Tuesday, August 21, 2012

Open Badges, LRMI and OER

Over the last few months I have immersed myself in Open Badges. As I explore this technology I can't help but reflect upon my past experiences as an educational technologist, software developer, OER content creator, project lead and solutions architect. And yes, all these apply as I fold LRMI into the mix. My reflection points include;
  • Open Badges as educational resources
  • I believe that the criteria and evidence attributes of an open badge can also be learning resources. I see the badge as the destination, where the criteria and evidence are the learning journey. Exploring a badges criteria and, many earners, evidence can provide valuable learning resources.
  • Everything online is an OER for the independent learner
  • I've spoken about this for years... the Internet is the platform and as an independent self directed learner all Internet resources should be considered educational resources. Particularly, when you consider fair-dealing / fair-use.
  • LRMI is an important standard for educational resources
  • Great search results increase access to learning resources. The faster you can get to the resource, the better. Particularly, if the resource is close to within the learning context you are working. LRMI is going to help greatly with increasing access to educational resources, especially when search facets allow for resource exploration clustered around a search term (or context).
  • The vocabulary is as important as the schema
  • The vocabulary populates some of the fields of the LRMI schema. These fields describe the resources user role, type, etc. Take a look at the LRMI specification if you want more. Having a consistent and well thought-out vocabulary will help greatly in putting learning resources into context. It is the vocabulary that will classify resources and allow the building of search facets.
So how do I see Open Badges, LRMI and OER working together?
  • The OER should include metadata to increase searchability (LRMI works well here). OER should also be referenced within a course outline, learning challenge, book, course material, badge criteria, etc, etc...
  • OER search results should provide a listing of learning resources, assessment resources, and accreditation resources (open badges works here). The search facets should cluster around subject domains, themes, keywords, available taxonomies, etc. The facets should also include assessment and accreditation resources related to the keywords / subject domain of the search.
  • The criteria and evidence resources found within the json attributes of the open badges specification should point to educational resources and it should become a best practice to embed LRMI within these resources. 
  • The LRMI vocabulary should include "badge" as a learningResourceType. This would also assist in building the search facets. The badge, and its criteria and evidence, also needs to expose this attribute to be picked up by search indexing.

Tuesday, August 14, 2012

Webmaking and telling stories

Today we had our first webmaking session where we are developing the skills to create a documentary about community food production. On Bowen Island we have a week long event called BowFeast, the idea is you eat locally grown food wherever possible. It is an event that really brings the community together and celebrates all the gardens and people who grow their own food. This week of BowFeast also culminates in the farmers market.

Our first webmaking session was mostly a discussion of storytelling, citizen based journalism, interview techniques and the privacy issues around interview, photography and video. All good!


From a scaffolding perspective this first session was quite non-technical and really got into interviewing using a camera and the way to ask open questions, follow (and lead) a thread of discussion during the interview and how to close it all down and summarize, give thanks.

For further inspiration we all watched the popcornified video about urban farming in Oakland, California. This is a great video, for it tells a great story, provides a historical perspective and also investigates food production.

Monday, August 13, 2012

WebMaking on Bowen Island

Two main themes to my webmaking over the next six weeks. Citizen based journalism with youth involved with localized food production and the creation of a rock-umentary with my teen daughter and her friends.

Citizen based journalism
The localized food production webmaking event got some local publicity in the island newspaper, which was great to read and increased my excitement about this event. It is likely this event will span three workshops where the first two will take place in the island information centre (shown in photo) and the last one in the community school. The first two sessions are mostly about skills development for journalism. Interview skills, videography, photography, storyboarding, music selection... that kind of stuff. The last session is going to be building all this into a small documentary with the Mozilla Popcorn Maker.

Rock-umentary
My teen daughter and her friends are totally into music, photography, and video production. So I set a challenge for them to create a rock-umentary about Ana Rose's music career so far. And when we are done it will be fully enhanced using Mozilla popcorn maker or maybe just popcorn.js. Looks to be an exciting six weeks...

Saturday, August 11, 2012

formative and summative events, popcornjs, and screencasts

Another round of enhancements and the addition of summative events completes step 0 of my open badges step by step guide. I have been building a step by step guide for open badges where I have been creating a number of open educational resources. All this work (and other peoples contributions) is destined to become a part of the School of Open Badges on the P2PU. One of the main elements I have been working on is how to enhance screencasts for learning. Just watching a video screencast can be good for learning, particularly when you think about having the ability to stop and start the screencast to view something more than once. The main enhancement I have been working on is to add formative events to the screencast, so the learner can focus on important information and have immediate links to the subject being described. This allows the learner to pause, read deeper, reflect, and then continue with the screencast.

click this image to view the enhanced screencast.

Formative events:
Formative events enhance learning by providing further opportunities to learn during the overall learning experience. The formative events are immediate and occur as skills and knowledge are forming. The idea of formative events is often used with the idea of a formative assessment, that is in-lined with the learning module and the assessment become a part of the learning. Within my enhanced screencasts I have used popcorn.js to inject links, popups and learning outcomes while the screencast is running. When the learner clicks the link it is opened in a new tab or window, this allows the screencast to continue (or be paused) and the learner to further explore the concept via the linked information (this is not possible with current screencasting technology). The popups highlight important pieces of information. The learning outcomes identify during the screencast.

Summative events:
The summative event(s) are via a link once the screencast is complete. It provides a complete summary of the screencast with links to the following;
  1. the youtube instance of the screencast
  2. the popcorn.js enhanced version of the screencast
  3. a listing of all this links presented during the screencast
  4. a listing of the learning outcomes identified during the screencast
  5. a reflective activity to deepen learning
The idea of the summative event is to provide something to go back to and use as an educational resource to reflect and deepen learning. Feel free to enjoy and learn from the growing repository of these enhanced screencasts made specifically to learn about and implement Mozillas Open Badges.

