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April 10, 2008

5 Years as a Web 2.0 University, presentation at Shock of the Old 7, Oxford University

Follow-up to See me live at Shock of the Old 7, Oxford University, April 3rd 2008 from Transversality - Robert O'Toole

I recently gave a presentation at the Shock of the Old 7 conference, summarising the progress made at Warwick in adopting the use of a set of web base tools and practices that could be classed as “Web 2.0”. This is the first part of a report on the presentation and the response to it. This might be of interest to anyone concerned with understanding the effects of such new technologies, as well as the viablity of a web development and e-learning support approach like that employed at Warwick.

1. The presentation

1.1 Context

Now in its seventh year, Shock of the Old has established itself as the most interesting and productive annual learning technologies conference in the UK. As usual, attendees came from many of the Russell Group universities. Oxford was of course well represented, along with delegates from Cambridge, LSE, the Institute of Education (London) and more. The theme this year was ‘Web 2.0 and the Connected Future’, with a second day follow up event on ‘Beyond Digital Natives’ (the second day has a more discursive format). I last gave a presentation at Shock in 2005, introducing the then new and quite revolutionary Warwick Blogs, with the concept of ‘guerrilla PDP’ (personal development process). In the three years since then, we have moved on considerably, with many such technologies having now become widely accepted and well used. Many other universities are only now introducing such things, perhaps with a plug-in module added to their VLE, or with semi-official support for the use of a free online service. Many more are only tentatively pondering the posibilities, still concerned about how these tools might be used by students and by staff. The conference programme brought together conservative elements with more radical propositions. Several papers and discussions expressed the common misgivings:

  • Are we overloading people with unnecessary shiny new objects?
  • How can institutional IT support such an outbreak of freedom?
  • How can we stop students saying bad things about us, doing things that are bad (for us or them)?
  • Surely all evidence demonstrates that Web 2.0 tools are leading students into making terrible mistakes?

My presentation, and several others, went some way to calming any reactionary voices. We’ve already been there, done it, and it really didn’t hurt. Furthermore, it’s worth the effort. During my talk I realised that I was saying something even more exciting: web development and Web 2.0 has matured, along with the competencies of our staff and students and our ability to support them, so now is the time to really get to work on developing web based services that work for your university. The second day of the conference ended with a debate and a vote on the proposition: ‘too many new features are being introduced too quickly’. During the debate I expressed my opinion that we are getting good at innovation. The nagative proposition was rejected by a significant majority.

1.2 An evaluation framework

My first move was to introduce the ‘evaluation framework’ that I have been developing over the last couple of years. I had expected this to polarise the audience to some degree, between two tendencies. On the one hand, asserting that a technology should simply be evaluated functionally: does it do what it’s supposed to do? Obviously that is important. The antithesis to that position maintains that things are always more complex than they seem: a technology has a non-linear relationship to the social, institutional, personal and cultural contexts within which it used, and therefore its positive or negative effects are dynamic and often intangible at the time of its use (this is a standard argument for historians and philosophers of technology, the big issue today is the speed and intensity of the dynamic). When considering a functionally broad technology with a lower degree of deterministic constraints, a technology that can be used and adapted for a wide range of purposes, clearly the latter position is more appropriate. As I argued latter in the presentation, a key aspect of Web 2.0 technologies is that people transfer them across domains (for example, a personal blog being used in formal teaching). The process of transference may have both negative and positive side-effects. For example, it may lead to a more effective and more critical understanding of a specific tool and a whole class of technologies. In most cases the side-effects are as important, if not more important, than the actual intended functionality. For example, we can ask of a tool: how does it raise the individuals competency in acquiring and applying new skills? My answer to the ‘too much new stuff’ charge is that change is good because of this side-effect (amongst others).

The evaluation framework consists of a series of four non-definitive lists, aiming to give a simple but powerful way of assessing the impact of a technology on people and the university:

1. Web 2.0 design patterns – concrete patterns of person-system-person interaction;
2. Competencies of a digital native – abilities that we can expect people to have so as to operate successfully in an environment that spans between offline and online;
3. Learning design patterns – typical patterns of activity that are employed by teachers and learners;
4. Enabling activities – a set of things that we can do with technology to positively extend the capabilities of people in a university (and beyond).

