EduPunk’s not dead?

Having not heard a murmur about that slightly embarrassing EduPunk craze since around the time Sheila blogged about it almost a month ago, I’d kind of assumed that everyone had agreed to forget about it and pretend it hadn’t happened (rather like Cut the Crap, really). 

However, it appears to be alive and well in Wales at least, where Pontydysgu will be hosting a live radio show on Monday night featuring the Manic Street Preachers of EduPunk (that’s Martin Weller, Mike Caulfield and Katherine ‘LibPunk’ Greenhill).  Part of the ongoing Sounds of the Bazaar series, the show will include ‘interviews, music, opinion, poetry and more’, exploring ‘the EduPunk phenomenon’ and whether it’s more than just ‘a ludicrous social construction by white males the wrong side of 40′.  The show broadcasts live from 19:00 to 20:00 BST (20:00 – 21:00 CEST) and should be available to listen to later for those who can’t make that time.

One of the ten percent

Andy Powell delivered a fascinating and thought-provoking presentation yesterday at the UCISA User Support Conference at the University of Reading.  Not that I was there to see it…

As Andy took the stage in Reading in front of around 120 delegates, his Second Life avatar Art Fossett waited in front of an audience a tenth of that size in the Eduserv Island Virtual Congress Centre, ready to deliver his presentation simultaneously in both venues.  Andy’s slides were projected on the large screens in the virtual centre, and (as far as I could understand anyway) it was this that was broadcast to the real life attendees.  Andy used SL’s talk facility, fairly recently implemented, to speak to both actual and virtual attendees together.  For me, the voice channel and 3D sound worked extremely well: it’s very well implemented and I had no problems with it at all, although a couple of my virtual colleagues were unable to hear his talk.  Virtual delegates benefited during the curtailed Q&A session that followed (as Andy warned, it seems that presentations in SL always overrun) by having one of our number also present in Reading and able and willing to relay questions and comments from the RL audience to us.

Although those of us attending virtually definitely benefited from the event being made available in SL, I’m curious as to how much the RL attendees benefited from it.  Despite my previous peenging about highly visible backchannels at conferences and events, Andy was keen to encourage ‘chat heckling’ from SL delegates in order to demonstrate the value of the mixture of text and voice channels running simultaneously.  Being bound by the conventional format of a RL event of a static speaker, slides and an attentive audience, the real potential of SL was rather hidden: as Andy’s own presentation says, while ‘SL can be used to deliver lectures… [it is] most suited to “active” learning styles’ such as building, coding, discussion, role play, machinima and performance.

Andy did offer some caveats for the use of MUVEs in education.  Just as virtual attendees numbered about a tenth of the number of RL participants, so only around 10% of the RL audience had a SL avatar.  Andy cited Linden Lab’s own research that a massive 90% of accounts don’t make it past the orientation stage, and 90 day user retention remains at 10% despite significant changes and improvements within the environment and associated support.  He also argued that as many as 90% of people feel ‘alienated’ by virtual worlds and it is therefore inappropriate to focus pedagogic activities around MUVEs.  Unsurprisingly, there is evidence that they are much more effective for distance learning than for face to face classes.

Issues of identity in MUVEs are deeply fascinating.  At a recent Engineering Subject Centre event exploring the use of SL as a teaching aid, we were asked to identify ourselves and our institutions at the start of the session and almost all of us happily did so.  The suggestion by one participant that we should add this information to our avatars’ profiles, however, caused consternation:  people seemed very resistant to the idea, and one individual pointed out that people who use the same avatar for non-work activities would not be happy to share such personal information with random people they may meet inworld.  Despite the fact that I only use SL for work-related activities, I felt exactly the same sense of discomfort about explicitly associating my avatar with my real world identity.  Similarly, despite signing up for the Twinity beta, I’ve never actually logged in as by the time I got around to it they’d decided to embrace the use of real names – something I’m just not comfortable with. 

However, Andy raised the suggestion that the nebulous nature of identity in MUVEs might be part of what is turning off so many people: as well as students having to remember different RL and SL names for their teachers and peers, and lecturers (and possibly enterprise systems) needing to associate SL names with RL students for assessment and accreditation, appearance and even gender can be completely transformed in moments.  As we all know, we never really know who we’re talking to online no matter how much we want to fool ourselves, and perhaps the way an environment like SL celebrates and revels in that rather than trying to disguise it contributes to the alienation so many people seem to feel.