Wednesday, August 08, 2012

School of Open Badges

Over the last couple of weeks a lot has happened with Open Badges and the Peer 2 Peer University. First off I was collaborating with Leah MacVie around what is the follow-on to the P2PU Open badges 101 course. And I was wanting to move my work of putting together a step-by-step into the P2PU as the platform for peer learning around badges. Leah had also done a bunch of great work in developing the first 101 course and had an outline for another... we were wondering how all this would fit together.

I was inspired by Leah's work so I drew on the outlines she had created, added my step-by-step guide outline into the mix and thought a lot about what would be a comprehensive Open Badges curriculum. I created a nine course curriculum and created really brief course descriptions and cane up with a course leveling (beginner, intermediate, expert, and master) approach and gave the courses numbers like 102, 103, 201, 202, etc... I took this work to the Open Badges Community Call to gather feedback. The feedback was outstanding and exemplary in relation to badge systems design, the two highlights were;
  1. Don't create a prescribed type journey (get away from beginner, intermediate, 101, 102, 201, etc...) each badge should stand on its own and the related learning should be scaffolded into the single badge challenge (or course). I commented on how difficult this would be as often learning requires previous learning. The feedback persisted and they community challenged me to put down the spoon and think way outside the box. So I did...
  2. Creating a nomenclature for naming the courses, but they really don't have to imply any kind of leveling or achievement, they are just names. This made sense to me and as I was reviewing my proposed nine courses I jokingly said... "like a flower with nine petals".
With this feedback I edited the table and leveraged the flower analogy to the point where I fit different parts of the flower into the matrix. And to a small extent I fit the part definitions into the course themes. all good.

A description of this matrix will be in a subsequent post.

To use the flower analogy even further I tried to create a graphic of a nine petal flower. Where each petal represented a course. What I ended up with was quite computer science like... but it worked. And fortunately, I was able to get assistance from Leah and she did her magic and turned what I had created into a beautiful flower. You can view the two versions here, and I'll let your guess who did which.

  
Version 1    Version 2

The most meaningful parts to all this are threefold; first, we ended up with a really nice looking curriculum design graphic; second, we determined the p2pu open badges course matrix; and third, we ended up with a working example for badge systems design.

Tuesday, August 07, 2012

Creating Online Learning Communities

Thank-you Bill Pusztai
My recent work has taken me back to thinking about and discussing the effective creation of technically focused online learning communities. Learning online is something I have been doing for a while. And given both my pedagogical and technical background, I often get into the nuts and bolts (or bits and bytes) of building online learning communities as well as the actual building of the community. Much of my recent reflection has been about engaging and building learning communities, particularly technology (or digital literacy) focused learning communities. This post is mostly about the engagement and pedagogical side of this community building. Another post about the technical side of building online learning community may come, but is well articulated in this slideshare from a while back; http://www.slideshare.net/prawsthorne/building-onlinecommunities

Background
I believe some background information on where I am coming from in my thinking is important. There have been a number of experiences (professional and otherwise) that have set my thinking about building technically oriented online learning communities.
  • Being a software developer and working extensively with lean and agile teams - what is important: most developers are self-directed life-long learners and they owe a lot to their peers who have contributed to what they are reading and learning.
  • Being an enterprise architect and encouraging enterprise2.0 thinking - what is important: collective intelligence and learning/teaching is knowledge management. being patient.
  • The musings of Zuckerberg vs. Poole - what is important: anonymity encourages contribution, nuf said, read my post;  http://criticaltechnology.blogspot.ca/2011/03/ignore-copyright-and-blissfully-create.html
  • My time as a early contributor to WikiEducator - what is important: recognizing contribution, doing it in the open, monetize activities wherever possible, and governance can be done exclusively online and in the open. love your volunteers.
  • Implementing seven major projects in three years with CLEBC - what is important: open approaches work in closed shops. API's allow distributed approaches. recognizing areas of practice (or communities of practice) is important. Video resources can be long-tailed. love your volunteers.
  • My graduate studies were exclusively online - what is important: face-to-face and blended opportunities are worth every moment and should be encouraged if you want greater depth to learning. This may seem against the creation of online learning communities and favoring traditional learning environments, but the point I am making is that if the opportunity to get together in the same physical space with any community member presents itself, seize it!
  • Communities can be built in many places by many people - what is important: often communities can fracture into other communities, or seasoned contributors will disengage, move-on or start other communities. Be supporters of this action for it increases the overall size and reach of the subject and its growing content.
  • Authenticity can be community policy - what is important: based on an articulated policy the authenticity of the dialogue can be increased. While anonymity can create contribution and authenticity, the community can also set and enforce policy to encourage authenticity.
Engagement, engagement, engagement
Contributors are the MOST valuable resource, they are the community! Yes, lurkers are also a huge part of any growing community, and lurkers sometimes convert into micro-contributors. The people who are, or see themselves as, stewards of the community need to engage often and with reckless abandon. They also need to encourage the stewardship to be a shared activity. Engagement should be across social media, and where possible use tagging to bring it all together.


Freedom (without scholarly egos, well... all egos)
Its the micro engagements that grow into macro engagements. If people aren't given the freedom and support to make small contributions they will rarely make the larger contributions. And once a contribution has been made facilitating discussion should come from elsewhere (not the contributor themselves) with great encouragement and recognition being given to the initial contributor. An amazing community is grown with many small and meaningful events. People should never be made to feel badly about their contribution... and don't feed the trolls.

Small is beautiful
Encourage contribution in small chunks, build discussion and shared understanding around these chunks. Allow the chunks to coalesce into larger works. Trying to complete a larger works without community engagement, ends up teaching the creator. And the online community becomes passive...