My suggestion is that we can use lists 2, 3 and 4 to evaluate the effects of real instances of 1 (and other technologies). Although I didn’t have time to carry out a comprehensive evaluation in the alloted 35 minutes, my handout containing the lists did indicate which of them were clearly supported by Warwick Blogs or Sitebuilder, and where there might be some scope for debate.

1.3 Some evidence

The introduction of the evaluation framework was followed by a screening of the 4 minute long interview that I recently carried out with Peter Kirwan, a student from the English Department who has used Warwick Blogs successfully ( he video can be viewed online ). Peter’s example demonstrated how many of the ‘enabling activities’ are possible with blogs. For example, the technology had helped to form a mutually beneficial collaboration (4.10), with Peter being invited to take part in a high-profile conference debate. The example of Peter’s blog can easily be used to show how Warwick Blogs implements most of the ‘enabling activities’ as well as sthome of the ‘learning design patterns’ whilst having the side effect of encouraging people to develop the ‘competencies of a digital native’.

1.4 Web 2.0 design patterns in Sitebuilder and Warwick Blogs

The main body of the presentation consisted of a series of ScreenFlow video screen captures, each illustrating how a different feature of Sitebuilder or Warwick Blogs implements one of the web 2.0 design patterns that I listed. For example, ‘read/write’ web was simply illustrated by the Sitebuilder WYSIWYG editor (although even that basic feature impressed the audience). Each ScreenFlow was introduced, accompanied by a commentary, and concluded with some points relating it to the evaluation framework (although in no real depth due to the time constraint). Two of the design patterns were used to raise interesting questions about the fit (or lack of) between the new technologies and the practices of academia.

Sitebuilder can be used as a Wiki, but rarely is. In fact there’s still not much application of the wiki pattern in teaching and learning at Warwick. Wikis, I suggested, employ a membership model in which the content of a page belongs to all of the participants, who are themselves ‘members’ of the page or more widely the site. The traditional (and very successful) read/write web pattern tends to see a page as belonging to an individual. Indeed its hard to think of any pages in Sitebuilder (beyond department home pages) that are not the work of a single author (perhaps with a few minor corrections and updates from others). Furthermore, few knowledge objects in a traditional university are authored through a membership model rather than an ownership model (or an author/editor model). Our assessment and authorisation processes tend to focus on the individual owner-author.

Another challenging pattern is the ‘folksonomy’ or ‘tagsonomy’: collaborative tagging. I demonstrated an instance of collaborative tagging using Sitebuilder. The History department created a schema of tags that they then applied to all of their many web paged. I then created a keyword search interface. Here is the video that I used to show this:

I suggested that the rather high number of distinct tags used in Warwick Blogs (almost 19,000) might actually be a bad sign. There are few instances of collaborative tagging, and certainly no instances that I know of where a whole schema has been used. This prompted an interesting discussion (see questions below).

My intention had been to spend some time examining another impressive example of how these design patterns are enhancing the epistemography (knowledge-landscape-process) of students at Warwick: ePortfolios. Unfortunately, I had to skip this part of the presentation, as it looked as if a longer than expected discussion was being prompted.

1.5 Impressive results

I ended with the conclusion: Warwick has become a Web 2.0 university. What do I mean by that? Not simply that we have a love of shiny objects, or even that we have implemented Web 2.0 design patterns as central to key activities, or that we have made them available to the entire university membership. Rather, it is the way in which we have grown a digitally native membership, capable of taking these tools and using them in their own ways for their own purposes; but more, they then pass on those results through their own networks, and back to the developers/designers/advisors with ideas for new directions; and the developers/designers/advisors themselves go further, learn more, find new and better ways of doing the ‘enabling activities’. That level of engagement seems to be unique in a UK university. I ended with statistics: the thousands of Sitebuilder editors, the 105,000 blog entries, the 80 members of staff who came to a podcasting workshop last year, and most importantly, the extraordinarily low incidence of problems generated by that mass of activity.

