Recent Posts

Internet Explorer 8: Will support CSS, lukewarm on ECMAScript!

In a report in this week’s Technology Guardian (March 13, 2008), Tim Anderson discusses Microsoft’s announcement that Internet Explorer (IE) 8 will be standards compliant by default after all. This is a reversal of its previous position which was that it would be IE 7 compliant by default to avoid “breaking the net”. (To become standards compliant, web authors would have to set a tag in their code: this is known as Version Targetting and was seen by some Web Standards Advocates as a minor threat while others were less sanguine.) Whether the turn around is a result of lobbying by the web standards community, or whether it’s a result of a general policy of “support for industry standards and data portability.” is arguable, but the decision seems to be a victory for web standards – at least up to a point. Microsoft’s concentration on its rich web application framework Silverlight seems to be deflecting support away from the emerging ECMAScript 4 standard. So the CSS headaches may have gone away with IE 8, but cross-browser JavaScript may still be some way away!

Comments:

Chris Saeger -

Chris, If it is any consolation. I learned a great deal following your work in plenk2010


Veronica -

People come into a course such as PLENK with differing degrees of knowledge and/or background. Your involvement with the course showed that you already had a high level of both. The questions you posed along the way and your insights certainly added to my learning in the course. I'm glad you have been there. Adding to the learning process for others is part of the process, and as with any learning, at some stage, one shifts from becoming mainly a learner to becoming mainly a teacher. Thank you:-)


Jenny Mackness -

Hi Chris - I'm not sure what I learned either - but then I haven't been that active in the course - certainly not as active as you. I don't think I will know what I have learned until I have tried out some of the ideas in practice, which I hope to do soon. The two areas that I want to focus on are learner autonomy and effective information management - for me and for the students I work with and am currently working about how to build this into the courses I work on - but for now I'm going to have a break from the computer :-) Jenny


Chris Jobling -

Thanks to all who commented that you learned from me. Most gratifying. I think I will miss this community! I just wonder if I'll be back for the next MOOC. I think that I did learn that community is important but I'm not convinced that completely open learning environments are that suitable for learners. Some scaffolding is needed.


Susan O'Grady -

Hey Meerkat, I know I have thanked you a number of times and in a variety of forums, but I'll say it again- thank you for your enthusiasm, your respect for other learners, your professional generosity and your personal integrity. I do hope you'll be back for another MOOC should there be one. But it saddens me that you're in a deflated mood at the moment. Perhaps I can use an analogy which may be of some help- I was involved for some time in a telephone counselling organisation in Sydney called Lifeline. We fielded calls from those generally in a state of emotional distress for a variety of reasons. I had been supported by friends in the past and I wanted to give something back. I found that I gave so much of myself in an endeavour to give strength to others that I had nothing left in the well for myself and so selfishly, I quit. Perhaps it's this transitory state that you're experiencing now - you've given so much and now it's time for you to recharge your batteries. But never underestimate or devalue the positive impact you've had on so many. I agree with you completely with respect to the scaffolding issue. Scaffolds are required to support the learning process. Never assume expertise, particularly in non ftf interaction. If the scaffolds exist, it is up to the learner to either use them or elect to 'swim without water wings'. If I were to have the opportunity to MOOC again, I would establish a help file if there was none other available. I guess it comes from teaching fledgling learners for so many years ! All the best Chris - maintain that wonderful enthusiasm for learning and for sharing with others, I'm just saddened by the fact that you seem to have given more than you think you've gained. But then again, how many other people have had such a positive impact on such a diverse group of experienced learners.


Eva Birger -

Chris, your disire for mediated collaboration and co creation is to huge. You are right, you seem to have given more than you think you've gained. But you are the knowledgeable participant, to whom all the questionnaires refer to. If you wouldn't have been so active, a lot of knowledge about tools, their usage and their creative implementation simply would not exist. Adding to the course for others like you did is immense, the facilitators will neither congratulate nor fondle you for your great contributions. They are only interested in data - you are in human connection. We thank you. Aren't our comments more valuable to you? Cheer up Eva


Chris Jobling -

Thanks for your kind words Susan. I'm weeping here! You're probably right that I may have used the experience as a way to share my knowledge rather than as a learning experience. However, I did learn a few things about how (or if) I'd do things differently with my own students. Paradoxically, I've reached the conclusion that a VLE (or LMS) -- used well of course -- would be a bigger rather than a smaller part of my practice going forward. Thanks also for the nickname and your support and encouragement. I hope we can stay in touch. Chris