Facilitators are stewards (and need to be tech savvy)
Online learning communities that are technical in nature need to be facilitated by the technically savvy, if they are not this is quickly noticed and the community will lose credibility. The facilitators must eat their own dog-food and be exemplars in engagement and encouragement.

Reaching Out Its all about love!
I know it sounds smoltzy, but building a great online learning community is an activity of the heart... finding people who are deeply committed to the subject matter of the learning community is essential for longevity and depth of learning. People quickly get a real sense of a community (online or otherwise) and if it is not genuine people will recognize this.

Building successful online learning communities has a lot to do with reaching-out and encouraging others. And for technology focused learning communities this includes drawing in people who make small technical contributions who often contribute in small and quiet ways. Surprisingly, it is often these small contributions that have the biggest impact.

Friday, August 03, 2012

1/2 finished posts have been chosen

A month back I was musing about my > 20 half-finished blog posts, I decided to put it out to vote. After three weeks the poll was closed and my next few posts have been chosen. The immediate blogging with cover the following six posts; with injected posts from my work with open badges, building online learning communities, popcorn.js, and other pedagogical subjects I am inspired to write about. The poll results can be found within the original post, and my next few posts will include;
  1. Computer Science taught as an art (33% voters)
  2. Learning is Knowledge Management (33% voters)
  3. Traditionalists, Reformers and Outliers (28% voters)
  4. Not everyone is social (28% voters)
  5. Learning Platforms for People (28% voters)
  6. Using smart phones within a connectivist approach (28% voters)
As of the poll closing day, 21 of 204 viewers voted. And the final results were different than those a week after the poll had opened.

Thursday, August 02, 2012

wrapping screencasts in popcorn.js to enhance learning

My work over the last month has been to create screencasts for the Mozilla open badges initiative. I am building screencasts to provide online tutorials describing the different technical aspects of the Open Badges Infrastructure (OBI). There are many scholarly articles discussing the effectiveness of screencasts on learning; a google scholar search on "screencast learning" provides a good listing if you would like further reading. One aspect of the screencasts I have been working on for a while is how to deepen the learning around the screencast. In a number of my previous projects, including CLEBC and AIM language learning, we enhanced screencast learning by including; chat, discussion, in-lined formative questions, and links to related resources. All of these enhancements helped in creating a more complete learning module by providing multi-modalities to learning.

What I believe is the most important is the clustering of resources into a succinct module. The idea being that the screencast is "surrounded" by many resources specific to the subject and contents of the screencast. Another technology currently being released by Mozilla is popcorn.js. This technology allows screencasts to be greatly enhanced by adding resources and screen elements as the video progresses. Popcorn is well described on the related Mozilla site;
"Popcorn.js is an HTML5 media framework written in JavaScript for filmmakers, web developers, and anyone who wants to create time-based interactive media on the web. Popcorn.js is part of Mozilla's Popcorn project."
What popcorn.js provides is the ability create a comprehensive learning module where a screencast is clustered with other related resources. These additional resources can be explored while the video is in progress or referenced after the video is complete. The main point being the resources are available through links and are presented within the context of the progressing video.

To view the use of popcorn.js to enhance learning visit this growing repository of popcorn wrapped screencasts; http://badges.bit.bc.ca/guides/step01.html

Related readings:



Friday, July 20, 2012

Open Badges 3.3 - Hashing the recipient attribute

The last of three screencasts on the basic requirements for setting-up a server to be a badge issuer. In this screencast I look at hashing the earners email address with the slat value. This hashed value is then used in the recipient attribute of the json file. This screencast is a part of a step-by-step guide built to support the onboarding of the non-technical OBI implementer.



Reflective Activity: Do you feel confident with a server side programming language like PhP or Python? If not, do you have access to programmer resources to assist?

Open Badges 3.2 - Configuring for the json content-type

The second of three screencasts on the basic requirements for setting-up a server to be a badge issuer. In this screencast I look at configuring the web server to support the json content-type. This screencast is a part of a step-by-step guide built to support the onboarding of the non-technical OBI implementer.



Reflective Activity: Do you feel confident with your basic server administration skills? If not, do you have access to server administration resources to assist?

Open Badges 3.1 - Importance of a stable URL

The first of three screencasts on the basic requirements for setting a server to be a badge issuer. In this screencast I provide an overview of the basic server and configuration needs to issue a badge manually, and discuss the importance of a stable URL for the origin, criteria and evidence json attributes. This screencast is a part of a step-by-step guide built to support the onboarding of the non-technical OBI implementer.



Reflective Activity: Manually issuing a badge is not the only approach to accomplish this task? Can you think of one (maybe two) other ways to issue a badge using the OBI?

Thursday, July 19, 2012

Inquire, Paraphrase, Acknowledge, Advocate

So I was reading through the information streams created around this years OSCON. And it looks to be an outstanding event... focused on the impact the open movement has had at many levels and in many realms. All good! I am so happy to be a part of it and grateful to be a part of the Open Badges initiative with Mozilla Foundation. A lot of my current activity is with building community in and around the implementation of the Open Badges Infrastructure (OBI). So what really resonated with me are the four traits for a good community as lifted by Tim O'Reilly from David Eaves keynote. The four traits are; Inquire, Paraphrase, Acknowledge, Advocate. But what does all this mean to community building? So I looked up each and what could each community member do to assist in building a strong sustainable and healthy community.

http://www.flickr.com/photos/roland/7436172034/

  • Inquire - To seek information by asking a question; curious; probing.
    Always be asking questions and seek information to understand each community member and their positions and context.

  • Paraphrase - A restatement of a text or passage in another form or other words, often to clarify meaning; clearness; rewording.
    Confirm that you have understood, add strength to another community members words by showing your understanding as it related to a particular issue within the community. Even restate within a different context as it relates to the community.

