Wow! After meeting you in Tappedin for two minutes yesterday, I found your webpage. This was such a great idea. I too have old slides that I need digitized or risk the chance of losing forever.
Some of them are expensive, but some are free. I have been warned by people telling me that the free services usually aim at taking your content rights for redistribution in order to gain revenue for them. How do you comment on this?
And in your experience, which service is good but not too expensive (or even free)?
It is possible that one can lead to the other in a cycle. The collaborators bring knowledge from outside, knock it around in the group and then share the knowledge with other groups and people. It is only when the knowledge is not shard freely, inwards and outwards, that the model breaks down.
That is an interesting approach Stephen. You seem to suggest that there is one aim for a MOOC. Of course in any human organisation (i.e. involving more than one person) there may be multiple aims, possibly overlapping but distinct. What would you do if a number of people decided to work jointly towards a common end on your MOOC? Would you ban them for disobeying your network principles or your MOOC definition?
I think "collaborative" might have been an effort to open this beyond MOOCs, though Jeff may correct me. As someone running something different (not big enough to be a MOOC, but open, yet structured, with a goal, and tasks, but free-form in many aspects), I appreciate that effort and think I can contribute more to the conversation.
MOOCs seem to be collaborative in their inception and development. So do the research projects that stem from them. And often people in them collaborate, even though the intent and design may be more connectivist than collaborative.
So if the larger term is designed to include OERs, and experiments like I'm doing, and encouragement of openness in general, and discussion of what that openness means (and its implications, good and bad), then these things may be collaborative in that we develop them in the context of what admittedly is a rather small group, even if that collaboration is not intentional or does not precisely fit the definition.
A distinction worth examing, but a pretty blurry one I think. Google offers this when Idefine:collaborate 1. Work jointly on an activity, esp. to produce or create something. and this when I define:cooperate 1. Act jointly; work toward the same end.
It seems to me that a spectrum of 'working together' goes on in MOOC's and in other 'open online learning/courses', whether by design or not. I understand that for some purposes (like research) differentiation may be neccessary, but I'm just not sure why the distinctions matter in practice. Thin crust, thick crust, deep dish, or brick oven - it's all pizza... and it's all good :)
I resisted commenting when I first saw the alternative 'Collaborative' name mentioned, but now I regret that.
But I do feel it worth mentioning here that the structure and nature of a MOOC is exactly not 'collaborative'. Let me explain.
Most definitions of 'collaborate' focus on the idea that a group of people are working on something in common - shared aims, shared objectives, shared project, etc. and very often they result in becoming a group, a team or a cohesive community.
MOOCs and the connectivist approach to learning, as I have argued elsewhere, is by contrast 'cooperative'. There is no presumption of unity, order, shared goals or coherence. There's no sense of being 'in the group' or its opposite. If teams or groups form, they are tangential to the course, and not the core or essence of it.
So, if you are discussing 'Collaborative Open Online Learning', you are not discussing MOOCs. Perhaps you are discussing things like WikiEducator or OERu, where everybody is pulling the same way. I don't know.
For more on this, see my stuff on 'groups and networks':
Well done organizing COOLCast. When it comes to sharing knowledge and collaborating, it is great to get many heads together.
Just finished reading James Gleick's book, The Information, which cites Charles Bennett's 1988 paper on Logical Depth, which states "the value of a message is the amount of mathematical or other work plausibly done by its originator, which its receiver is saved from having to repeat." (pg 4)
Wiki-to-Speech is now doing some "mathematical or other work" by taking a presentation with speaker notes as input and generating a video with voice over as output, as in this example:
I no longer host the show, but you can listen to all of Busan eFm's shows at http://befm.or.kr/
Where can I watch this show? Thanks.
Hello, proffesor
I'm heo taeil.
This semester i'm taking a course in practical english conversation. it is my first time to take your class.
I want to learn many things especially about pronunciation.
When this semester is finally over, i hope i can speak english fluently.
I will do my best. haha
see you at the class.
To embed a Titanpad into a live interface or archived show (like this) I use the following Iframe code:
<iframe allowfullscreen="" frameborder="0" height="450" src="http://jefflebow.titanpad.com/3" width="750"></iframe>
That iframe code is handy for embedding just about any web page into another.
and, how do you get the titan pad thingy in there?
Thank you for the information. I look forward to trying this out.
Wow! After meeting you in Tappedin for two minutes yesterday, I found your webpage. This was such a great idea. I too have old slides that I need digitized or risk the chance of losing forever.