JISC funding for eassessment

There’s still plenty of time to get bids in for JISC’s current assessment-related circular – the deadline is noon on 1 August.

Two parts of this circular, Calls I and II, directly relate to assessment and offer funding ranging from £45,000 for a six month demonstrator project up to £200,000 for a two year ‘transforming curriculum delivery’ project.  Demonstrator projects will include an additional £15,000 funding available to the original developers of the toolkits with which their project will be working.

JISC have made a breakout room available at next week’s CAA Conference for potential bidders to use for scoping proposals and consortia.  Myles Danson and John Winkley will be available on both days to provide advice and answer questions, and are likely to be found on the JISC stand at the event.

There are several invaluable presentations from last week’s community briefing event which prospective bidders will want to check out, in particular Myles‘s presentation on the demonstrator projects, presentations by Sarah Knight and Lisa Gray on the transforming curriculum delivery call, and Sarah Davies‘s extremely helpful guide to bidding.  John Winkley‘s presentation to our last SIG meeting on various JISC assessment funding activities also provides useful information on both this call and some other imminent ITTs.

Lead institutions must be HE institutions funded by HEFCE or HEFCW, or FE institutions with 400+ FTE HE students; institutions and organisations which do not meet these criteria are welcome to apply as part of a consortium led by an eligible partner.  Please check the full text of the circular for full details.

Update: an updated version of Resources for Writing Successful JISC Bids was posted on the eLearning Focus site as I was writing this post and is definitely worth a look.

QuestionMark award winners at LearnX Asia Pacific

Congratulations to all at QuestionMark, whose flagship product Perception was named ‘Best Assessment Tool’ at the LearnX Asia Pacific 2008 eLearning and Training Awards held in Melbourne, Australia a couple of weeks ago.  Described by the judges as ‘the best online testing and reporting solution available – stable and actually works’, the award reflects QMP’s maturity, significant share of the eassessment market and ongoing popularity both in the UK and beyond.

Those planning to attend the 2008 QuestionMark European Users Conference on 14-16 September in London still have a few days to register for a £50 reduction – early bird registrations close on 30th June.

Only connect? No. And get off my lawn.

John’s post on his experiences with the FireFox 3 del.icio.us plugin provided me with one of those OMG moments that happen every so often, mainly when I realise that I’m still a fundamentally web 1.0 person in an increasingly 2.0 world.

My problem with the whole social sharing aspect of delicious is that I actually find delicious rather useful just for me, and began using it as a personal repository of links long before I ever really considered the knowledge sharing aspect.  I regularly switch between three different computers, so having an online set of bookmarks seemed like a very good idea.  It does run a bit too slowly to use it for links that I can remember myself or find with a little effort, but as a place to store links to ‘interesting stuff’ it seemed ideal.  It never occurred to me that anyone would actually look at what I’d been linking, so when someone casually mentioned that they’d read a link I’d tagged I felt rather as though someone had been rummaging through my drawers, raising a sardonic eyebrow here and there and sneering at my much loved Bagpuss socks.  Reading John’s comment that ‘I spend a few minutes each morning looking at what my network has been bookmarking’ reinspired that uncomfortable feeling and created an overwhelming desire to tag loads of (possibly NSFW/offensive) Spore porn to discourage further reading (is it actually possible to troll one’s own delicious page?).

In all honesty, my delicious page isn’t all that useful, even to me, mainly because I could really have put a lot more effort into tagging things in a more meaningful way.  The tags are, in their own way, impressive: they’re so random, generic and inconsistent that they’re actually effectively useless for finding anything – if I want to find something I’m certain I’ve added I’ve resorted to just scrolling through the entire list clicking on possible candidates rather than try to work out which of a screed of undescriptive tags I’ve used.  Although they’re not quite as bad as ‘important‘ or ‘me‘, they’re really not too far off it; combined with creative use of synonyms and avoidance of the ‘description’ and ‘notes’ fields in the tag form, I’ve managed to create a set of bookmarks in which it’s virtually impossible to find anything and which becomes less and less useful and useable the more I add to it.  Go me.

