Friday, July 27, 2012

iPads and Toddler Education

If you thought this article was going to be some heavy education theory on how pedagogically the iPad can be used to educate your toddler, then you might be a bit mistaken. However, if you are looking to buy your toddler an iPad or want to let the little one use yours, this article might be of some use.

My daughter, who is now two and a half, has been using a tablet for almost one year now. Initially I bought her a throw away android powered tablet (http://www.ishantalks.com/2011/08/android-powered-tablet-for-less-than.html ) which she outgrew in a few months as the selection of interesting games available for the Android platform was not that extensive. Then I decided to buy myself a new iPad (http://www.ishantalks.com/2011/08/apple-vs-android-how-tide-is-changing.html) which gave myself and my daughter a whole new platform to interact on. However, I dare not call it “my iPad” now as she has claimed exclusive access to it when I’m at home. So I thought I’d try and make the best out of this new platform by downloading some interesting and interactive games which we can play together. Win-Win!

After spending countless hours in the App store looking for educational games for toddlers and after downloading around fifty or so trial versions, I’ve finally managed to identify a few games which are both fun and interactive enough for both of us to play together. Although I paid small amounts of money (always less than $2.00) to get the full versions for most, I did also mange to find some free ones which are absolutely fantastic. One good thing about all of these games is that they come as a “Free Trial” where you can install them for free and try them out with your kid before making the purchase.

Shapes

This was one of the first games we played on the iPad. It is a superb game which taught her numbers, letters of the alphabet, shapes and colors. There is a teacher’s voice in the background giving the child instructions on what to do. It even rewards them with a sticker. But, by far the coolest thing about this game is that it keeps track of your child’s learning activities. As such you as a parent can check where your kid is strong and where he/she is weak. For example, I found that my daughter is scoring 100% in shapes, letters and numbers but is scoring around 40-60% in colors. So we now put in extra effort to teach her how to distinguish between colors. There are many other packages available such as animals, vehicles, fruits, vegetables etc. for download as well. You can download more and more packages as your kid progresses. The only downside is that some of the packages are more suitable for countries in North America. For example the “animals” package only has animals from North America. This becomes a bit tricky for kids from other parts of the world. Having said that, this is a great game!





Twinkle Twinkle Little Star

This game is awesome and has become my daughter’s favorite. It has a sing song section as well as great activities such as matching pairs to test memory skills, puzzles, problem solving activities and activities to enhance motor skills (or finger skills in using the iPad).


Kids Song Collection

This one is the most fun for both of us. It is a karaoke type game where you and your child can sing along popular nursery rhymes with the game. There are also interactive animations which the child can touch such as the farm animals in “Old McDonald” where the dogs bark and the cows moo. My daughter sings along for hours at a time in her sweet little voice.




Jake’s Pirate School

If your kid is "hooked" (get it!) on the Disney Junior channel then there are two cartoons that he/she will love. One is Mickey Mouse Clubhouse and the other is Jake and the Never Land Pirates. The good news is that there are two excellent games available for the iPad for both these cartoons.

The Mickey Mouse Clubhouse game is a high definition game which is very interactive. However, it is quite large and eats up most of your resources. The Jake’s Pirate School on the other hand is relatively light and provides great levels of interactivity. Looking at it closely, it is a great game for your child to practice dexterity in using the iPad by tilting it to move the ship Bucky, play musical instruments in the band class, move the spy glass in the map and spy glass class; and fly around in the pixie dust class. At the end of each section, your child will love collecting the gold doubloons.



Drawing Book and Coloring Book

These games are exactly what they say on the tin without the mess of drawing paper, coloring books and crayons being left behind. The Drawing Book game allows your child to select colors, patterns, different paper etc. and draw right on the digital iPad canvas. Another neat thing about it is that you are able to save the masterpiece or e-mail it directly to loved ones so that they may consider using it as a desktop wallpaper.


The Coloring Book provides a neat color palette to choose from and quite a few pictures to color. Again, the masterpieces can be saved or e-mailed out. This is one of the activities my daughter loves doing with mommy; and mommy loves the fact that she doesn’t have to clean up afterwards.


