Since we started playing around with Create-a-Scape at Sheffield East CLC, I’ve got a geeky thrill at the possibilities afforded by augmented reality. It combines 2 areas of interest for me; spatial awareness (or spatial literacy) and mobile technology. There’s something quite exciting about adding layers of meaning and interaction onto the real world to get people interacting with it and each other. Create-a-Scape was great but an idea ahead of its time. We never really found a mobile device that would host it reliably and the amount of time and effort we had to expend on getting it to work was immense. I remember one geography teacher in Sheffield who was desperate to try it but threw in the towel after the frustrations reached critical mass – a real disappointment for him and us.

Finally, though the technology is emerging into the light. It’s still early days though. I’ve been having a bit of a play with a number of apps for the iPhone;

• Junaio,
• Wikitude and
• Layar (in conjunction with the Hoppala developers’ tool).

They all provide a similar function – point the camera in different directions and you see icons attached to real world locations: points of interest or POIs. These can be clicked to link to web pages or media. This information can be viewed by channel so you can separate information according to theme (e.g. culture, architecture, shopping etc). Junaio has more of a social approach where you can add your own locations fairly easily and share them with a network of friends, announcing them via Twitter.

Junaio in Action

The other apps are more delivery platforms with less scope for creating your own content but using Hoppala was a reasonably easy first step in creating my own Layar layers (although, not for the feint-hearted).

They are worth a play with but I think the next generation of AR is going to be a lot more interesting.

I found the current crop of apps quite clunky to use. The main issue was overload of information. In a location that has many POIs it can be difficult to read all the text on them and selecting the desired one for viewing.  I had to spend a bit of time trimming out channels on Wikitude as it assumed I wanted to find a hotel room (of which there seem to be lots in Newcastle!)- personalising the POI’s shown was a repetitive task.

The other factor is that it’s difficult to relate what you are seeing in AR to the real world in dimensions other than distance. Also,  distance is represented still isn’t intuitive. I can grasp that a particular landmark is south from my position and it might tell me it’s 500m away but actually navigating towards that point is tricky and requires checking a traditional  map display.

As such, tools like Google and Bing Maps still have the edge for me.

Also, the actual response time of the phone when pointing in different directions leads to a slight lag in the POIs catching up which got a bit frustrating.

Plus, you do look a bit of an idiot waving the phone around at eye level!

Of more interest is the development of visual search with apps like Google Goggles (not available on the iPhone yet.) With this you can point your phone at certain objects and it will identify it and search for information. Link that with location-aware capabilities and that provides a much more useful form of AR.

I’m also intrigued by apps like the Museum of London’s Streetmuseum. This overlays historical images of London over your live view, giving you a window on how locations looked through in the past. I’ve not had a chance to try it out in London yet but I’m looking forward to it. It would be great if this sort of thing incorporated audio as well as visuals (something which Create-a-Scape was designed to do). Have a look at History Pin for a non-mobile, beyond London version of this.

There’s the whole other area of AR tagging of objects using QR codes to add extra layers to things like text books and museum exhibits but that’s something I hope to have a look at later.

The growth in location aware stuff is really exciting (and not without risks). I think the opportunities for informal learning, participation and breaking out of institutional walls could offer real educational benefits. It will be interesting to look back on this in a year’s time to see how much has changed.

Have a read of Nick Shackleton-Jones’ vision of the near future.

CC Image - My Melting Brain - Att-NC-ND

I’ll say from the outset that I’m not going to answer the question in the title satisfactorily in this post. It’s just a something I’m asking myself at the moment.

I’m no web developer but it’s impossible to not notice the ding-dong between Apple and Adobe and how lots of people are pointing to HTML5 and saying that Flash video is doomed on mobile (and everywhere else).

I do wish they would sort it out. So undignified; like Colin Firth and Hugh Grant fighting in that film my wife made me watch.

A friend recently asked for my thoughts on what impact I thought HTML5 would have on Adobe and the quick answer is I haven’t the foggiest. I have, though been favouriting some blog posts and web stuff about it as I try to catch up with the rest of the world and I though I’d share some. It’s not comprehensive, but it’s a start.

• I liked this infographic from Focus.com (courtesy of the Guardian) as an easy route in to understanding the basics.
• This Minute Bio blog post is a bit more technical (it has a 45min video from Google which is heavy-going) but is a useful jumping off point to some other blog posts specifically…
• …this post on HTML5 competition with Flash and Silverlight from Infoworld.

On my basic, inexpert reading it looks like it would be too rash to say that HTML5 is going to kill Flash. Flash isn’t perfect but it is for the moment an integral part of the web and a key tool for many developers. It would be unrealistic to expect all those developers to down tools and switch to HTML5 when it comes out of beta. It also looks like a lot of the particularly rich web content will have to still be handled by Flash, Silverlight etc.