If I’d thought about it in advance, of course, I’d have created separate accounts for work links and personal interest links – except that they’re frequently the same thing, so perhaps I should have two accounts and just duplicate the vast majority of entries?  Perhaps I should have a separate account for each topic I’m interested in? – but then, that completely undermines the point of tagging entries in the first place.  I’ve always felt fairly sheltered from the clashing of different areas of my life as I’m not on FaceBook, but my cunning use of the same ‘anonymous’ handle on delicious, Skype, Twitter, PMOG, Digg, Flickr, FriendFeed (which is a sad and lonely experience when no one you know is on it) and just about everywhere I went has proven to be not the best idea if I’m going to get touchy about people coming across my collection of links on how to play a mage well in World of Warcraft, or that hilarious Craigslist sex baiting prank.

Although I realise it doesn’t sound like it, I do think that the social aspects of tools such as delicious are incredibly useful.  I’ve added links to delicious pages tagged QTI and eassessment (but should it have been e-assessment?) to our assessment domain page, and have found some invaluable resources because of other people’s tagging (similarly, I had more responses to posting details about SURF’s book on Twitter than I did from my blog post on it).  I could make my non-work delicious tags private, but that would mean that they weren’t available to non-work people who would find them useful.  For me, John’s post highlights the increasingly pressing need to be able to define the communities with which we engage rather than being defined by them, the need to respect these different personae, and to reconceptualise the walled garden as user-centric and user-defined rather than something that is imposed on us by disinterested parties for the sake of technological and commercial convenience.

SOLAR white paper – innovating assessment

A new white paper from the SQA, Innovating Assessment in Scotland, is now available for download.  Reporting on work undertaken by the Scottish Online Assessment Resources (SOLAR) project using BTL’s ContentProducer, the white paper discusses their methodology for developing and delivering eassessments, analyses benefits, barriers and drivers for the use of eassessment and explores future approaches to the use of large scale eassessment and substantial item banks within and beyond Higher National qualifications.

Market share of blogs increases

A recent post on Hitwise reveals that, in the UK, we’re spending more of our browsing time visiting blogs and personal websites than ever before.  These sites accounted for 1.19% of all UK internet traffic in the week to 7 June – that’s a remarkable 1 in 84 of all internet visits.  Hitwise’s statistics show that this short team leap is reflected in the longer term view, with blog visits having risen from just over 0.3% of traffic in May 2005.  Curiously, there’s a marked difference between UK and US trends, with blogs having a significantly smaller part of the market in the US than they do in the UK; despite this, the number of British blogs in the top 20 is surprisingly low, particularly once blog aggregators such as Guardian blogs are discounted (see Robin Goad’s comment for the breakdown). 

Design and Development of Digital Closed Questions

A significant new publication from the SURF project ‘Active Learning, Transparent Assessment’ is now available as a free pdf downloadand is recommended as an excellent study of eassessment design and development methodology.

Chapters include a detailed taxonomy of item types based on response structure, mapped to other taxonomies such as QTI v2.x and QuestionMark Perception; an in-depth study of multiple response items; an examination of the inadequacies of existing guidelines for question authors with proposals for an improved set of guidelines with reports on their use in their fifteen case studies; guidance on how to select and enact an appropriate subset of the new guidelines in particular contexts; methodology and task allocation for item and assessment design and development; and a detailed discussion on how the QTI specification can support the design process and innovation in assessment.  Many of the author names will be familiar as leaders in the domain, including amongst others Rob Hartog of Wageningen University (who also edits the book),Ignace Latour of Cito and Pierre Gorissen of Fontys University of Applied Science.

This book is an invaluable addition to the literature on eassessment, and will be of interest to everyone from subject matter experts and educational researchers to educational technologists, systems developers and even managers and administrators.

QTI 2.1 and Moodle

Found all by myself this time :-) was a series of tweets detailing Pierre Gorissen and Steve Lay’s successful integration of the ASDEL QTI Playr with Moodle, meaning that Pierre is now able to run QTI 2.1 assessments within a Moodle course.  This is a signficant step forward for making the specification more attractive to users, given the huge popularity and dynamic community that surrounds Moodle.  It might also make QTI a more attractive alternative to OpenMark within the Moodle community – there are some interesting comments to be found on QTI in the Moodle forums.

QTI 2.1 test authoring

Thanks also go to Adam for pointing out RM’s Test Authoring System which claims to be fully compliant with IMS QTI 2.1, making it one of the earliest commercial products to implement the revised specification.  I couldn’t find a demo to try out, but it is good to see the specification finally being implemented in this type of system and market sector.  Also on the website are also a couple of research reports on the impact of ICT in the classroom which are well worth reading.