Piano School

This application provides a simple keyboard for the child to play piano. The child can play free style or follow the simple chord chart to play great nursery rhymes. My daughter has an actual keyboard as well; However, she somehow prefers to play keyboard on the iPad.


Build a Word

If you have gotten into the habit of watching cartoons with your kid, then you would know about Word World where everything and everyone are made up of actual letters forming words. It also trains kids to use phonics for forming complicated words. The Build a Word application does exactly the same but allows kids to form words by picking letters. Then the letters are strung together to form a word such as “Dog” which comes alive if it’s spelled correctly. It’s amazing how my daughter, who can’t write words yet, can form words correctly on the iPad.

  
All of these games and more are available through the Apple App store. You just need to spend some time and money finding them, trying them and buying them. Once you get the right games and apps installed, you and your child will have a lot of learning fun on this amazing device. You can figure out how to get them to stop later on!


Thursday, July 26, 2012

Legally remixing YouTube videos for teaching and learning


I received an exciting e-mail in the morning from the OER Forum announcing that the amount of Creative Commons (CC BY) licensed videos on YouTube has grown to 4 million. That’s right FOUR MILLION! You can read more about the post by Cathy Casserly, CEO of Creative Commons at http://youtube-global.blogspot.com/2012/07/heres-your-invite-to-reuse-and-remix-4.html?m=1

Right… now that we have 4 million videos to remix into countless other derivations, how do we go about doing it? 

The following section extracted from the Commonwealth of Learning’s (COL) publication The Re-use and Adaptation of Open Educational Resources (OER): An Exploration of Technologies Available (http://www.col.org/resources/publications/Pages/detail.aspx?PID=411) might be a good place to start.

YouTube Video Editor

Since its inception in 2005, YouTube (www.youtube.com) has transformed how content is delivered via the web through the introduction of a cloud based service which offers free hosting space to host short video clips. As it stands today, YouTube has grown into a global phenomenon which hosts millions of amateur as well as professionally developed video clips documenting a large array of subject matter from various domains such as education, science, technology, travel and variety. Recently YouTube has provided users with the option of sharing their video material openly under the CreativeCommons (see section 3) attribution license enabling the repurposing and remixing of the video material to create new video material. To facilitate the remixing and repurposing process, a new online video editor has been introduced which allows users to combine multiple videos they’ve uploaded to create a new longer video, trim their uploads to custom lengths, add a soundtrack from the library of approved tracks and customise clips with special tools and effects.




“Legally remixing YouTube videos for teaching and learning” is an adaptation of "YouTube Video Editor" (http://www.col.org/resources/publications/Pages/detail.aspx?PID=411) © 2012 by Ishan Abeywardena and COL, used under a Creative Commons Attribution Share Alike license: Creative Commons Attribution License Share Alike (CC-BY-SA 3.0)



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.

Tuesday, July 24, 2012

Proprietary, Free and Open Source Software: How are they different?

When considering software, many of us are aware that there are (i) free of charge software which can be downloaded over the internet; and (ii) proprietary software which need to be purchased. However, the confusion starts when we come across software marked as open source being sold and others which are marked as proprietary being made available free of charge. So what is free and what is not?

By definition proprietary software are solely owned by an individual, a group of developers or an organisation. This means that the developing body holds the intellectual property (IP) rights for the idea behind the software application, the source-code, the algorithms used as well as any graphical user interface (GUI) designs. These software are usually sold as products under specific licensing schemes but maybe provided free of charge as trial or evaluation versions which have limited features. Even though these might be mistaken to be free software, they are only “free to use” software which cannot be copied, shared, repurposed, improved or sold without the permission of the IP owners. 

 Before discussing free software, Open Source Software (OSS) and Free and Open Source Software (FOSS), the term “free” needs to be clarified. In the context of these three types of software, the term “free” doesn’t necessarily mean that the software application is provided free of charge (FOC) but rather that the user has the “freedom” to modify and/or improve the source code.

