Kathy wrote:
Students play games, pure and simple fact! Perhaps it is one of the most vital venues to explore as education continues to evolve. Today, games are integrated into everyday life and include interaction with friends. The Pew Internet and American Life Project (Jones, 2003) explored the impact of gaming on the lives of college students and found that while nearly half admitted that gaming kept them from their studies (not that that would ever happen in an FSO course) they viewed it as a positive aspect of their lives! Playing games should be a social endeavor involving friends. World of Warcraft provides an opportunity for friends in different time zones to play and interact together. Bonnie Nardi (2010) writes, “instead of withdrawl into fantasy worlds, we see the extrusion of the worlds into ordinary life as family and friends play together, as players gather in Internet cafés, and as they meet and socialize with others online.”
As educators, we need to be aware that change is a given, keep open and enquiring minds, and engage in games regularly.
I commented:
Kathy, I kind of agree both with what you and Jordan are saying about games. It is completely obvious that students love games, and there are a few games out there that can be fun and educational at the same time. for example:
http://www.minijuegosgratis.com/juegos/hwdykyworld/hwdykyworld.html?b415=0766
i LOVE this game and bring it up as a successful example every chance I get.
There will have to be a two-pronged attack here for gaming in education:
#1. new tech - touchscreens, optics, and holograms are exploding. look at the 360's Kinect. That kind of technology will ALLOW more for the user and open up opportunities in more fields of education that were not available before.
#2. ideas - Game creation and programming will grow exponentially as most all training can and should be possible in a virtual environment.
We're not there yet. But, that's where it's all going.
Sunday, July 25, 2010
WK3 Response #1 - Chuk Nwokocha
Chuks wrote:
Tools of the Trade of the trade include the following:
1. Authoring tools – software tools used to assemble the whole course. This includes web authoring tools, an HTML editor, media and application tools like Flash. Trivantis’ Lectora Publisher, Edu Performance’s tactic and ReadyGo’s Web Course Builder are some of the tools. Power point Conversion tools like Impatica’sImpact for power point; Presentation Pros and Quarbon’s Viewlet are included. Articulate Global Articulate Presenter is there.
2. Element tools. These include graphic tools, Adobe Photoshop, Macromedia. Adobe Illustrator, Macromedia’s Freehand, Macromedia’s Flash (an Animation software) Fireworks. Simulations software includes Author ware or Flash, Captivate, Qarbon’s Viewbuilder and TechSmith Camtasia Studio. Forio’s Broadcast and PowerSim software help so also Brooks Automation’s AutoMod.Quizz and tests- Questionmark’s Perception, Exam builder and XStream software Rapid Exam. Games- Quia Web, games2traain.com, Learning Ware Inc.’s gameShow Pro; Video and Audio: Microsoft’s Windows Movie Maker and Pinnacle System Studio and Macromedia’s Director.
I commented:
Chuck, good post. I noticed that you have Macromedia listed several times here. I have a particular affinity to that word. Macromedia was Flash, Dreamweaver, and Fireworks BEFORE Adobe bought them out somewhere after Flash Studio 8. I have a t-shirt from Macromedia that I wear out proudly sometimes, even though noone knows what the hell it is.
Anyway, in keeping with what you posted about, you should check out this link:
http://www.splashup.com/
This is an free online version of Photoshop. The interesting thing here is this was all built using code from within a program called Adobe Flex. So, they're using programs to create other programs.
Tools of the Trade of the trade include the following:
1. Authoring tools – software tools used to assemble the whole course. This includes web authoring tools, an HTML editor, media and application tools like Flash. Trivantis’ Lectora Publisher, Edu Performance’s tactic and ReadyGo’s Web Course Builder are some of the tools. Power point Conversion tools like Impatica’sImpact for power point; Presentation Pros and Quarbon’s Viewlet are included. Articulate Global Articulate Presenter is there.
2. Element tools. These include graphic tools, Adobe Photoshop, Macromedia. Adobe Illustrator, Macromedia’s Freehand, Macromedia’s Flash (an Animation software) Fireworks. Simulations software includes Author ware or Flash, Captivate, Qarbon’s Viewbuilder and TechSmith Camtasia Studio. Forio’s Broadcast and PowerSim software help so also Brooks Automation’s AutoMod.Quizz and tests- Questionmark’s Perception, Exam builder and XStream software Rapid Exam. Games- Quia Web, games2traain.com, Learning Ware Inc.’s gameShow Pro; Video and Audio: Microsoft’s Windows Movie Maker and Pinnacle System Studio and Macromedia’s Director.