1.6 Questions

Having blasted through quite a lot of material in half an hour, the discussion that followed is now a bit of a blur in my mind. I recall a lively discussion, and some really good questions. I do remember that the questions led me in to making more explicit the benefits of doing it the Warwick way. I repeated my belief that the investment has been worth it, given that we have generated a huge amount of knowledge, established a world-class development team, and created a population of digital natives. Three questions were particularly memorable:

Why did you build it yourself? Why not use the many free services now online? Or why not open source? – I will answer this fully in the second part of my report (coming soon).

How do you provide training for these thousands of people? Answer: we provide a range of training and consultation services, including formal training sessions, departmental sessions and individual task-oriented consultations. However, many thousands of people have acquired their skills independently, or within their own informal networks. Three factors contribute to this being a viable approach. Firstly, the software is really well designed. It uses familiar and usually intuitive design patterns. It separates out the basic functionality required to get important tasks done from more complex advanced functionality. Secondly, the abilities of our members has grown progressively with the web applications – they are attaining the digital native competencies and hence becoming more independent and capable. Finally, we have encouraged our members to help each other, to share their learning, to develop support networks within their own groupings (for example, at the departmental level).

Does 19,000 Warwick Blogs distinct tags really indicate a problem? I was challenged on my claim that a large number of tags means little collaboration. I responded by saying that I know of very few instances in which a tag has been consciously created by a group (there are a few cases where we have invented a tag to be used in a teaching context). I’m sure there are no cases in which a schema of related tags, forming a taxonomy, has been invented or even used. Taxonomical classification is important in many academic subjects. My presentation was followed by Dr Annamaria Carusi of the Oxford e-Research Centre. Annamaria concentrated upon the sciences, and demonstrated some subject specific systems that use keyword tagging. However, she seemed to confirm that it is a complicated and diverse business, requiring more research to understand current practices and possible developments.

In part 2 of this report I will look in more detail at the question: why do it yourself?

March 19, 2008

Interview with Peter Kirwan, succesful student blogger

Peter Kirwan is a student in the English Department, and author of the popular Bardathon blog, in which he has become a really good theatre critic. The success of his blogging has led him to speak at conferences, and to write for the Guardian. I recently interviewed Peter about his blog and how it has contributed to his success as a student and a reviewer.

A great result. When Kay Sanderson and I first promoted the idea of academic blogging in 2003 we had hoped that it would help students in just this way: becoming active and self-reflective writers, and becoming part of the research and cultural process.


Created using an Apple MacBook, with the built-in camera. Recorded and edited with iMovie. Screen captures created in Screenflow. Converted to FLV format using Flix.


February 22, 2008

Noise pollution and the academic environment

What I think of the recently refurbished Raffles cafe in the Arts Faculty.
I like cafes. I like working in cafes. The Arts Faculty has what could be a great cafe, Raffles. In the past I would spend half an hour in there with a laptop, just giving e-learning advice and networking with other members of the faculty.

The recent refurbishment of Raffles is quite good. However, one feature renders it quite unuseable: a wide screen TV that cannot be turned off. I asked the staff if they could switch it off, or at least turn down the volume. They responded by saying that they aren’t allowed to. And so we have to put up with the constant drone of News 24 interrupting all other conversations and activities.

As I write this, there are 8 people in the cafe. One is reading and writing notes. One person seems to be writing an essay on a laptop. One person is reading a journal. Three people are discussing their research. Each of them seems to be occasionally disturbed by the TV.

And now thanks to the marvel that is the blog audio recorder, you too can experience what is considered to be an audio environment suitable for a world-class academic institution. Also note the constant hum of a very loud refrigerator.


February 10, 2008

More trivial uses of the blog video recorder

So far only one person has been brave enough to perform on Warwick Blogs…

This was recorded directly into the blog entry using the new blog video recorder and a web cam: now a standard feature of Warwick Blogs, thanks to the ingenious Mr Carpenter.