  • Acknowledge - to show or express appreciation or gratitude for. to acknowledge a favor. To express thanks or gratitude for. To admit the existence, reality, or truth of.
    Let people know they are welcome in the community by acknowledging their contribution, engagement and presence. Confirm their contributions by tying them back to current and emerging truths within the community and its shared knowledge.

  • Advocate - to support or recommend publicly; plead for or speak in favour of. to speak or write in favor of; support or urge by argument; recommend publicly.
    Speak out for all the good work the community is doing. Choose the topics of interest to you, within the community, and speak passionately of them. Assist in keeping all things moving forward; network, engage, understand, promote, and share. Be positive... advocate.

References:
http://www.thefreedictionary.com/
http://dictionary.reference.com/
https://twitter.com/timoreilly/statuses/225622408231534592
http://www.oscon.com/oscon2012/public/schedule/detail/24859

Thursday, July 12, 2012

Open Badges Step 2.3: Technical Prerequisites - Server Infrastructure

The last of three screencasts on the technical prerequisites for integrating with the Open Badges Infrastructure. In this screen cast I discuss the server infrastructure required for each of the three roles of; issuer, earner, and displayer. I mostly spend my time describing the server needs of the issuer, where the displayer is quite similar to the issuer, especially if it becomes a fat displayer. And by fat I mean it offers a lot of displayer services related to badges and their earners. Again, the earner requires the least infrastructure, but can require more if we begin down the road of federated backpacks. More on the federated backpack in a later screencast.This screencast is a part of a step-by-step guide built to support the onboarding of the non-technical OBI implementer.



Reflective Activity: If the server infrastructure for the issuer is mostly about storing and managing earner, evidence, criteria and badge information, what information needs to be stored and managed by the displayer? Compare and contrast the server infrastructure needs of the issuer and the displayer.

Open Badges Step 2.2: Technical Prerequisites - Technology Stack(s)

The second of three screencasts on the technical prerequisites for integrating with the Open Badges Infrastructure. In this screen cast I discuss the technology stack(s) required for each of the three roles of; issuer, earner, and displayer. This discussion is more of a logical view of the technologies you need. The idea being we are building on ideas from the non-technical perspective. Getting deeper into the technology will come in later screencasts.This screencast is a part of a step-by-step guide built to support the onboarding of the non-technical OBI implementer.



Reflective Activity: Why does the issuer require the most technology? Can the earner get away with having no technology beyond internet access and a facebook account? Can you think of a reason why a displayer would require more technology than the issuer?

Wednesday, July 11, 2012

Open Badges Step 2.1: Technical Prerequisites - JavaScript

The first of three screencasts on the technical prerequisites for integrating with the Open Badges Infrastructure. In this screen cast I discuss the basic javascript you need to know to manually issue badges. I also touch upon the prerequisites if you move beyond manually issuing badges and integrate with an LMS or other server application. This screencast is a part of a step-by-step guide built to support the onboarding of the non-technical OBI implementer.



Reflective Activity: If you are going to integrate badge issuing with your learning management system (LMS) or other server application, do you need more than just JavaScript?

Tuesday, July 10, 2012

WebGL Interview 2

My learning in the open journey in building learning resources for the Mozilla Ignite initiative continues. 8 days back I had the amazing opportunity to speak with Mozillians Benoit Jacob, Ben Moskowitz and Bobby Richter, the conversation created the following pocast. This podcast was a discussion about some of the ideas forming from the Ignite challenge and we discussed what would be required to implement these ideas using WebGL within the superfast-superwide GENI network. The purpose of this podcast was to further identifying technologies and approaches so we can create focused learning labs, and set up experiments that others can follow and use as learning resources.

WebGL Interview 1

My learning in the open journey in building learning resources for the Mozilla Ignite initiative continues. 10 days back I had the amazing opportunity to speak with Mozillians Ben Moskowitz and Bobby Richter, the conversation created the following pocast. This podcast was a blue-sky discussion about using WebGL within the superfast-superwide GENI network. The purpose of this podcast was to start identifying technologies and approaches so we can create focused learning labs, and set up experiments that others can follow and use as learning resources.

Monday, July 09, 2012

Open Badges Step 1: Claim your first badge

In this screencast I look at some of the technical resources available for introducing someone to the open badges infrastructure (OBI). The screencast is a part of the Introduction to Open Badges Step by Step guide. The main theme of this screencast is to claim a couple of badges and to look at a number of badge issuers.




Reflective Activity: Once you have earned, claimed and displayed a few badges take some time to reflect upon the three main roles of open badges; the issuer, the earner and the displayer.

Saturday, July 07, 2012

Open Badges Step 0.4: P2Pu Open badges 101

In this screencast I look at Peer 2 Peer Universities Open badges 101 course. The screencast is a part of the Introduction to Open Badges Step by Step guide. The main theme of this screencast is to encourage people to familiarize themselves with and complete the course.




Reflective Activity: How could Peer 2 Peer University issue badges. Should they give badges for completing individual challenges or for complete courses? What other badges within peer based learning could P2Pu issue?

Friday, July 06, 2012

The followers have spoken

Well it looks like my poll asking for assistance on which half-finished blog post I should complete next has provided me adequate results. Other than the injection of posts regarding open badges and ignite learning labs I will spend my next while completing the following posts, in this order;
  1. Traditionalists, Reformers and Outliers - 54% voters
  2. Computer Science taught as an Art - 45% voters
  3. Digital Me (Mozilla + Life-Long Learning) - 36% voters
  4. Using smart phones within a connectivist approach - 36% voters
What fun!!!

Thursday, July 05, 2012

Help me complete my half-finished blog posts

After reading a couple of posts on Boris Mann's blog, in particular; "The Posts That You Don't Write". I got thinking about all the half written blog posts I have. My blogging style is to write down ideas for blog posts as unpublished blog posts. As the ideas pop into my head I create the post, add notes and references, loop around, and often finish them off. This can take months, sometimes over a year... most of the time they get finished (or deleted). Currently, I have over 20 blog posts like this, some are almost finished some are not. So I wondered, what would happen if I put this out to vote.