I commented:
Chuck, good post. I noticed that you have Macromedia listed several times here. I have a particular affinity to that word. Macromedia was Flash, Dreamweaver, and Fireworks BEFORE Adobe bought them out somewhere after Flash Studio 8. I have a t-shirt from Macromedia that I wear out proudly sometimes, even though noone knows what the hell it is.
Anyway, in keeping with what you posted about, you should check out this link:
http://www.splashup.com/
This is an free online version of Photoshop. The interesting thing here is this was all built using code from within a program called Adobe Flex. So, they're using programs to create other programs.
WK3 Reading - The All-Knowing Eduweb
In keeping with my last posts about future developments in LCMS's, I've decided to blog about new CMS directions. The methods that are employed now are certain to change based on a few current trends. Shirky speaks on the topic mentioning that more and more closed schools and companies will eventually open up to accept looser networks increasing collaboration. This was kind of what was talked about in last week's blog, too, with the introduction to SCORM which sets standards for collections of networks.
A 'semantic web' is the idea that data held in separate networks, like say bank accounts or calendars can be merged and shared across multiple applications (Herman, 2009). We can already see how this has already taken place. For example, I have all of my financial accounts: checking, savings, credit card, retirement, mortgage, and student loans all going through a website called mint.com . This is a good example of a current web semantic website. Data mining and even personalization of video content on youtube are other examples of how the web takes data from documents. I'm sure with new developments in technology, this process will become more effective and streamlined.
References:
Herman, I. (2009, November 12). W3C Semantic Web FAQ. Retrieved July 25, 2010, from W3C Semantic Web: http://www.w3.org/RDF/FAQ
Shirky, C. (2008, July). Clay Shirky on institutions vs. collaboration. Retrieved July 25, 2010, from www.ted.com: http://www.ted.com/index.php/talks/clay_shirky_on_institutions_versus_collaboration.html
A 'semantic web' is the idea that data held in separate networks, like say bank accounts or calendars can be merged and shared across multiple applications (Herman, 2009). We can already see how this has already taken place. For example, I have all of my financial accounts: checking, savings, credit card, retirement, mortgage, and student loans all going through a website called mint.com . This is a good example of a current web semantic website. Data mining and even personalization of video content on youtube are other examples of how the web takes data from documents. I'm sure with new developments in technology, this process will become more effective and streamlined.
References:
Herman, I. (2009, November 12). W3C Semantic Web FAQ. Retrieved July 25, 2010, from W3C Semantic Web: http://www.w3.org/RDF/FAQ
Shirky, C. (2008, July). Clay Shirky on institutions vs. collaboration. Retrieved July 25, 2010, from www.ted.com: http://www.ted.com/index.php/talks/clay_shirky_on_institutions_versus_collaboration.html
Sunday, July 18, 2010
WK2 Response #2 - Joseph Huber
Joseph wrote:
The primary purpose of Advanced Distributed Learning (ADL) is to harness the power of technology to deliver and distribute education and training (ADL vision). ADL is responsible for the creation and development of the Sharable Content Object Reference Model (SCORM) initiative, which would allow for Learning Management Systems (LMS) to be used interchangeably without proprietary constraints. The main function of SCORM content is that it has the ability to be used within a variety of systems in order to recognize students and relay their success and mastery of a certain subject or topic (Basic SCORM concepts, 2008). Provided that the LMS is SCORM conformant, the SCORM is interchangeable across a variety of platforms, which leads to the reusability of the original content.
I commented:
SCORM sounds like a youtube but for educational tutorials and videos and such...and with many standards. It is a good idea to compile a repository of learning objects regardless of affiliation. I continue to be amazed with a business-style like wikipedia. It manages to provide good, substantiated information placed within a strict set of standards while remaining balanced and open.
Often, my history cartoons have been labeled as 'edgy'. This is a nuance that I never picked up on. While I believe my learning oblects are very school appropriate, I would be interested to see where my website or cartoons on it would be ranked by SCORM.