Chris Jobling -

Eva thanks, I'm genuinely moved to find that I've had such a positive affect on people. I've had responses and mentions from Stephen, George and Rita (who I know anyway -- she used to work at Swansea) so I've had my fragile ego boosted a little. I hope this course has been more than data gathering ... there are a group of people, the people who've visited and taken to comment here in particular. I hope that we'll be able to Keep in touch! Chris Chris


Susan O'Grady -

I've also gained a lot more respect for a well designed LMS, 'well designed' being the most important factor. And yes, I anticipate keeping in touch. Maybe I'm the one to drag you screaming and kicking into SL. Just out of curiosity, why doesn't my avatar show up here in my posts when I've enabled it in my Google settings ? My favoured anonymous avatar is actually a meerkat.


Teaching Kids to Program

Michael Kölling is a Senior Lecturer in Computing at the University of Kent at Canterbury. He was one of the the key developers of the BlueJ programming environment and is one of the authors of Objects First with Java. His demonstration to folks at Google HQ of Greenfoot , his new Java programming environment for young learners, has just been published on YouTube. By providing a programming environment based on graphical objects that move in artificial worlds, Kölling hopes to make programming compelling to high-school-age kids and thereby reverse the current UK trend of students thinking that ICT is only about office programs and spreadsheets (and thereby convincing most of them that computing is boring). These are excellent aims, and Greenfoot is an excellent programming environment and the video is excellent and inspiring presentation by one of my heroes.

It’s worth noting that Greenfoot, and its bigger brother BlueJ, support the Java programming language. This is a potential weakness of the approach in that, as Kölling himself admits, the Java programming language may not be suitable for students younger than 14 or 15 (see also an earlier post on this topic).

The video is available on YouTube in the googletechtalks channel. Enjoy!

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How to Write a Technical Report

In another experiment in Web 2.0 for learning technologies I recorded a soundtrack for a presentation that I make annually to my first, second and final year students, and put it up on Slideshare. This wonderful site is a social sharing site for PowerPoint files. It allows the usual social networking features. So you can upload a PowerPoint presentation, tag it, share it, and comment on others. You can also link it to an MP3 track, and there’s an easy to use tool for synchronizing the audio track to the slides.

Because I tend to use slides that, because of copyright, may not be publishable in this way and my recorded lectures are recorded and published as podcasts which have to be listened to with a copy of the downloads slides. However, Slideshare has real potential as an alternative presentation medium. It certainly compares favourably with to the expensive desktop tools that do the same sort of thing. It’s also really easy, which desktop tools often aren’t!

Here’s the presentation. Leave your comments here or on the Slideshare site.

http://static.slideshare.net/swf/ssplayer2.swf?doc=how-to-write-a-technical-report-1204833578131877-3

SlideShare | View | Upload your own

A Walk on the Beach

 

A lovely day today (though cold!) so my wife and I took a stroll from Brynmill to Swansea via the seafront and the marina. Nice pint of Tanglefoot in Eli Jenkins on the way back and stiff muscles for the rest of the week! Took a few pictures of which this breaking wave was my favourite. More on Flickr.

Comments:

Kathleenannjohnson -

This is a great post. Of students you ask "Would they engage more if they were able to pursue their passion?" I have been thinking a lot on this subject myself. Not only do we force feed them content but these highly structured curriculums don't lend themselves to learning the latest tools to filter and tame new information ecologies - ecologies which are now flowing in real-time at an unprecedented rate. There seems to exist an artificial silo of information - created by educators and students for educators and students. It is an isolated world that satisfies traditional highly structured research papers in K-12. I'm sure these exercises build neural connections in students so I am not completely opposed to it. But passion - now that could REALLY be effective.


Chris Jobling -

Passion crops up a lot see also PAssion in L&T


Rita Kop -

Hi ChrisI would say that most people, young and old have the literacies Will described and use them in their own environment, perhaps not the technological one so much. The challenge is for the institution to reshape their education to deal with and adapt to the new source of information. To ensure that academics are aware of new ways of accessing technology related to their area of interest, their field. Once the coin drops, most people absolutely love the tools and have no problem with adapting.


Chris Jobling -

Hi Rita Thanks for stopping by. I've heard the term "digital literacy" a lot recently. What intrigued me most about Will's presentation were the high level skills expected of high-school students and how those same skills might transfer to undergraduates, postgraduates and academics.