Implications for Education

I’d be interested to see how this pans out for our community. Further freeing up video on mobile devices can only be a good thing (although, how it all relates to H.264 I don’t yet know) and there are intriguing possibilities for how data can be presented and integrated with location information that may have implications for learning applications.

It will also be interesting to see how this affects web-numpties like me. Will we be presented with a whole new range of tools for sharing and collaborating and will it give non-experts new ways of presenting rich content for web applications? I do like that, from a learner’s perspective, having to rely less on plug ins for a lot of common content could make accessing information a lot easier, especially on mobile devices (although, as my colleague Carl pointed out just now this isn’t going to be some magic bullet that instantly makes all sites mobile friendly).

The consensus over a chat at coffee seemed to be that it’s unlikely to be a revolutionary step for us non-technical educators  but there will be benefits for the general web user-experience.

We’ll see.

What are your thoughts on HTML5′s implications for education technology? Have you come across any interesting articles that I should include?

CC Image - Brendan Wilkinson - A-NC-ND

I’m going all gooey about AudioBoo at the moment. It’s sat around in the perpiphery of my vision for a while now but in the last month or so I’ve started to see it as a really useful addition to my network of tools, especially now I’m a JesusPhone user.

If you’re not familiar with AudioBoo have a look at their site and check out the video intro.

Here’s why I’m gushing:

It’s simple – Using the iPhone you can go from recording to publishing in a matter of clicks. The audio record function allows you to pause during recording and append. It won’t allow you to chop your audio around in an Audacity stylee but adding too much functionality would get in the way of the simplicity. I can live with that.

It’s social – There aren’t as many people using AudioBoo as Twitter, for example, but it still has the same mechanisms for following and you can also comment on Boos bringing your network in on the act.

It’s fun – Sound is overlooked, I think, but still plays a massive part in our lives. I love the idea of taking sound snapshots and sharing them. Listening forces you to take things more slowly and experience the world differently.

It’s mobile – I’m surprised by the quality of the audio you get from recording on an iPhone (none of that compressed MP3 gurgle you get with many online audio recorders). The fact that it’s mobile means that you can record your thoughts regardless of location and allows you to easily bring in other sounds and voices where hulking round large amounts of equipment or dragging someone near a laptop aren’t feasible. I find it really useful for reflecting on conferences or other events where I’m likely to be on the move or in a hotel room immediately after. The iPhoen’s great but trying to type an extended blog post on it would make me want to cry. It also helps you to capture serendipitous bits of discovery or random thought in awkward places bringing informal and formal learning together.

It’s personal – Hearing someone’s voice, especially when they’re speaking conversationally and not off a script is a great way of feeling your getting closer to someone. It gives you more clues about emotion and personality than you would get from written text.

It’s spatial – As a failed geographer I still love the idea of landscape and space and I’ve done work with schools before where students have captured sounds in a location and then mashed them together in Audacity to create soundscapes. AudioBoo geotags your recordings but it will also let you export your recordings as mp3 for use elsewhere (see handy tip)

It’s connected – Boos are public, sharable, embeddable and you can link to other apps like Twitter, Facebook to get your recordings out to your network quickly and easily. Adding a hashtag into an AudioBoo title when you’re linked to Twitter automatically hastags the Tweet which saves retweeting later.

Oh, yes. It’s free!

As a learning tool it’s something powerful to include in the arsenal for capturing formal and informal experiences and introducing a sense of play into things.n I’m going to be investigating more about the possible applications of digital storytelling in FE and HE soon and AudioBoo is likely to figure quite prominently.

You can listen to my Boos here. Also check out Doug Belshaw’s Thinking Digital conference chats here.

Right, I’m off to run through a sunny cornfield hand in hand with AudioBoo while recording the pretty birdsong.

Image - gordon2208 cc on Flickr

It struck me earlier this week how much of a role technology has played in helping us with our move to new jobs in Newcastle. Some aspects were fairly bland but others have been a little more interesting. I thought I’d itemise the different ways and then draw some tenuous conclusion as I usually do. I’ll try to keep it brief.

Getting a job

Using Google Reader to keep tack of job adverts from various sources – There was a lot of irrelevant stuff to wade through but that may be down to how well I configured my searches. I didn’t want to narrow this down too much in case something came out of leftfield that looked interesting. It was the rss feed from Newcastle Uni that threw up the Netskills job.