 Which of these half-finished blog posts should I complete?
 

Friday, June 29, 2012

The WebGL ecosystem

After a couple of recent discussions and some further reading; two diagrams have provided some great insight into WebGL as it relates to the web and other related technologies... These two digrams and related posts are as follows;

http://electronicdesign.com/article/embedded/html5-and-webgl-fit-interactive-embedded-applications

http://phillihp.com/2011/01/27/waiting-on-webgl-html5/


Mozilla Ignite + WebGL: Introduction

Over the last two weeks I have invested considerable time reading about, talking with people, and watching the occasional youtube video on WebGL. I've been doing this to create some learning resources for the Mozilla Ignite challenge. I won't be creating the technical resources myself; I will be facilitating the discussions and thinking around the WebGL technology and how Mozilla can best support the ignite candidates to onboard themselves. In otherwords, what aspects of OpenGL ES, WebGL (and related libraries) does a software developer need to understand to implement their ignite challenge idea. And what learning resources can Mozilla create to assist these developers.

A concept map can go a long way toward developing an understanding of any subject domain. This simple concept map is my first stab at WebGL and will be added to as I deepen my understanding.

An introductory concept map for WebGL. What is WebGL?

To start learning about WebGL there are many resources and tutorials to assist with learning. These resources can be found with internet searches and will take you to many step-by-step guides and youtube videos. I strongly suggest you spend time searching for, and completing WebGL tutorials if you are wanting to deepen your understanding of the coding to WebGL. An excellent YouTube video that covered an introduction to WebGL with a whole lot of coding examples is from Erik Möller...

Tuesday, June 26, 2012

Learning in the Open

Learning in the open; Koh Lanta, Thailand.
People who follow this blog know I am a strong believer in open education, self-directed life-long learning, and the creation of open educational resources. I also believe this can be successfully done outside of traditional learning approaches and institutions. I also believe a familiarity and understanding of your metacognitive abilities combined with agility and pragmatism you can successfully learn all you need out in the open with only attending an online course or traditional institution when it best suits your learning needs. I believe this so much that I dedicate this blog to the subject of self-directed life-long learning. I am also in the process of writing a book on Agile Learner Design, a book about understanding your metacognitive abilities and how to create your own personalized curriculum and courses. All in support of your own learning.

One area of learning and OER development I am currently involved is with the Mozilla Ignite Challenge. With this project I leverage my 25 years in technology and software architecture, combined it with my teaching, instructional design, and open education experience and create some OER to assist Mozilla Ignite candidates learn about some of the technologies available in (and supported by) this challenge.

What is Learning in the Open?
Learning in the open is based on four principles and one model;
Progressive inquiry in detail
Progressive Inquiry
  1. the principle of open learning - the learner is self-directed, independent, and self-guided.
  2. the principle of metacognition - the learner is aware of their own learning style, and how to best develop their own skills and knowledge.
  3. the principle of open - where everything they do while learning is done in the open, with transparency, reflection and frequent publishing of their knowledge gathering.
  4. the principle of collaboration - engage your peers and learning cohort with frequency and without hesitancy.
  5. progressive inquiry - provides the discipline and model to follow when working towards discovery and understanding.

How does this apply to the Mozilla Ignite Challenge?
By learning in the open, engaging others in my learning and publishing the artifacts of my leaning, I create a road-map for others to follow who want to learn the same. Over the next five weeks I will gather information in a variety of ways, publish frequently and coalesce the information into a single rich media artifact for peoples learning consumption. I will start with WebGL and finish with WebRTC. Feel free to follow along;

Saturday, June 23, 2012

Open Badges Step 0.3: A first look at open badges JSON

In this screencast I take a first look at the json message for issuing a badge. Given the open badges dependency on messaging this is the first look at the messages required to implement open badges. Keep in mind that as the OBI matures and the partner network increases, there will be a growing number of software applications that will implement this messaging. In the near future the technical understanding of the messaging will be the domain of the software developers. Understanding the messaging and its attributes will assist greatly in your open badges implementations. This screencast is a part of the Introduction to Open Badges Step by Step guide. The main theme of this screencast is a review of three blog posts which look into manually issuing a badge;
  1. a technical look at some existing learning resources
  2. an investigation into the criteria and evidence attributes
  3. a completed manual badge implementation

Reflective activity: Think about how you would create the criteria for a badge, and how someone would provide evidence to be awarded the badge.

Friday, June 22, 2012

Open Badges Step 0.2: Do a whole lot more reading

In this screencast I look at some of the technical resources available for introducing someone to the open badges infrastructure (OBI). The screencast is a part of the Introduction to Open Badges Step by Step guide. The main theme of this screencast is a review of my technical look at the available resources.




Reflective Activity: take some time to read all of the above sites referred to in this screencasts related post and answer the question, "Which FAQ would you read to answer technical questions and which would a read for more general questions? Where could you access the source code for the open badges project?".

Thursday, June 21, 2012

Open Badges Step 0.1: Do a whole lot of reading

In this screencast I look at the resources available for introducing someone to the open badges infrastructure (OBI). The screencast is a part of the Introduction to Open Badges Step by Step guide. The main theme of this screencast is a review of the post by Sunny Lee of the Open Badges team.


Reflective Activity: take some time to read all of the above sites referred to in this screencasts related post and answer the question, "How are the roles of Issuer, Earner and Displayer related, how are they dependent upon each other, and what role do they each play within the Open Badges Infrastructure?".

