I just watched the Apple Education event keynote and I’m very excited about what I saw. If you haven’t seen today’s keynote yet, run, do not walk to your local device (I got a better connection via my iPad projecting the keynote to my TV) and sit a spell. Nope, Schiller will never have Steve’s dynamic style, but the content is definitely something that we need to be keenly aware of. In a word they are taking book publishing and specifically textbook publishing, and taking it to the next level. The textbook will not be a static collection of words and images frozen at printing but have the portability of a book, the videos and interactivity of a networked computer and the freshness of blog pages, while retaining formatting, typography and layout that tends to be lacking in web-based textbooks.

I was going to try my hand at getting Udutu to work for my stand-alone copyright unit but I’m now going to investigate the possibility of using iBook Author to make the unit. Now we know where all the iWeb brain-power went over the last couple years. And I’m curious to see Full Sail will continue to experiment with iTunes U, in that iTunes U seems determined to become it’s own LMS and not just a lecture delivery vehicle.

I’ve been getting emails from QuarkXpress begging me to check out their new iPad/ePub friendly $299 app (if you have a previous version of QuarkXpress). They’ve got to be peeing their pant. I wonder how Schoology feels about Apple putting more effort/muscle behind iTunes U with added assignment and communication features. Yikes.

Enjoy. jbb

1. Open iChat. On the menu bar select iChat >Preferences.

2. Select the Accounts tab at the top.

3. On the left side-bar under Accounts, scroll down to the ‘+’ button to add a new account.

4. With AIM selected under the Account type you can either enter your existing AIM information (screen name & password), or choose ‘Get an iChat Account’ to create a new AIM account. If you have an existing AIM account you can skip to step 8 after entering your screen name and password.

5. If you click the “Get an iChat Account…” button your web browser will go to the “open an account” for the service that you’ve selected in the “Account Type” selected in step four (above).

6. Fill out the information needed to create your AIM account.

7. After entering all of your information make sure that you write down your selected username/screen name and password in a separate location to keep on hand for future reference. After filling in your information and submitting it, you will receive a “Congratulations!” confirmation message.

8. Now that you have your AIM account created, go back to the iChat application to finish the AIM account set-up. Enter in your screen name and password that you just created. After entering, select ‘Done’. Your newly created AIM buddy list will open up.

9. Make sure to share your new account with classmates, professors and friends. Having an IM account only helps if others know about it. Following is a video that’s a little dated on using AIM with iChat followed by Apple’s iChat Basics video. Enjoy.

Sources:

Full Sail University, Digital Literacy course, iChat_AIM_Account_Setup.PDF

https://new.aol.com/

MacMost Now 113: Using iChat with a Free AIM Account. http://youtu.be/mN2Qrtg1kdQ retrieved 9-16-2011.

Apple Find Out How Mac OS X iChat Basics. http://youtu.be/BMmCvcZW3wc retrieved 9-16-2011.

Pretty much every month someone in class has a problem with Zander’s chapter about Giving an A. This month’s dialogue questions the motivational power of grades (with little Beatles whimsy thrown in for good measure). One student wrote the following in their blog:

We all live in a yellow submarine or we should live in an Octopus’s Garden. I am torn with the ideology that he pronounces. I understand what he is saying but grades and competition are not always a comparison or a barrier for rick and moving outside the box. Depending on the demeanor or personality make-up of a person these things cause the very things that the author says they hinder. For some grades and goals and standards are the fuel that drives their cars. They need them as much as they hinder others. For others they are a compass; the study is like an ocean and they are in a small boat in the middle of it at high noon. There is no point of reference and on their own there is no way to know if they are going forward or backward. It would be nice if by the elimination of grades and competition there would be an explosion of risk takers, ready to shed off the clothing of anxiety and dread and go running blissfully through the field daisies. Love, peace and rock & role. It does sound like something out of the hippie era of free love and anti-establishment. I love his pronouncements intellectually but experimentally it does not meet my reality. I gets back to perception and changing that within ourselves. For me, in this masters degree, grades have been a validation and a driving force to go beyond what I thought I could do to launch me into the world of possibilities. Even grades and competition have to be taught, grasped and view from the proper perspective. Wouldn’t it be a wonderful world if the world of possibilities was not so twisted and skewed by the individual’s personal make-up. That kind of sounds like multiple intelligence theory and education. – Mark West