Twitter - part of researching the role and the organisation was to start with the website and read around it but more useful was actually following the Netskills employees on Twitter. This did feel a bit like stalking initially and I was a bit cautious about what impression I was giving through my own Tweets when they started following back. One of the most important things about jobs for me is the people I’d be working with so this was an opportunity to see whether I thought I would fit with the general feel of the place. It have me a window on Netskills that more traditional research methods couldn’t have done. Twitter was also useful for getting my networks opinions on the topic I was given for the presentation.

Blogging - Candidates were asked to provide a sample of their work as part of the interview process and to bring it along to the interview. My work at the CLC involved only a little bit of materials writing and I didn’t think this gave a good account of what I was capable of. I had a few videos I’d produced, a podcast or two and actually the blog itself is a good representation of me as a learner. So I created a showcase page on this blog and embedded the various bits of meida hoping that it demonstrated I was at least competent with the technology. It was like making a mini e-portfolio.

Prezi - oh Prezi, how do I love thee. Let me count the ways… Both my wife and I had to do interviews with presentations, both of us used Prezi and both got the jobs. See my effort here – obviously you miss out on the sparkling repartee that went with it (and the grilling I got from the Netskills audience afterwards) but it’s a flavour.

Finding a house

So you can search for properties on the internet. Yada yada, so far so normal.

Google Streetview – as we’ve been moving to an area we’re not familiar with and that involves a 2.5 hour car drive to get there having Streetview as a way of getting a closer look at the outside of a property has been invaluable. I’ve always been frustrated that brochures for houses never give you an clear picture of the surroundings but with Google’s various mapping tools you can see how a house fits into the neighbourhood, proximity to services, noise sources etc.

iPhone/iPod Touch – I’ve jumped on the iPhone bandwagon the the last week but had access to an iPod Touch from work for the majority of time we were looking at properties. Aside from the fact that checking emails has been a cinch Rightmove have a nice app for doing quick property searches where you can see the pics of the property, find it on the map and request further details. Viewing a house yesterday having the iPhone to take pics and video of the rooms has been a useful aide memoire.

Choosing a school

Oh the shame of it. Most of our research on schools was done via the OFSTED site. I felt like a complete Judas! The schools’ websites varied so much in quality and content that it made it difficult to draw comparisons. A decent school website can give some indication of their approach to ICT and other things and for people coming into the area from outside with few contacts and local knowledge it’s a nice starting point.

Social Networking – On the subject of local knowledge using Twitter and Mumsnet to help us navigate the confusing set up for mid-year admissions in Newcastle City Council was a boon.

And so the the contrived moral of this tale…

Organising this move up to the North East would have been perfectly possible without all this technological input but having these tools at ones disposal can really improve the way you build connections,  the range of choices you have, remove some (not all, definitely not all) of the anxiety and also introduce a bit of fun into the proceedings.

…and that is one of the reasons why I think it’s worthwhile me helping people become more confident with technology.

CC Flickr image by Rakka

Here’s another entry to the D-Ed Pool and it’s an interesting one as it’s a service I quite liked but also is a good example of one of the main pitfalls of using web2.0 tools for education.

Fliggo was a build-your-own video sharing site which I originally viewed way back here. The applications for education were plentiful. You could in effect create a TV channel for your school or class and protect it the same way you could protect a wordpress blog (controlling who can upload or view, add comments etc) with the added bonus that you could import videos from YouTube thus getting round most education ISPs’ filters.

A few weeks ago it stopped allowing me to upload videos and now it’s not even allowing me to login. In November Fliggo was “rolled into” Vidly a Twitter video service and the create-your-own aspect of the site was quietly put to bed. Have a read of Fliggo’s blog post – it’s quite illuminating.

Why is it important for educators?

It tells us somethings about the nature of the web2.0 at a time when it’s really taking off for teaching and learning.

1. Services like Fliggo take time and resources to build and then maintain. There is a lot of altruism on the web but it’s not limitless. People need to eat. I think I remember @dougbelshaw saying in a blog post that the web2.0 “free lunch” was a but of an illusion (sorry if that’s a misquote, Doug). In Fliggo’s case they needed to make a commercial decision and that didn’t include keeping Fliggo going.
2. The 2nd point is related. In the 11months or so since Fliggo was released the nature of the social web has changed. Twitter seems to be where the people are(and therefore, the money). Fliggo was catering for a need that appears to have vanished with alarming speed.

It’s one of the principle risks of using many web2.0 tools that there is no guarantee that it will be there when you want it. Many services are still in beta. Some may never come out of beta and slowly die a death as the venture capital funding runs out or you’ll find that features that were once free are now charged for.

I talked about this previously and Fliggo is a case in point. The way we as educators use web-based technology needs to take this fragility into account and we have to be more agile and flexible than some people have been used to.