Wednesday, June 20, 2012

Screencasting guildelines

I've always though the strength of screencasts was in their storytelling qualities. And a few searches on the keywords "screencast + storytelling" do take you to some sites and articles supporting storytelling using technology, in particular, using screencasting. In one paper titled, "Does screencast teaching software applications need narration for effective learning?" found that "the findings provide evidence that screencast with narration can be used for online self-paced learning that is not only effective but also efficient."

When I combine my belief in screencasting with my experience in creating Open Educational Resources (OER) I look to a larger picture where the preparation and artifacts created in the lead up to recording a screencast are also important artifacts for learning and reuse. And when you also consider the reuse possibilities and the localization needs that may occur, creating treatments for the screencasts and storing the raw multimedia files also become important.

For my current project work with Mozilla I have decided to create an Open Resources Wiki within the larger Mozilla Wiki. This open resources wiki will store guidelines, resources and artifacts for creating open resources. I believe these resources could be very useful as Mozilla deepens its commitment to digital literacy and webmaking. I believe that the resources I create will have the ability to be reused and localized and I need to be mindful of this possibility as I create new learning resources.



Preparing multimedia resources of reuse and localization takes additional work, but it is work that makes a better initial product. This occurs because greater thought needs to go into the resource before it is created. My recent set of screencasts have focused on the onboarding of open badges implementers where I have created screencast treatments and stored the related media in RAW format encouraging reuse and easing localization efforts.

Tuesday, June 19, 2012

Open Badges Step by Step Screencasts

I'm developing a set of screen casts that are going to be a companion to the step by step guide I am putting together on the Mozilla wiki. And once the full set is done, they can be reused for developing other Open Badges educational resources. What I'm really wanting to do is develop an Open Badges 102 as a follow-up to the 101 course found on the P2Pu.


After I put this screencast together, I reflected upon it and received some feedback from the open badges team I'm going to make the following changes;
  1. keep each screencast to around 5 minutes or less.
  2. keep the content down to a few main topics
  3. don't jump into anything technical to quickly
  4. end most of them with a reflective activity to have the learner reflect and do some "homework".
If you have any further feedback or suggestions please post them here as comments...

Monday, June 18, 2012

Youth Informal

I get flipped out by the idea that there is so much interest in the Youth Informal partner type for the open badges issuer. Having alternative ways to recognize skills, knowledge and accomplishment is a big part of open badges and having partners focused on this youth group is a great thing.



If you want more information about partnership engagement for open badges, go to this excellent post put together by Sunny Lee of the Open Badges team.

Sunday, June 17, 2012

Ignite Learning labs


I need to start investigating a number of technologies for the Mozilla Ignite challenge... the eight technologies I will be looking at include;
  1. WebGL - Graphics Library
  2. WebRTC - Real-Time Communications

  3. I'm going to start with these above two technologies and move into these final six if the first two investigations prove successful. Success will be measured through the creation of learning resources to assist ignite candidates.

  4. OpenFlow - deploy innovative protocols
  5. Eucalptyus VM - Infrastructure as a Service
  6. Web Audio API - processing and synthesizing audio
  7. WebCL - Heterogeneous parallel computing
  8. Node.js / Websockets 
  9. Appcache and WebAPIs 
With support from Mozilla Developer Network I am going to be creating some learning resources to assist people who are considering the ignite challenge and need to begin learning about the technologies available within the challenge. Feel free to follow along my delicious tags, and I will be posting my progress with each technology as I go. Enjoy the ride...

Friday, June 08, 2012

Open Badges for a Wikiversity course

This post describes implementing Open Badges within a Wikiversity course. It takes a very simple approach by issuing the badges manually. It looks at two approaches to creating the required json files; one using a simple plain text recipient and the other using an encrypted recipient. The technologies required to implement open badges within wikiversity include; json, HTML, JavaScript and PhP.

The course
The course is Mobile Web Applications. I have been slowly developing this course to provide an Open Educational Resource (OER) for implementing HTML5 mobile applications within an Model View Controller (MVC) pattern. And how the MVC pattern fits within a multi-tier architecture. The course was inspired by two of my most viewed blog posts from last year (these two posts have attracted thousands of views over the the last nine months);
The course is far from finished, and whenever I have a few spare cycles I try to add to the course. My latest effort toward this course was to implement open badges for completing the quizzes and projects from within each chapter.

The badges
After considerable thought I came up with a badge system for the course and I document my approach to this badge systems design through two post within this blog.
The courses badge taxonomy became a part of the course wiki; http://en.wikiversity.org/wiki/MWA/Badges

The criteria
For each chapter will be added a criteria page and this page will point to both the projects and quizzes. The quiz results are not saved as they are widgets built from wikiversity templates. The quizzes are mostly to test your understanding and prompt you to review the modules contents. A little reflection to deepen learning. The projects become the key part of the criteria. With the projects you need to build working software, and it is this working software that will become the evidence to be evaluated against the criteria.

The evidence
To be awarded the badge you need to complete all the projects for the chapter. As the course is about building mobile web applications, the evidence is a working mobile web application. Once all the criteria has been met the learner will create an evidence URL for review to be awarded the badge. The evidence I provided for the course can be found at; http://books.bit.bc.ca/ which implements all the requirements requested in the chapter projects. Try viewing the evidence in a browser and on your mobile device.

The 1st json file
There are two ways to prepare a json file for submission to you digital backpack. The first way is to use the URL approach to baking a badge. This is best described in a blog post by Billy Meinke. This blog post walks you through the process of hand baking a badge. The difference between the two methods is the first, described here, requires no coding or javascript, it just requires the correct creation of the json file and submitting it to be baked through well formed URL.

The 2nd json file
The second approach is by hashing the recipient attribute, inserting it into the json file and submitting the file by using the correct JavaScript call. The recipient attribute is hashed using a one way hash with a select number of hashing algorithms, in this case sha256. The recipient attribute will look something like the following;

sha256$b42062d4b8b9b45560d202243720e7f94f139ce0c7363fa4171daf1f6fcaaef5

The Code
The below block of code does two things; first it shows the line of php code that creates the hash for the recipient and second, it shows the javascript to load the json into the backpack. The php serves as an example of how to create a hashed recipient and the javascript works at submitting the json to the OBI.