Internet Explorer users may need to click the video twice to play it.


February 07, 2008

Demonstrating the Warwick Blogs video and audio recorder to the CAPITAL Centre

Warwick Blogs has a new feature: we can now record video and audio messages straight into a new entry. I have just demonstrated this to Jonathan Heron of the CAPITAL Centre (performance and creativity). He has a big new e-learning project on which this will be used.

This will probably the most uninteresting video to appear in Warwick Blogs. But it is significant. Talking to Jonathan about his plans, it became apparent that they would like to be able to instantly capture post-performance or post-workshop commentaries and reflections. So I plugged a Logitech web cam into is PC, wentto my blog, and recorded this brief message. It worked perfectly. Was he impressed? Oh yes. Very. They already have PCs on trolleys that can be wheeled into a room. So I left my web cam for him try. I predict that this will be a great use of the feature.




February 02, 2007

Another Day (1979) video by Kate Bush and Peter Gabriel

Writing about web page http://www.youtube.com/watch?v=rKknfE4wGmM

I think this is something really special. Discovered recently on YouTube, a special performance by Kate Bush and Peter Gabriel of the song by Roy Harper, with a powerful undercurrent of emotional tension. I was only 8 when this was recorded. I have a vague childhood memory of Kate Bush being quite scary. Which I think was probably true, despite the vegetarianism (cue Hitler reference). She is now, of course, entirely child friendly.

Note the use of a pre-recorded video on the screen behind the kitchen table. Quite an innovation in 1979. It mirrors the live performance, but with subtle differences – they are for example wearing smart clothes in the video. This gives the sense of the domestic reality being doubled somehow. Is that doubling the past? The future? Memory? Fantasy? Reality? Whose reality? Whose fantasy?

And then there’s the line in the song, sung by the male character, about the female character being entombed and inaccessible. Metaphor? It’s such a dark and powerful lyric. Very Kate Bush.


December 08, 2006

100,000 miles on two wheels – the good, the bad and the ugly

Follow-up to More surprising facts about motorcycling from Transversality - Robert O'Toole

My GS is still in the garage in bits. So I have time to reflect upon the experience of motorcycling. Here’s a list of highlights and downers…

The good:

  1. Just going around any fast and wide sweeping corner with excellent grip and visibility.
  2. Heavily scented country air being forced through the vents at the front of my helmet.
  3. 0-60 in 5 seconds on a 15 year old trail-bike, 0-60 in 3.5 seconds on a new Ducati.
  4. Overtaking a Porsche Boxster out of a right hand bend.
  5. Every time a complete stranger on a bike signals hello (nod of the head in the UK, wave in SA, shake of the leg in continental Europe).
  6. Filtering past a Maserati stuck in a mile long line of cars, millions of pounds worth of vehicles, all going nowhere – fools!
  7. Riding a twisty mountain road with an incredible view, locations including the Pyrenees, Montserrat, Auvergne and Chapman’s Peak Drive in Cape Town.
  8. Crossing France in a day on back roads.
  9. Riding dry dirt roads in southern Europe or South Africa.
  10. Kick starting a BMW 1000cc transverse twin.

The bad:

  1. Being hit on the head and knocked out by debris at 85mph on the motorway in Catalunya (glad I wasn’t driving a car, it would have come straight through the windscreen).
  2. Hitting a dead swan at 80mph in the middle lane of the M40.
  3. Dodging past sheets of glass falling off the back of a lorry on the M40 (I passed the lorry and stopped it).
  4. Being blown off a motorway while riding an F650 in heavy wind.
  5. Exhaust valve burn out in the outside lane of the motorway.
  6. Riding on motorways, especially the Paris Peripherique.
  7. Falling off in deep mud, glamorous locations including Salisbury Plane, the Ridgeway in Oxfordshire and the Karoo desert.
  8. Riding at 90mph in the outside lane of a French motorway, and being overtaken by a car with half of its wheels off the road.
  9. Diesel spills, especially around Warwick University (blame the bus company?)
  10. Car drivers, van drivers, caravaners.