The primary purpose of Advanced Distributed Learning (ADL) is to harness the power of technology to deliver and distribute education and training (ADL vision). ADL is responsible for the creation and development of the Sharable Content Object Reference Model (SCORM) initiative, which would allow for Learning Management Systems (LMS) to be used interchangeably without proprietary constraints. The main function of SCORM content is that it has the ability to be used within a variety of systems in order to recognize students and relay their success and mastery of a certain subject or topic (Basic SCORM concepts, 2008). Provided that the LMS is SCORM conformant, the SCORM is interchangeable across a variety of platforms, which leads to the reusability of the original content.
I commented:
SCORM sounds like a youtube but for educational tutorials and videos and such...and with many standards. It is a good idea to compile a repository of learning objects regardless of affiliation. I continue to be amazed with a business-style like wikipedia. It manages to provide good, substantiated information placed within a strict set of standards while remaining balanced and open.
Often, my history cartoons have been labeled as 'edgy'. This is a nuance that I never picked up on. While I believe my learning oblects are very school appropriate, I would be interested to see where my website or cartoons on it would be ranked by SCORM.
WK2 Response #1 - Sarah Hodge
Sarah wrote:
There are many advantages to an LCMS. However, one may still forget its main purpose when using such a system. Leija states, "It's easy to get lost in the technology. People forget about training's true goal: To provide learning to a certain population. That's where an LCMS lives. Its purpose is to add value to content by manipulating it as needs change, and to deliver that same content as quickly as possible with context and meaning (Ellis, 2001, ¶11)." LCMS allows that value to be added but people using it cannot allow themselves to forget the main goal of its design.
I commented:
I agree with your last paragraph. As quickly as things change in modern technology, we can all expect to adapt with technological growth. There are two new things that are going to change. First, touch screen technology is already coming around to be a part of education and computing. Second, there's a shift going to tablet PC's. There are many implications of these two developments that would warrant change in any current LCMS. Just when you get used to that idea, forget it, because after that, the tablet PC will become a transparent, flexible sheet and touch screen will become hand movements and maybe even facial expressions. Oh...and then, there'll be holograms soon enough, too. That's alot to work into an LCMS.
There are many advantages to an LCMS. However, one may still forget its main purpose when using such a system. Leija states, "It's easy to get lost in the technology. People forget about training's true goal: To provide learning to a certain population. That's where an LCMS lives. Its purpose is to add value to content by manipulating it as needs change, and to deliver that same content as quickly as possible with context and meaning (Ellis, 2001, ¶11)." LCMS allows that value to be added but people using it cannot allow themselves to forget the main goal of its design.
I commented:
I agree with your last paragraph. As quickly as things change in modern technology, we can all expect to adapt with technological growth. There are two new things that are going to change. First, touch screen technology is already coming around to be a part of education and computing. Second, there's a shift going to tablet PC's. There are many implications of these two developments that would warrant change in any current LCMS. Just when you get used to that idea, forget it, because after that, the tablet PC will become a transparent, flexible sheet and touch screen will become hand movements and maybe even facial expressions. Oh...and then, there'll be holograms soon enough, too. That's alot to work into an LCMS.
WK2 Reading - A.C.R.O.N.Y.M.S!!!
I'll go ahead and start with the last thing i read, 'how much does a LCMS cost?'. In fact, that's what I asked in the comment area in this week's discussion post. I got my answer. In the reading, it points out the pros and cons of buying a membership to a separate LCMS publishing company versus coming up with one from scratch. This is what I deduced from the reading: SUPPORT STAFF. If a company or school could write one from scratch, then it would save on not maintaining unnecessary features offered in a LCMS companies' packages but it would have to provide its own full-time technical staff.
Reading on, Nichani mentions that standalone content creation tools like Adobe Dreamweaver can also be used to create content. If i were running a company or school, I would hire a team of programmers to come up with the LCMS, train a small staff for full-time tech support, and even content to train new employees, pay them and then hire a new tech support team that doesn't require such a high salary, and then provide them with on-the-job training in creating LCMS's. Just a thought.
References:
MaishNichani. (2001, May 2). elearningpost >>Articles>>LCMS = LMS+CMS [RLOs].
Retrieved July 18, 2010, from elearningpost: http://www.elearningpost.com/articles
/archives/lcms_lms_cms_rlos/
Reading on, Nichani mentions that standalone content creation tools like Adobe Dreamweaver can also be used to create content. If i were running a company or school, I would hire a team of programmers to come up with the LCMS, train a small staff for full-time tech support, and even content to train new employees, pay them and then hire a new tech support team that doesn't require such a high salary, and then provide them with on-the-job training in creating LCMS's. Just a thought.