RIP Fliggo (no flowers, please)

Both clocks are really easy to use – and of course, free

Created using Flash – the vector graphics mean they look as good on a whiteboard as they do on your monitor – with no pixelization.

So there you go. Any comments or ideas, either post here or over at online-stopwatch.com

Thanks for reading!

…We Now Return You to Your Regular Electric Chalk Broadcasting…

Image - Netbook by -eko-

We’ve embarked on a project with some of our primaries recently to investigate using web2.0 applications for teaching and learning.

One thing that has come out even in the first few weeks is that actually, all is not as rosey as it could be. I’m becoming a bit more pragmatic when it comes to a vision of a web2.0 future.

Working in a City Learning Centre means that I’m lucky enough to have time to investigate new technologies and road test them before we use them with schools; not always possible if you teach for a living as well.  This time has been extremely useful when trialling excellent products like Animoto, Voicethread, Xtranormal, Glogster etc. No matter how good some of these apps are they require a bit of work to ensure that they can work well in an educational context.

Some apps make it easy for you. Glogster is a prime example. They have bent over backwards for the education community, creating a separate service that keeps sub-teens away from the more outre elements of their social networking platfom and makes it a cinch to register a class set of logins. They are also really attentive, a few exasperated moans about a glitch on Twitter were speedily met with responses from the Head of Business Development (@andrewconnelly) and their education specialist (@glogstereduman).

Animoto is also a stand out as they have a system for signing up temporary accounts (expire in 6 months) that give full access to the service.

Animoto could do a bit more for education, though. Having time limited accounts is actually a bit of a handicap when you have to keep applying to renew each one indivually. I created about 20 accounts for our various projects 6 months ago and have no way of renewing them as a batch, I have to re-apply for each one separately as far as I can see.

The Glogster model makes an educators life more easy. I can see why Animoto operates the way it does – it has to monetize its offering and having loads of full access, free accounts may sap vital revenue but also put a strain on servers.

But from some teachers’ point of view, these technical hold-ups may make the difference between engaging with this new technology or following the path of lesser resistance.

Given the range of resources available, creating separate accounts for each is likely to take up a huge amount of time. I know one solution is getting the students to choose the apps and get skilled at creating their own logins that they have responsibility. But for teachers who are testing the waters, that’s quite a brave step.

From a commercial point of view, surely getting students hooked on the technology in the classroom is free advertising.

Mind you, that’s an ethical humdinger right there! More thought required, Thomson!

Are you just starting using web2.0 in the classroom. How are you getting on?

I’ve been reading this article from the Guardian about the anti-competitiveness of Microsoft in the browser market.

Now, I can sort of understand that Google and MS want us to use their browsers as they are set up to point us towards other services that are charged for or include advertising.

But what about Firefox or Opera? Do they get a cut of advertising revenue or something?

How do any of these organisations justify the spend they put into developing their broswers?

Please help me…

York Minster

I was invited last week to support a creative session at the Sheffield Primary Headteachers’ Conference in York on digital imaging. It was run by Rob Walker from Playing for Success with me tagging along and throwing in my tuppence-worth.

I thought I’d share the results with you.

The aim was to demonstrate what could be achieved with a few simple guidelines on taking decent pics and different technologies. It would have been nice to give the Heads that took part a chance to try out the technology but in the end we only had 1.5 hours, enough for a pleasant, sunny walk round York.

We did a rudimentary Photostory of the best images the delegates took for the evening meal but I spent the following morning negotiating with BT Openzone to create the following (they’re just speedy sketches to get the delegates thinking so don’t expect high production values…

Animoto – an quick and easy way of stitching photos and video together with a bit of text to create something really engaging. See my previous post on Animoto for more.

Click here to see the video…

@Trip – we took along a wee GPS tracker mentioned previously so we could log the photos in Google Maps and upload to the @Trip server.
Click here to view (embedding isn’t really effective).

Photosynth – This was the first time I’d tried it and for a Microsoft product I was pleasantly suprised. But as Andy Bush, a colleague pointed out, what’s the educational benefit? Maybe not much by itself but as part of a larger project it makes for a high impact element. All you have to do is take as many pictures as you can of one location from plenty of different angles, upload them and some fancy algorithm stiches them all together. Frightfully clever! You can view it as a slide show or “walk around the semi-3D environment.

Needs Silverlight to run.

Soundscapes – we didn’t get a chance to do this due to time constraints but consider sending students out with sound recorders instead of cameras. When they get back to base, use Audacity, Garageband or Myna to create an abstract soundscape using loops and effects. The results may be a little “out there” but it’s a great way to shift your perspective on a location by thinking aurally, not visually.

Here’s a soundscape created by some Y9 students a while back in a location in Sheffield. I’ll send a Wispa bar to anyone who can correctly identify the location!