Steve LeBlanc -

Chris, This is a beautiful capture of the themes we explored. Thank you so much. The one I most want to develop is, "Build relationships with others to pose and solve problems collaboratively and cross-culturally". It's why I'm in the MOOC. I am having trouble knowing how to take this step. Any ideas? I'd like to talk to more of our folks by phone or skype.


Chris Jobling -

Hi Steve Thanks for visiting. I've seen this sort of thing work when a group gets together to produce a podcast. E.g. eLearning stuff. But probably that sort of thing only happens when people already know each other. it's a pity that Elluminate is a commercial product. i could imagine it working quite well for group discussions. I've not tried Second life ... is conversation there real talk or is it typed?


Steve LeBlanc -

Second Life has both live voice and typed chat, for those of us (me) who can't get the mic to work. Seems it wants a USB mic. But a combination of http://typewith.me/ (an EtherPad) and http://freeconferencecall.com can work. Or Skype allows small conference calls with desktop sharing. I hope to experiment more with these. Want to play?


Generating graphs and maths in web pages using web services

Once again Tony Hirst’s OUseful Info blog has led me to three new pieces of brilliant web technology. In his blog entry RESTful Image generation – When Text Just Won’t Do, Tony describes how MathTran (a Mathematics rendering service developed by the Open University) could be mashed up with with the Google Charts service to provide an easy way to get mathemattical results onto web pages. Lots of interesting stuff to follow up on but here are the highlights: - Jonathan Fine’s blog entry on MathTrans and Google Charts that inspired Tony’s speculations.

- The Mathematical text rendering system MathTran which uses JavaScript to contact a web service that converts TeX embeded in the *src* attribute of an tag into PNG graphics file. E.g. ”tex: becomes tex: int_0^1 x^2 dx.

- The Google Charts API which takes a URL like

http://chart.apis.google.com/chart?cht=p&chs=450×160&chd=s:DHNEDFD&chtt=Completed%20T175%20users%20stating%2038%20Current%20courses%20%28min%203%20users%29&chxt=y&chxr=0,0,10&chl=BM240%7CM150%7CM255%7CM257%7CM263%7CMU120%7CM366 and generates

- The Google Charts maths equation plotter which takes a math formula and generates the Google Chart API code for the graph. E.g. for we get :

I look forward to trying these out in my own work!

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Update to my DokuWiki CLI Plugin

Applied patches suggested by users of my Command Line Interface (CLI) plugin for DokuWiki. This was my first real experience of distributed development in the open source sense. Thanks to Stephane and Andy for the suggestions: it’s nice to know that my minor contribution has been useful enough to someone that they’ve improved it! The new version of the plugin is available here.

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Steve Yegge on JavaScript, Rails on Rhino and other things

Back in June I blogged about Steve Yegge’s port of Ruby on Rails to Rhino (the JavaScript engine for the JVM) and his claim that JavaScript was the Next Big Language (NBL). In related news, Dion Almaer has just posted a new video interview (in the Google Code Blog series) of Steve Yegge himself talking about the Ruby on Rhino project, server-side and client side JavaScript. Its always nice to be able to put faces and voices to the names of people who have interesting ideas, and whose Blogs I am following. It’ll also be interesting to see what comes out of this project which Steve is pursuing at Google.

More Prevarication

While visiting InfoQ to read the article on Project Zero that prompted my last blog entry, I noticed that there was a video on Fortress (the new scientific programming language for the Java Virtual Machine that I first blogged about some time ago). In the video, recorded at the JAOO 2006 Conference, Guy Steele’s keynote The Soul of a New Programming Language gives a nice overview to the language and its philosophy. As a former MATLAB power user and ex-Fortran programmer, I find the Fortress language, particularly its use of mathematical notation, very intriguing and worthy of further investigation.

Why prevarication? Because I’m supposed to be marking exams!

Better Web Application Framework: Followup

While going through my feed-reader today, I came across another potential framework, which I can add to the list mentioned earlier. This is Project Zero, an incubator project being developed by IBM. It uses the Java platform and the scripting languages Groovy and/or PHP and seems to be directly targetted at RESTful services development but with support for traditional web applications, AJAX and mashups. I guess that I am going to have to I develop a data model and evaluate the choices that I have before I get even more confused!