References:
MaishNichani. (2001, May 2). elearningpost >>Articles>>LCMS = LMS+CMS [RLOs].
Retrieved July 18, 2010, from elearningpost: http://www.elearningpost.com/articles
/archives/lcms_lms_cms_rlos/
WK2 Project - UDUTU Setup
1. McMahon, Brian
2.“INTRO TO FLASH ANIMATION” - Steps to creating your first Flash animation.
3.Created in Multiple Learning Theories (EDM 511), September, 2009.
4.BEST PRACTICE ALGORITHM: This is an introductory course and is very procedural. A tutorial will be demonstrated and explained. It will be intermixed with multiple choice questions. Actual student assessment will have to be done in Adobe Flash.
5. This was created as an intro to the tutorial, however it will be retooled. The screenflow demonstration will have to be recreated as well.
2.“INTRO TO FLASH ANIMATION” - Steps to creating your first Flash animation.
3.Created in Multiple Learning Theories (EDM 511), September, 2009.
4.BEST PRACTICE ALGORITHM: This is an introductory course and is very procedural. A tutorial will be demonstrated and explained. It will be intermixed with multiple choice questions. Actual student assessment will have to be done in Adobe Flash.
5. This was created as an intro to the tutorial, however it will be retooled. The screenflow demonstration will have to be recreated as well.
Sunday, July 11, 2010
WK1 Response #2- Joe Huber
Joe wrote:
One of the more astounding and surprising aspects of course management systems (CMS) is that most anyone who is associated with them, or have used them, are not about to answer whether or not they work at keeping students engaged, or if they are an accurate measure of mastery (Carmean & Brown, 2005). Faculty members embrace them for use in their classes because higher education students embrace the new modes of learning, so little effort is extended to determine their success.
According to Carmean and Brown (2005), the individuals that claim that CMS is a success are doing so based on the notion that any of inclusion of technology is beneficial, but more often than not “[w]hat is missing is assessment “(p. 3). McGee, Carmean, and Jafari (2005) posit that students and faculty alike began to use the CMS with the unexpected result of it becoming a learning management tool. This led to some difficulty with the functionality of the CMS, which in turn caused some frustration. Those individuals that were closely involved, and consequently directly impacted by this frustration began to voice the changes that they wished to see occur in CMS. McGee, Carmean, and Jafari documented their desires. Participants wished to see the CMS become more social, involving more feedback and interaction, they wished them to become more engaging to accommodate all learner preferences, and students had to be able to take some ownership of their learning. In investigating these aspects, it became apparent that the end users must become directly involved in the design process.
This raised other issues, and as McGee, Carmean, and Jafari mentioned, administration must find a way to balance the economic realities of the situation. As Walker (2010), points out, the Great Recession has left its impact on schools who will now be hard pressed to stay within budget. School systems now faced with diminishing budgets must look at ways to implement CMS in an open-source environment, taking advantage of applications that they can use for free. Sources such as Moodle are becoming the norm in areas where schools were not able to afford Blackboard. Open source systems such as Moodle and Google apps make it easier for both the students and the teachers to access what would otherwise be expensive and unaffordable programs.
What all the experts agree upon is that the development of the CMS is an evolutionary process that does not remain static. If the CMS is to continue to succeed, it will require the input of all involved in its use.
I commented:
Joe,
I liked how you included the simple fact that there was not a whole lot of researching into whether or not CMS's work, because everyone prefers them and uses them through their own common SENSE!!...i do not need an Action Research Project to tell me that peanut butter and raspberry jelly on white wonder bread with a glass of milk is mother's MILK!!...it's delicious, and every moment I ponder whether or to what degree it is delicious keeps me from developing an even more delicious snack sandwich!!...
anyway, I personally feel that current CMS's together with the current technology are pretty darn good. They can be confusing sometimes and consequently you may feel cut off, but for what is out there right now, it works. I don't necessarily agree with the notion that the student needs to mold the platform mainly because I can't come up with one way realistically and logistically to make current CMS's better unless you usher in new tech.
One of the more astounding and surprising aspects of course management systems (CMS) is that most anyone who is associated with them, or have used them, are not about to answer whether or not they work at keeping students engaged, or if they are an accurate measure of mastery (Carmean & Brown, 2005). Faculty members embrace them for use in their classes because higher education students embrace the new modes of learning, so little effort is extended to determine their success.