There are only very subtle differences between free software, OSS and FOSS. Free software are usually software applications developed by a single body such as organisations, universities, research groups etc. which are released along with the source code. OSS are mostly public collaborative development projects which involve a large number of developers voluntarily contributing to a single project. These projects make the complete source code freely available. FOSS are the larger umbrella which covers both free software as well as OSS. Under FOSS the users have the right to copy, share, repurpose, improve or even sell the software application provided that it is released under the same original guidelines. 

More details:

Free software
Open Source Software
Free and Open Source Software

This article is an adaptation of "Proprietary, Free and Open Source Software: How are they different?" (http://cnx.org/content/m43536/latest/) © 2012 by Ishan Abeywardena, used under a Creative Commons Attribution license:  Creative Commons Attribution License (CC-BY 3.0)

Creative Commons License
This article is licensed under a Creative Commons Attribution 3.0 Unported License.

Friday, July 13, 2012

World Best practices and the Asian Academic Institution

The term “World Class” is one which is being thrown around a lot to describe a perceived superiority above the average. Us as Asians like to use this word quite frequently in every aspect of our marketing just to make the point that we are global players. Individuals too are guilty of this as we commonly use this term to distinguish ourselves from the rest of the flock. Although Asia is still stuck on world class, the rest of the world, especially the west, has moved on to a more profound state academically known as “Beyond World Class”.

I first came into contact with the whole ethos of beyond world class when I started working in the UK. Having worked in Asia prior to this and having heard the word “world class” so often being used to describe mediocrity, it was quite amusing at first to hear the word “world best” from the MD of the company who was quite a visionary. I often tried to convince him and myself that maybe he has got the term wrong but through practice he was able to convince me that “world best” was a philosophy which describes a completely different dimension to world class. It wasn’t until I attended a guest lecture by Prof Kai Cheng, then Dean of the School of Engineering and Design at Brunel University, that I understood the whole concept of world best as being “Beyond World Class”.

Okey… So what is this beyond world class?

Beyond world class stands for a business philosophy which is customer service centric rather than profit centric. This phenomenon works on the basis that if you concentrate on providing the best customer service, profits would follow as a byproduct of it. As such, business stops becoming a cut-throat battle of extracting every last penny out of the customer but an exercise where the customers willingly pay the maximum they can afford to benefit from the customer service you provide. Thus the level of customer satisfaction becomes the actual profit of the company and the monetary return a bonus.

Looking at the HE institutions in Asia, it is quite known that each and every one will call themselves “world class” institutions. This may be so but many of them are definitely not world best institutions. Due to the high demand for education in the region and the low supply, HE institutions have gotten into the habit of pushing students (their customers) around just because they can. Thus, the rights of the student as a student of the institution as well as fee paying consumers are grossly violated especially by the private institutions which operate in the region. For example, some institutions will collect fees from students a few months ahead of a semester for an officially advertised course and then cancel the offering of that course on a whim. Although the fees will be returned to the students, how can the institution justify earning interest on borrowed money? If money isn’t everything, then consider the plight of the student as he/she now has to re-plan and make all the necessary alternative arrangements. How can institutions push students around like this? Yet there are no watchdogs, no consumer rights agencies and definitely no institutional administrators who really empathise with these poor students. The irony is that after all this, the institutions still grumble about their thin profit margins and low student retention rates.

Think… wouldn’t it be nice if HE institutions put the students first and profits second? Wouldn’t you pay extra for an institution which will provide you with the best customer service in all aspects? Maybe HE institutions should re-think their attitude towards students and try to adopt world best practices. And maybe then more students will join, stay on and leave completely satisfied.