Please Note that the hashing line does not automatically insert the hashed string into the json file. That needs to be done by hand. This block of code is for example purposes only.

<html>
<body>
<?php
echo hash("sha256", "peter@rawsthorne.org"."mwach01");
?>
<br/>
Peter Rawsthorne <a href="javascript:OpenBadges.issue(['http://badges.bit.bc.ca/mwa/mwa-pjrch01.json'], function(errors, successes) {  });">, claim your badge.</a></p>
<p><script src="http://beta.openbadges.org/issuer.js"></script></p> 
</body>
</html>

The PhP
hash("sha256", "peter@rawsthorne.org"."mwach01");

This line of php code simply hashes the earners email address with the seed value using the sha256 hash algorithm. This code creates a string of text that should be embedded in the json file to be submitted to the OBI.

The JavaScript
The javascript has two main parts; referencing the script library and calling the issuer of the badges software module.

this line includes the open badges issuer javascript library.
<script src="http://beta.openbadges.org/issuer.js"></script>

this line sets up the call to submit the json file.
Peter Rawsthorne
<a href="javascript:OpenBadges.issue(['http://badges.bit.bc.ca/mwa/mwa-pjrch01.json'], function(errors, successes)
 {  });">, claim your badge.</a></p>

The json file
Follow this link if you want to look at the json file, as required for the 2nd approach, that would be submitted to the OBI; http://badges.bit.bc.ca/mwa/mwa-pjrch01.json

The Success
After using either of these two methods for submitting the correctly formatted json file, a new badge will be in the backpack.


Wikiversity as an Issuer
Wikiversity and Wikipedia are already (in a way) badge issuers, they call their badges "Userboxes". They have many Userboxes that can be put on a contributors profile.It would be great if these could become a part of a persons digital backpack.

Thursday, June 07, 2012

Three point lighting for video capture

I have the need to capture the talking heads in a video conference session. I need to capture each talking heads video stream and save it to disk. I need each stream captured and saved so it can be archived for later viewing, and the ability to slice up the video into smaller segments. The video will be taken from interviews using online video conferencing software. The challenge comes where the video conferencing software doesn't allow capture of individual streams, in general they just make the whole conference (with all talking heads) available as a single video. And because we need to have solid recording of each talking head for later use in a variety of online learning situations we need a remedy for this situation. Keep in mind, that in general, the video conferences will be with two or three people all in different geographic locations. The solution is to use the video conferencing software as we would normally with two adjustments to the environment;
  1. Create a good studio environment from a lighting perspective.

  2. There is no shortage of good images and video on how to set up a three point lighting system. these two below are a couple of my favorites. Keep in mind the interviewer is going to be replaced by the laptop hosting the video conference.



  3. Include a separate video camera to the mix. Or replace the interviewer with the laptop hosting the video conference.

  4. This is where things vary most from the traditional interview setup. The interviewer is replaced by the laptop hosting the video conference. This will allow you to capture the video in a good quality with good sound. And it will provide it in a format that will allow you to separate the audio from the video and slice up the video so it can be re-used in different learning contexts and situations. Essentially providing a long tail to your video resources.

Sunday, June 03, 2012

Open Badges Evidence

What started as my exploration of the open badges displayer hack by David Wiley, ended up deepening my understanding of the assertion json required for issuing a badge. It really got me thinking about how assessment could be applied to peer-to-peer learning and self-directed life-long learners.

David Wiley put together the open badges displayer hack so his students could generate the code required to display their badges at any location they could host JavaScript or HTML. This hack was important to support the badges the course had issued to the students. What is also interesting is the varied approaches behind the criteria and evidence of the badges for this course. When you look into the different json for each badge with particular focus on the criteria and evidence attributes you get to see the varied capabilities of issuing badges. To get started I'd suggest you review the following sites looking at some particular attributes;
  • The introduction to openness in education course site provides a good look at the breadth of topics within openness in education. In particular, look at the right column list of topics. Spend some time reading all the tabs that make up the course. Look at the flexibility David Wiley has created in how to earn a badge. When you look at the badges issued, you see he also created ways for students to define their own criteria and then provide evidence.
  • The badges earned page prompts the students to claim their badges, and taking a look at each students json file gives great insight into how assessment and badge awarding can be achieved within an academic environment.
  • I opened up the json file for Wendy Woodfield and the awarding of the "OpenEd Overview" badge.The json file had the following criteria and evidence attributes; as you can see these two attributes resolve to URLs, and when you follow these you get the descriptions of what is required to be awarded the badge (criteria) and what Wendy created and accomplished to meet the criteria (evidence).
By looking into the json from this course you see what David Wiley has done around evidence and criteria. This is where I see academia starting to utilize the open badges infrastructure and applying it to the peer based approaches found in MOOC's.  This could be a very powerful combination. If you look at the json of the student contributed badges you can see them setting their own criteria then providing evidence of its completion... Kevin Ashton did exactly this and created the "OpenEd Visualization Ninja Programmer" badge. You can see in the json below the criteria and evidence links resolve toward two blog posts on Kevin's blog. Essentially, Kevin created his own criteria and then fulfilled the criteria and was awarded the badge. I would assume that David Wiley recognized the criteria as meeting some goals within the course. The main point is a person created both the criteria and evidence for a badge. This is amazing self-directed learning receiving solid recognition from a legitimate source.
{
  "recipient": "sha256$a782df7378fc6a5190b3b25dd7834ce8e0c192055595bc4ae7e79dc10831ad44",
 "salt": "#ioe12",
  "evidence": "http://www.kipsum.com/blog/2012/04/04/data-visualization/",
  "issued_on": "2012-04-11",
  "badge": {
    "version": "1.0.0",
    "name": "OpenEd Visualization Ninja Programmer",
    "image": "http://openeducation.us/issuer/img/badge-assessment.png",
    "description": "Has designed a badge-based assessment for the Introduction to Open Education course.",
    "criteria": "http://www.kipsum.com/blog/2012/03/15/open-visualization-ninja-programmer-badge/",
    "issuer": {
      "origin": "http://openeducation.us/",
      "name": "David Wiley",
      "org": "Introduction to Open Education, 2012",
      "contact": "david.wiley@gmail.com"
   }
  }
}
To further explore the approach of issuing badges and how it can be done within peer based learning environments it is very useful to view the work of Alex Halavais. In particular, the slides from the slideshare below at around the 14 minute mark speak to the approaches for peer assessment within an online course.
In my mind, this means it is completely legitimate that you could issue yourself your own badges. And you would be the one who sets and enforces the quality and rigor required to earn your badge. If people come across your badge, and believe it is worthy, they could follow the same learning journey defined in the criteria and evidence and attempt acquiring the badge themselves. The subject of issuing your own badges requires further unpacking... but combined with peer-assessment from your personal learning network could provide a vehicle for self-directed life-long learners to publish their accomplishments in a way people could follow and even replicate.