According to Carmean and Brown (2005), the individuals that claim that CMS is a success are doing so based on the notion that any of inclusion of technology is beneficial, but more often than not “[w]hat is missing is assessment “(p. 3). McGee, Carmean, and Jafari (2005) posit that students and faculty alike began to use the CMS with the unexpected result of it becoming a learning management tool. This led to some difficulty with the functionality of the CMS, which in turn caused some frustration. Those individuals that were closely involved, and consequently directly impacted by this frustration began to voice the changes that they wished to see occur in CMS. McGee, Carmean, and Jafari documented their desires. Participants wished to see the CMS become more social, involving more feedback and interaction, they wished them to become more engaging to accommodate all learner preferences, and students had to be able to take some ownership of their learning. In investigating these aspects, it became apparent that the end users must become directly involved in the design process.
This raised other issues, and as McGee, Carmean, and Jafari mentioned, administration must find a way to balance the economic realities of the situation. As Walker (2010), points out, the Great Recession has left its impact on schools who will now be hard pressed to stay within budget. School systems now faced with diminishing budgets must look at ways to implement CMS in an open-source environment, taking advantage of applications that they can use for free. Sources such as Moodle are becoming the norm in areas where schools were not able to afford Blackboard. Open source systems such as Moodle and Google apps make it easier for both the students and the teachers to access what would otherwise be expensive and unaffordable programs.
What all the experts agree upon is that the development of the CMS is an evolutionary process that does not remain static. If the CMS is to continue to succeed, it will require the input of all involved in its use.
I commented:
Joe,
I liked how you included the simple fact that there was not a whole lot of researching into whether or not CMS's work, because everyone prefers them and uses them through their own common SENSE!!...i do not need an Action Research Project to tell me that peanut butter and raspberry jelly on white wonder bread with a glass of milk is mother's MILK!!...it's delicious, and every moment I ponder whether or to what degree it is delicious keeps me from developing an even more delicious snack sandwich!!...
anyway, I personally feel that current CMS's together with the current technology are pretty darn good. They can be confusing sometimes and consequently you may feel cut off, but for what is out there right now, it works. I don't necessarily agree with the notion that the student needs to mold the platform mainly because I can't come up with one way realistically and logistically to make current CMS's better unless you usher in new tech.
WK1 Response #1- Sarah Hodge
Sarah wrote:
The benefits are great and the popularity of online and e-learning seem to increase with years passing. However, it is important to question the success and results of having these technologies. Hedberg (2006) states, "It is not simply a matter of providing access to technologies. In fact, it requires a careful process of ensuring collaboration between teachers and experts, gaining successful experience in teaching with the technologies and participating in a community that provides continuous support (172).” It is a process. It is also important to continually evaluate better ways to use such technologies. Hedberg (2006) posed a great question regarding this topic. He stated, “The question still remains as to how teachers can use e-learning technologies effectively when many of the obstacles are part of the organizational structures in which technology-based teaching is used. (p.173).”
In conclusion, although e-learning is growing at a rapid pace, is it being used effectively?
I commented:
Sarah,
i like your final question. If you skimmed through those wikipedia articles, you can tell that it's the normal human initiative to educate in the most expedient way. While you laid it out beautifully, it is no mystery why e-learning is growing at a rapid pace. But, I like that you added 'is it being used effectively?'...
Here's where I'm coming from: Human aviation has progressed from never before flying to 'flying' to the moon in less that one century. Once one milestone was surpassed, human flight, it opened the floodgates of an entire schema as it pertains to that particular technology. E-learning is very much the same dynamic. We have all sort of other technologies brewing all in line to develop each other. As we see developments in personal computing and human interfacing, we are going to naturally see new developments in e-Learning. It all piggy-backs off of each other towards one common goal.
The game that we know right now is going to change dramatically in just the next twenty years with the advent of touchscreen technology, flexible, disposable, low-energy displays, holograms, optical tech, biometrics!!!!...THINK about the implications!!!...
...my head is going to explode...
The benefits are great and the popularity of online and e-learning seem to increase with years passing. However, it is important to question the success and results of having these technologies. Hedberg (2006) states, "It is not simply a matter of providing access to technologies. In fact, it requires a careful process of ensuring collaboration between teachers and experts, gaining successful experience in teaching with the technologies and participating in a community that provides continuous support (172).” It is a process. It is also important to continually evaluate better ways to use such technologies. Hedberg (2006) posed a great question regarding this topic. He stated, “The question still remains as to how teachers can use e-learning technologies effectively when many of the obstacles are part of the organizational structures in which technology-based teaching is used. (p.173).”