And the ugly:

..the Moosehead biker gang (notice the complete absence of functioning motorcycles).


December 07, 2006

More surprising facts about motorcycling

Follow-up to Mike Waite – motorcycle roadcraft instructor from Transversality - Robert O'Toole

Some other facts about riding a motorcycle that will surprise car drivers:

  1. We tend to avoid using our brakes, especially as we enter corners. Bikes have five or more gears and usually a clutch that offers lots of subtle control and feedback. Engine braking is the effect that occurs when changing down a gear. Whereas the powerful front brake on a bike upsets its balance, subtle engine braking slows it down whilst maintaining balance. Some riders also gently touch the brake lever whenever they slow down, so as to warn following drivers.
  2. Filtering (moving to the front of a line of traffic) is both legal and encouraged by the police system. Of course it can be dangerous, but like most things in motorcycling, there are a whole set of techniques designed to make it safe.
  3. The majority of motorcyle accidents are not caused by car drivers (the so called SMIDSY or “sorry mate I didn’t see you”). They happen on corners, and are associated with poor cornering technique and too much speed. Using the visual point system aims to eliminate these dangers.
  4. Our roads are often covered in a film of spilt diesel. This emenates from poorly maintained or over-filled commercial vehicles. In the wet it can be a major threat to bikes. However, it also causes many car accidents. Car drivers are so isolated from the environment that they have no idea why they suddenly lose control. The majority of car fatalities are now caused by “sudden loss of control”.
  5. Motorcycles are neither cheap nor environmentally friendly. The average fuel consumption is around 40pmg. Sports bikes are as low as 25mpg. Tyres rarely last longer than 10,000 miles, and cost around £100 each. A full service for my BMW costs over £400. It is serviced every 5000 miles. My riding equipment, with armour, cost around £1000.
  6. Harley Davidson’s are not cool.
  7. Zen and the Art of Motorcyle Maintenance is nonsense. However Jupiter’s Travels is really great literature.
  8. Valentino Rossi is a god. Schumacher is a pointless bore.
  9. The first vehicle to cross the entire American continent on land (except for rivers) was a BMW R100 GS.
  10. The last vehicle to cross Siberia before global warming makes it impossible will probably be a BMW R1200GS Adventure.

Oh, and of course Ewan McGregor is genuinely hard.

And Charley Boorman? Well he had to put up with a lot.


Mike Waite – motorcycle roadcraft instructor

Follow-up to Being assertive and visible on the road – roadcraft for motorcyclists and cyclists from Transversality - Robert O'Toole

I spend too much time explaining to my friends that their notion of what motorcycling is about is just wrong. The common perception is that it is a high risk, wild and carefree activity. A rider with that attitude just doesn’t last beyond the first week. Right from the outside, in the extremely tough Direct Access qualification (well over 50% failure rate), the complexities of fast and safe riding are made obvious. Just to get safely around a corner requires a lot of concentration and practice. My friends are baffled by the fact that I often just go out and practice “chasing the visual point” (cornering). Even more strange to car drivers is the fact that I will pay up to £30 an hour to go out with a top instructor.

Mike Waite is one of the UK’s most respected instructors. I’ve not ridden with him, but I have heard good reports about his team. Not only does he run advanced training courses using the police roadcraft system, he also has a very good DVD for sale. See Mike’s web site for details.

The web site contains some extracts from the video, as well as some footage recorded from his training sessions. Watch a sample below (click on the triangle to make it play). If you have never ridden a big bike, you will be surprised at just how much technical skill, constant observation and intelligence it requires (if you want to stay alive). There is little comparison with driving a car. Note how the manouverability of the bike is used to its maximum, not only to maintain a safe position, but also to gain a better view of the road.

You will also hear Mike constantly talking about the visual point. This is the point at which the road disappears from view. Riders spend most of their time tracking the visual point. The movement of the point away to the left and to the right indicates the nature of upcoming bends. Also hear how Mike picks out features in the landscape such as telegraph poles and hedges. This is used to infer further information about the road. Modern bikes are so fast and so manouverable that such constant observation and planning is essential.