My two-cents: It’s not surprising at all that little ones will look to their instructors to map out what educational success means. The ability to assess learning is completely dependent on external feedback, because, quite frankly the little learners thinking and assessment capabilities haven’t been finished …er, baking. The other thing is that grades are meant to be an easy way to communicate the value system between the teacher, the learner and the learner’s parents. Once the learner is an adult the need for external gratification should be a very very low part of the assessment structure because the learner should be able to determine internally whether the thing/process/concept has been functionally integrated into the learner’s thinking/process. At a Master’s you should know whether you know something on a far more real, intricate level than most tests or assignments can accomplish. For the most part grades are then meant to quantify the learning for other interested third parties like accreditation boards and future employers. But the grade itself is not a part of learning and cannot hope to really communicate that beyond what the learner should already know inside. It’s like putting a child’s training wheels on a Harley, if you can afford the ride you shouldn’t need the assist.

What you might be getting from grades is what can also be accomplished by being a part of an active learning community, the emotional connection of sharing what is being learned and what has been learned with others.

The truth is that it is all made up and we all chose how we navigate the process and how we make meaning out of our efforts. Grades have their function, but quite often they are the vestigial left-over from an early era and age, and there are better way to accomplish the need for affirmation and participation. A grade is a lousy substitute for a hug from the learning community.

Sources:
http://web.me.com/markwest58/Site_14/Blog/Entries/2010/7/1_Wk_1_Art_of_Possibilitiy___ch_1-3.html

I appreciate your frustration and confusion at the requested changes. One thing that is “consistent” in academic programs and Action Research in particular, is that they tend to evolve. It can be a frustrating thing, but the overall thrust is to make the program the best it can possibly be, and thus the changes that happen along the way are part of that. In this way AR is very much like the technology we use, what worked 12 months ago might not work so well 12 months later.

So the core of what we are looking for hasn’t change but some of the sign posts might have. We’ve been working very closely with together as a team and these are the things that we are looking for:

1. The Lit Review check list: If you go to Dr. Bedard’s example website (see: http://web.me.com/suebedard/AR/Literature_Review.html), you’ll see the check-list. This is very important info.
2. Does it make sense: Just getting a fresh pair of eyes to read the document has proven to be very important. So we’re looking for missing words, missing sentences, things that might have made sense in your head but don’t quite work in print.
3. APA: In-line references and the resource list
4. Synthesis of Resources: The biggest enemy to a good lit review is when one doesn’t fully understand or synthesize the resources and tries to write a lit review. What results is more like an annotated bib where the lit review writer bounces from author name to quote, author name to quote, author name to quote, etc. What we’re looking for is for the author to have a grasp of the lit., so that the writer can act like a talk show host, bring in two or three sources, ask them questions about their work, where their work overlaps, where they disagree with each other and where there are gaps. The talk-show host (lit review writer) never shares his/her opinion, but lets the guests (sources) do all the talking. When they’ve shared their piece, the host brings on a few more guests until the spectrum of the subject has been covered. The host guides the conversation and blends all of the voices, whether they agree or disagree with each other and never shares his opinion or makes his voice louder than theirs. Of course, being a good host, he began the session with a brief intro, no opinion, just the main question at hand. Then when all the guests have spoken, he concludes with a brief summary, again, no opinion on the part of the host. That’s what we’re looking for

Please take advantage of Dr. Bedard’s website, http://web.me.com/suebedard/AR/Literature_Review.html.

Lit Reviews are too complicated to keep it all in your head and being one of the more “academic” things that we do, there’s always a need for re-editing. It’s just the nature of the process.

We want you to be successful and for your work to stand up to the scrutiny of any program in the nation. So we’re going to look at student work that is intended to represent a year’s worth of work with a fine-tooth comb. It’s a lot of work for all of us, but in the end it makes for much better results and speaks to those who under-estimate the value of online education. Hang in there, remember Rule #6, roll with the changes and you’ll be so happy with your work in the end. It’s not that your work is not good enough, we just want it to sing with all the passion that you’ve already invested in it. Hope that this helps. jbb

Joe Bustillos | Course Director
Media Asset Creation – EMDTMS | Full Sail University

Moodle is not a verb, or is it?