In conclusion, although e-learning is growing at a rapid pace, is it being used effectively?
I commented:
Sarah,
i like your final question. If you skimmed through those wikipedia articles, you can tell that it's the normal human initiative to educate in the most expedient way. While you laid it out beautifully, it is no mystery why e-learning is growing at a rapid pace. But, I like that you added 'is it being used effectively?'...
Here's where I'm coming from: Human aviation has progressed from never before flying to 'flying' to the moon in less that one century. Once one milestone was surpassed, human flight, it opened the floodgates of an entire schema as it pertains to that particular technology. E-learning is very much the same dynamic. We have all sort of other technologies brewing all in line to develop each other. As we see developments in personal computing and human interfacing, we are going to naturally see new developments in e-Learning. It all piggy-backs off of each other towards one common goal.
The game that we know right now is going to change dramatically in just the next twenty years with the advent of touchscreen technology, flexible, disposable, low-energy displays, holograms, optical tech, biometrics!!!!...THINK about the implications!!!...
...my head is going to explode...
WK1 Project - LMO Overview
Distance learning is a concept educators have grasped ever since the printing press. A CMS is a course management system, an online platform managing student classes and grades. Full Sail Online is a good example of a CMS. An LMS is a learning management system and is used more commercially than CMS's. This kind of system has more fleibility than a CMS and is set up to be used in the commercial field as far as training. An LCMS is a way to incorporate more training modules and manage more online educational systems. There are many acronyms, but they all take advantage of the current forms of technology that allow an expedient transfer of information to and evaluation from a student.
In recent years, before Full Sail, I was introduced to the online Cisco Academy when I was pegged to teach Intro. to Computer Maintenance and Repair for high school students so that they can receive a professional A+ certification. I had spent a couple years already being a tech, so it was no problem to get myself certified to teach the subject, but in the event I could not, Cisco's CMS would get me up to speed. When I started teaching the course, each student has his/her own log-in and individual sections and chapters would be delivered and tested. The student's grades would be kept online as well. The students' log-ins and records would be kept within their system indefinitely building towards the students' careers in the field.
I also spent 8 years in the Army before Full Sail. There were many LMS's that our company would have to complete. These were less built around specific courses and tracks and more around specific skill areas. With my experiences with CMS's and LMS's and Full Sail in general, I think ideally the military should come up with some game training proposed in the following video:
I believe the next step further than just asking multiple choice questions, keeping grades, and providing a platform to turn stuff in is creating a virtual interactive world in which to train employees, students, and the military. This will take students a step beyond the typical, convention classroom and education and give them a purgatory-type training session into the new world.
In recent years, before Full Sail, I was introduced to the online Cisco Academy when I was pegged to teach Intro. to Computer Maintenance and Repair for high school students so that they can receive a professional A+ certification. I had spent a couple years already being a tech, so it was no problem to get myself certified to teach the subject, but in the event I could not, Cisco's CMS would get me up to speed. When I started teaching the course, each student has his/her own log-in and individual sections and chapters would be delivered and tested. The student's grades would be kept online as well. The students' log-ins and records would be kept within their system indefinitely building towards the students' careers in the field.
I also spent 8 years in the Army before Full Sail. There were many LMS's that our company would have to complete. These were less built around specific courses and tracks and more around specific skill areas. With my experiences with CMS's and LMS's and Full Sail in general, I think ideally the military should come up with some game training proposed in the following video:
I believe the next step further than just asking multiple choice questions, keeping grades, and providing a platform to turn stuff in is creating a virtual interactive world in which to train employees, students, and the military. This will take students a step beyond the typical, convention classroom and education and give them a purgatory-type training session into the new world.
WK1 Reading - Xerox and PARC is the Motherlode!!
Is it reasonable to trace this history so far back in time (1728)?
I think tracing the history of VLE’s as far back as 1728 is important in as much as it demonstrates an intrinsic need for distance learning regardless of the technology at our fingertips.
Does the current era of computing seem to begin with the Xerox Parc project?
Yes!!...it certainly seems to be. Here’s why: Apple used the point and click, windows-type graphical user interface together with a mouse that Xerox scientists had developed for their own computers that were not commercially successful. Of course, other companies like Microsoft and Hewlett-Packard started designing computers with the same “look and feel”. Apple sued Microsoft and HP. That precipitated Xerox then suing Apple (Fisher, 1989).