Thursday, July 12, 2012

iBooks on iPad

If you keep track of this blog then you would most probably know that I gave up my throw away Android tablet for a throw away iPad! When I got my new piece of technology, one of the things which amazed me was that there was a "Newsstand" app which mimicked an actual news stand. I was so excited by this that I though all my documents could be organized in these virtual shelves for easy access. By the way it looked cool as hell too. To my disappointment, I later found out that I had to pay extortionate amounts of money to download material to be displayed in the newsstand and that I can't store my own on it. Rubbish! Until I found out that Apple did not install the proper book shelf app by default and that I had to download it from the app store.
From the app store I downloaded the iBooks app which is free (just search for iBook). After installing this app, I saw that the iPad was giving me a choice on whether to open documents such as .PDF with my DocsToGo app (which I invested in for viewing, editing and creating office documents and is highly recommended) or with the iBooks app. The cool thing about the DocsToGo app is that you can edit documents and save them to your local storage but the even cooler thing is that the iBooks app saves these documents and displays them on shelves of a book rack.




Give it a go! You will surely prize your library once you get the hang of it.

Wednesday, July 4, 2012

OER re-use and the Creative Commons: the plight of the practitioner

There was an interesting discussion on the OER Forum the other day about the Creative Commons (CC) license and what it really entails when it comes to practice. I just thought I’d share the initiator of the discussion so that it could continue on this blog.

I’m of the strong opinion that there is still confusion, even amongst practitioners who are using OER regularly, about what can and cannot be done within the CC framework.

Here's a specific question which was thrown at me by someone I tried to convert into an OER user:

"...can I re-use (as is) an image licensed under CC BY-NC-SA in the course material I'm developing (with proper attribution) and release the whole course material under CC BY?...".

The argument (or the catch) is that when the image is used in the course material, the course material becomes a derivative work of the image which should comply with the NC and the SA (please correct me if I'm wrong on this point as it's the starting point of the confusion; maybe a paragraph of text would be a better example rather than an image). As such, if the course material is released under CC BY, then who ever is using it under CC BY can also (in theory) use the image under CC BY as well (the second point of confusion)?; but the image is licensed under CC BY-NC-SA!

My answer to this question would be to state explicitly

"Unless otherwise specified.... this course material is released under CC BY"

which indicates that the whole course material is released under CC BY except for the components which are licensed under different licenses. This is a lesson I learnt the hard way while developing my OER based course material http://www.ishantalks.com/2012/06/oer-based-odl-course-material-web.html.

I’m no lawyer and don’t claim to be an expert in interpreting the CC licenses. To my understanding, the whole concept of the CC license is based on it being usable by lay people to express their intellectual property rights. However, looking at the complexities, it becomes apparent that this is not always the case.

The only thing which is CLEAR is that the whole thing is still a bit GRAY! 

Or else we can always only use CC BY or Public Domain resources. But this is quite a challenge in practice as some of us might already know ;D.

Monday, July 2, 2012

Identity crisis of an ODL Course Coordinator

What does it mean to be a course coordinator (CC) for an ODL course? Some define it as "subject matter experts" while others as electronic post offices where emails get sorted and forwarded to the relevant parties (course writers, instructional designers, editors, reviewers etc. ). I believe it's neither; although we do contribute our expertise and although we act as sorting points for email, I believe CCs are billboards (poster children if you may) for an Open University.

Okey.... Before the ODL people drive a wooden stake through my heart, let me explain this blasphemy! Seriously people, do you really need such a decorated CC to coordinate a course development when the course writer, instructional designer and the external reviewer are so decorated themselves? Do you really need such a decorated CC to monitor the LMS when the tutors are so competent? Well... From what I see the CC plays a minimum part in the routine success of an ODL course. However.... the CC is the FACE of the university which is presented to the outside world. i.e. the CCs face and decoration is what attracts students to the University.

Thus, thinking about it a bit more...  when a celebrity agrees to endorse a product, it doesn't necessarily mean that the celebrity uses the product him/her self; but rather loans his /her credibility to the product. This I feel is what CCs are doing in the ODL system in most cases. If so... If CCs are lending their credibility to a course, why are we reluctant to charge what our credibility is worth just as a celebrity would for an endorsement?? Are we so weak in negotiation?

This my CC friend is the question... Think hard grasshopper!