What a great article! Could this be the start of a new GoogleCast Academy?? Or the definitive book on GoogleCasting?
Hi Jeff,
First of all, thanks for bringing up this excellent article about live streaming Google+ Hangouts.
You mentioned about a number of streaming services like Ustream.tv, Livestream.com or Justin.tv
I have done a research and there are many others:
Some nice links...Lisa is always right.
I love the cover shot - thought it perfectly symbolized that 'hanging out in a cafe' aspect of what we do.
O - M - G re: this opening shot
Novice cool caster seriously needs to learn these sessions are being recorded!
And, no, I'm not saying what's in that cup or why I have to drink during these sessions. . .
I owe you one, Jeff. . . lol
It is possible that one can lead to the other in a cycle. The collaborators bring knowledge from outside, knock it around in the group and then share the knowledge with other groups and people. It is only when the knowledge is not shard freely, inwards and outwards, that the model breaks down.
That is an interesting approach Stephen. You seem to suggest that there is one aim for a MOOC. Of course in any human organisation (i.e. involving more than one person) there may be multiple aims, possibly overlapping but distinct. What would you do if a number of people decided to work jointly towards a common end on your MOOC? Would you ban them for disobeying your network principles or your MOOC definition?
Either way, whatever Google says, the aim of a MOOC is *not* to "Act jointly; work toward the same end."
I think "collaborative" might have been an effort to open this beyond MOOCs, though Jeff may correct me. As someone running something different (not big enough to be a MOOC, but open, yet structured, with a goal, and tasks, but free-form in many aspects), I appreciate that effort and think I can contribute more to the conversation.
MOOCs seem to be collaborative in their inception and development. So do the research projects that stem from them. And often people in them collaborate, even though the intent and design may be more connectivist than collaborative.
So if the larger term is designed to include OERs, and experiments like I'm doing, and encouragement of openness in general, and discussion of what that openness means (and its implications, good and bad), then these things may be collaborative in that we develop them in the context of what admittedly is a rather small group, even if that collaboration is not intentional or does not precisely fit the definition.
A distinction worth examing, but a pretty blurry one I think.
Google offers this when I define:collaborate
1. Work jointly on an activity, esp. to produce or create something.
and this when I define:cooperate
1. Act jointly; work toward the same end.
It seems to me that a spectrum of 'working together' goes on in MOOC's and in other 'open online learning/courses', whether by design or not.
I understand that for some purposes (like research) differentiation may be neccessary, but I'm just not sure why the distinctions matter in practice.
Thin crust, thick crust, deep dish, or brick oven - it's all pizza... and it's all good :)
Looking forward to the conversation...
I resisted commenting when I first saw the alternative 'Collaborative' name mentioned, but now I regret that.
But I do feel it worth mentioning here that the structure and nature of a MOOC is exactly not 'collaborative'. Let me explain.
Most definitions of 'collaborate' focus on the idea that a group of people are working on something in common - shared aims, shared objectives, shared project, etc. and very often they result in becoming a group, a team or a cohesive community.
MOOCs and the connectivist approach to learning, as I have argued elsewhere, is by contrast 'cooperative'. There is no presumption of unity, order, shared goals or coherence. There's no sense of being 'in the group' or its opposite. If teams or groups form, they are tangential to the course, and not the core or essence of it.
So, if you are discussing 'Collaborative Open Online Learning', you are not discussing MOOCs. Perhaps you are discussing things like WikiEducator or OERu, where everybody is pulling the same way. I don't know.
For more on this, see my stuff on 'groups and networks':
- http://www.downes.ca/post/42521
- http://www.flickr.com/photos/stephen_downes/252157734/
- http://www.slideshare.net/Downes/groups-vs-networks-the-class-struggle-c...
- http://video.google.com/videoplay?docid=-4126240905912531540
- http://halfanhour.blogspot.com/2006/10/that-group-feeling.html
Well done organizing COOLCast. When it comes to sharing knowledge and collaborating, it is great to get many heads together.
Just finished reading James Gleick's book, The Information, which cites Charles Bennett's 1988 paper on Logical Depth, which states "the value of a message is the amount of mathematical or other work plausibly done by its originator, which its receiver is saved from having to repeat." (pg 4)
Wiki-to-Speech is now doing some "mathematical or other work" by taking a presentation with speaker notes as input and generating a video with voice over as output, as in this example:
Stigmergy
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