The fact of the matter is that despite the litigation, the GUI that we now use today and have used to ignite the explosion that is modern personal computing is like the steering wheel in a car. Ford can’t sue Chevrolet for using a steering wheel too. However, history clearly shows that the Xerox’s Palo Alto Research Project started it all.
History repeats itself as well! Check out this video I abbreviated from my ETC class:
I first learned of this flexible, transparent display from reading a Maxim magazine while sitting on the tarmac at Bagram, Afghanistan in 2006. Right away, I knew that this is a revolutionary piece of technology. Years later, while blogging for Full Sail, lo and behold…I find PARC is behind it! Invented at PARC, The "Gyricon" is a thin layer of transparent plastic in which millions of small beads, similar to toner particles, are dispersed. The beads are contained in an oil-filled cavity and are free to rotate within those cavities. The beads are "bichromal,", which means that each hemisphere, when electrically charged, have two contrasting colors, like black and white, for example. When voltage is applied, the beads rotate to present one colored side to the viewer. This can create images such as text and pictures (PARC, 2010).
Wherever there is paper, wherever there is a display of any sort, any advertisement, newspaper, billboard, TV…ANYTHING will move to this technology just like personal computers moved to the mouse and GUI. It won’t be the only thing that will be developed, but it will most DEFINITELY be part of the wave.
References:
Fisher, L. M. (1989, December 15). COMPANY NEWS - Xerox Sues Apple Computer Over Macintosh Copyright. Retrieved July 11, 2010, from the New York Times: http://www.nytimes.com/1989/12/15/business/company-news-xerox-sues-apple-computer-over-macintosh-copyright.html
PARC. (2010). Xerox PARC: Gyricon. Retrieved July 11, 2010, from PARC: A Xerox Company : http://www2.parc.com/hsl/projects/gyricon/
I think tracing the history of VLE’s as far back as 1728 is important in as much as it demonstrates an intrinsic need for distance learning regardless of the technology at our fingertips.
Does the current era of computing seem to begin with the Xerox Parc project?
Yes!!...it certainly seems to be. Here’s why: Apple used the point and click, windows-type graphical user interface together with a mouse that Xerox scientists had developed for their own computers that were not commercially successful. Of course, other companies like Microsoft and Hewlett-Packard started designing computers with the same “look and feel”. Apple sued Microsoft and HP. That precipitated Xerox then suing Apple (Fisher, 1989).
The fact of the matter is that despite the litigation, the GUI that we now use today and have used to ignite the explosion that is modern personal computing is like the steering wheel in a car. Ford can’t sue Chevrolet for using a steering wheel too. However, history clearly shows that the Xerox’s Palo Alto Research Project started it all.
History repeats itself as well! Check out this video I abbreviated from my ETC class:
I first learned of this flexible, transparent display from reading a Maxim magazine while sitting on the tarmac at Bagram, Afghanistan in 2006. Right away, I knew that this is a revolutionary piece of technology. Years later, while blogging for Full Sail, lo and behold…I find PARC is behind it! Invented at PARC, The "Gyricon" is a thin layer of transparent plastic in which millions of small beads, similar to toner particles, are dispersed. The beads are contained in an oil-filled cavity and are free to rotate within those cavities. The beads are "bichromal,", which means that each hemisphere, when electrically charged, have two contrasting colors, like black and white, for example. When voltage is applied, the beads rotate to present one colored side to the viewer. This can create images such as text and pictures (PARC, 2010).
Wherever there is paper, wherever there is a display of any sort, any advertisement, newspaper, billboard, TV…ANYTHING will move to this technology just like personal computers moved to the mouse and GUI. It won’t be the only thing that will be developed, but it will most DEFINITELY be part of the wave.
References:
Fisher, L. M. (1989, December 15). COMPANY NEWS - Xerox Sues Apple Computer Over Macintosh Copyright. Retrieved July 11, 2010, from the New York Times: http://www.nytimes.com/1989/12/15/business/company-news-xerox-sues-apple-computer-over-macintosh-copyright.html
PARC. (2010). Xerox PARC: Gyricon. Retrieved July 11, 2010, from PARC: A Xerox Company : http://www2.parc.com/hsl/projects/gyricon/
Friday, July 9, 2010
NEW LMO CLASS!!
this is only a test...had this actually been a real emergency, i would not be sitting here typing a blog!!...
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