Friday, May 25, 2012

Open Education Conference 2012

Part of my learning journey in developing Agile Learner Design (ALD) is to engage others in my personal learning network. What a better way than to present at the Open Education Conference. I'd be flattered if I ended up being selected... but the attempt will only deepen my understanding and development of this much needed pedagogical approach.

Here are the details of my call for papers application:

Session Title:
Agile Learner Design

Short Abstract:
A pedagogical approach for the self-directed life-long learner to envision, plan, build and deploy their own curriculum.

Medium Length Description:
The people who build Open Educational Resources are also the people who create, and further develop, an expertise in the OERs subject domain. Agile Learner Design (ALD) leverages the idea that the instructional designers are often the ones who learn most from developing curriculum, not the students who consume it. At a time when self-directed life-long learning is becoming a recognized approach to personal learning and growth we require pedagogical approaches that develop the learners meta-cognitive abilities and provide a roadmap for these self-directed learners to develop and execute upon their own curriculum. ALD provides the pedagogical approaches to support self-directed life-long learners achieve their personal learning goals outside of (and within) the traditional institutions. This presentation will explore the breadth and depth of ALD as it has developed over the last seven years.

Conference Theme:
Open Educational Resources

Session Type: 
45 minute presentation

Martial Arts Badge Systems Design

Jiu Jitsu Belt Ranking System
I'm still enamored by the martial arts belt coloring as a reference for badge colors. It already comes with a defacto global understanding of different colors for different levels. And this understanding is close to shared across all the different martial art forms.

I also like how the colors can be expanded by adding attributes to the belt (like dark lines or white cuffs). This allows for a level of understanding, denoted by a single color, to be expanded to contain additional levels within the same color. This could allow for badges to be offered at different levels of granularity depending on the group, the learning goals, the duration, the context, etc. In some of the martial arts practices they have many top levels (or degrees), creating a flexibility for life-long learning.

From a technical perspective the colors found in the martial arts belts are all web safe colors. So when creating and displaying badges the challenges in rendering will be reduced by the smaller and known color palette. I am also a strong believer in having iconic or color themes throughout course materials that provide a visual prompt of where the learner is within their learning journey. Having this prompt aligning the learning resources with the awarded badge can assist in organizing learning modules throughout a program or learning journey. And again by using web safe colors across all modules, and out to the mobile devices they will be utilized, can assist in keeping the learner organized and knowing the materials they are focused upon are at the correct level for their abilities and knowledge.

cccccc white None
ffff66 yellow Introduction
ff6633 orange Beginner
339966 green Intermediate
0066ff blue Advanced
ff00ff purple Expert
990000 brown
000000 black Master
ff0000 red

Described here are my musings about badge color schemes. They may not work for your learning context or how many levels or goals your learning system has. There are many things to consider when designing badge systems. And having a varied color system that provides many levels that can be easily added too many not be the best. For further perspectives on badge systems design I strongly recommend reading Erin Knight's (Senior Director of Learning with Mozilla Foundation) excellent post discussing the three T's of badge systems design.

Thursday, May 24, 2012

Making a badge

With my next step of implementing the OBI I needed to create my own badge. I wanted it to be original (make it myself), follow my badge coloring system, use open resources, and be associated with the wikiversity course I am building. All of this is possible by using GIMP, learning about gimp on youtube, and finding some open resources.One nice item I stumbled across is the NounProject which started back in December of 2010 as a kickstarter project. This project provides an opensource collection of symbols. All good for badges. I found myself a couple of symbols I could use across my badge taxonomy. I also found a couple of good youtube tutorials on how the use gimp to create badges. I watched a few and the ones I felt were the best I have embedded here. One for creating a badge and the other for creating text around a circle. Combined they provide a good couple lessons on how to create a badge. And adding the nounproject symbol is a simple drag and drop. All good, and oh so much fun...

Create a badge with Gimp


Semi-circular text with Gimp


Even though it is fairly easy to create your own badges, it is a really good idea to engage a proven designer. With the emerging badge economy and the benefits to promote your brand (institutional or otherwise) that will be available through badges, the designer could be of great benefit.

Wednesday, May 23, 2012

Carla Casilli's excellent troika of posts

This troika of posts from Carla Casilli is a must read for everyone wrapping the heads around designing open badge systems. I know these three posts have given me more license to dive more deeply into approaches for digital badges. particularly how they apply to the self-directed life-long learner. Thank-you Carla!!!