possible: omit any long silences or caesurae unless they're for dramatic effect.
   If your audience hear a long silence they may well think that they have reached the end of the package and turn off.
8. Once your package is edited satisfactorily, save it.
9. Next go to File >> Export as MP3
10. Enter appropriate metadata in the dialog box and click on Save.
11. An MP3-formatted version of your project file is rendered according to the settings entered in the Preferences tab.
12. You're done!
13. Make a cup of your favorite hot beverage
14. Open the audio package in your software media player. Sit back and listen to your completed magnum opus.
15. Start thinking about a topic for your next podcast, which will be even better than this one!

More...
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http://elearningcurve.blogspot.com/2009/09/demonstration-editing-audio-fil

Today's post is a demonstration describing how to edit an audio file using the Audacity open-source non-linear sound editor.

Click on the play button on the YouTube video to view the demo at 240x320 size (which will give you an overview of the editing techniques I'm using), or click here to view the demo(1024x768, broadband connection recommended) to see the editing techniques in detail. The demo is about six minutes in duration, and requires Flash Player version 7 or better.

Now, some context: in my previous post in this series about Podcasting for E-Learning, I described the pre-edit stage of post-production.

In that post I discussed audio has been recorded, the master file was saved and imported into your audio editor. Next I described how the sound file was to be “cleaned up” by ensuring the file was:

1. Topped & tailed
2. Normalized
3. NRed
4. EQed
5. Saved as an "_edit" version.

Now, you can actually edit the audio content.

Broadly speaking, this means applying edits to remove “umms,” and “ahhs,” coughs, bad (or repeated) takes, clicks, pops, and bangs – there will be many!

Today’s demonstration is a section of the master file from my E-Learning Curve Podcast episode Flash and Captivate. In this section of the narrative, I'm discussing the Flash format and its uses. In the demo I undertake the follow activities:

1. Open the ‘_edit’ file
2. Play back the narrative to understand what edits need to be made (the clip is about 15 seconds in duration)
3. Make a note of the edits to be made (see bullets below)
4. Use various Audacity controls including the Rewind and Play buttons, Selection, Envelope and Zoom Tools, and the Crossfade Out effect to make edits in the file
5. Play back the complete narrative with edits implemented (about 13 seconds in duration)
6. Save the edited file

The master file includes the following elements to be modified or elided:

• One repeated phrase
• Two audible inhaled breaths
• A series of small audible oral clicks
• One large audible oral click
• Noise at the end of the clip

More...

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http://elearningcurve.blogspot.com/2009/10/e-learning-curve-blog-is-leavin

The E-Learning Curve Blog will no longer be updated here on Blogger/Blogspot.

I have been using Blogger to host my blog for about two years, but I have outgrown this particular space, so I have moved the E-Learning Curve Blog to my own domain michaelhanley.ie. From Wednesday 14th October 2009, links to this site will be redirected to the E-Learning Curve Blog’s new home.

If you want to continue following my adventures in e-learning, I strongly recommend that that you subscribe to my blog by clicking here (site) or here (via RSS feed).

As you can see from the screenshot, the E-Learning Curve Blog’s new home has a much better template and look-and-feel, there’s no advertisements (or other distractors), as well as a bunch of extra widgets and links for you to explore.

For the time being, I will leave the E-Learning Curve Blog content that’s already here available on this domain. But not for long.

So come and join me at the E-Learning Curve Blog’s new home
…there’s still a lot to learn, discover, and understand about Technology in Education!

Michael Hanley, author of the E-Learning Curve Blog

13th October 2009

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