I’ve been hearing about Moodle at ed/tech conferences for longer than I can remember. In the early years it seemed to be an “under the radar” project bringing together the open source tech community and educators. More recently, with district administrators making decisions to roll-out Moodle, the concept seems to have shifted from a roll-your-own thing to something imposed upon teachers with little training, assistance or attempts to generate buy-in. In either case the platform has appeared to be largely text-driven and visually challenging. Wikipedia has an excellent overview of Moodle at http://en.wikipedia.org/wiki/Moodle.

The following video is intended to help those unfamiliar with Moodle’s module-mentality (and also for big fans of Legos!):

This next video is a good overview of the Moodle interface that includes a few commons tasks teachers might do:

For those curious for more in-depth training I located a course available through Lynda.com at
http://www.lynda.com/home/DisplayCourseN.aspx?lpk2=47547

Other tutorials are available at: http://moodle-tutorials.blogspot.com/search/label/Moodle%20Video%20Tutorials and
http://docs.moodle.org/en/Teacher_documentation.

One of the most important thing to remember about learning platforms, whether we have a say in their roll-out or not, is that it’s an opportunity to enlarge your reach with your students and that it’s your input that changes these things from being just tools to becoming learning opportunities.

Please review these videos and info and come to our Wimba session ready to talk about Moodle.

Sources:

* moodle logo. http://docs.moodle.org/en/License retrieved on 12/13/2009

* youtube video/image: Moodle explained with LEGO short version posted by moodlefan. http://www.youtube.com/watch?v=_XPZl6LLvik retrieved on 12/13/2009

* Youtube video: What’s Moodle? posted by jenericjarvis. http://www.youtube.com/watch?v=4jY9KcHwIWI&feature=related retrieved on 12/13/2009

Digication Revisited

In between large-scale enterprise level learning management systems imposed upon educators and roll-your-own systems like moodle are many smaller online options such as Digication (http://digication.com/). I heard about Digication from an interview of one of the founders, Jeffrey Yan, on Leo Laporte’s “Inside the Net“ podcast. Digication’s founders recognized the need for something more than just another place to post content, something that would cater to educators’ special needs that aren’t being addressed by overly-generalized web-portals, and at the same time be as simple to manage as an email account. Following is a Behind-the-Scenes tour of Digication and the “Inside the Net” interview of Digication founder, Jeffrey Yan (NOTE: the interview is a bit long…). Please review these items before our wimba session.

Inside the Net 35: Digication (http://www.twit.tv/itn35)

Click here to play episode in separate window: Inside the Net 35: Digication

One of the things that attracted me to Digication was that it had all of the features of a full CMS but didn’t require that I code it myself or try to get the assistance/permission from my district IT. Only limitation for the free account was that there couldn’t be more than 1,000 users at my school. I’ve written about my experiences with Digication a few times on my blog:
* Digication Gets My Vote
* Classroom Website on Digication

* Utudu & You: You should be well into creating your Udutu course/unit. Make sure that you make your way through the Udutu tutorials at http://udutu.com/tutorials.html. Please come to our Wimba session ready to share your progress, frustrations and victories. Remember, you want to have your Udutu course set-up quickly enough so that your fellow students have time to visit and comment on your Udutu course (during week 4). The following examples of Udutu units are offered as an inspiration and encouragement (the first one was created by the President of Udutu!). Enjoy:

All About Web 2.0 and Udutu Genesis by Roger Mundell

Introduction to 20th Century Art by Liz Perry

Introduction to Technology Accessibility by Emily Wray

Sources:

* featured image: Study by hermes. http://www.flickr.com/photos/hermes-/421203877/ retrieved on 12/9/2009

* audio podcast: Inside the Net 35: Digication by Leo Laporte and Megan Morrone with Guest: Jeffrey Yan of Digication. http://www.twit.tv/itn35 retrieved on 12/7/2009

* videos: LMO Moments: Behind the Scenes Tour: Digication by Joe Bustillos – emdt/FSO. http://www.viddler.com/explore/joebeebee/videos/22/ retrieved on 12/7/2009

* Udutu units: All About Web 2.0 and Udutu Genesis by Roger Mundell. http://publish.myudutu.com/published/launch/1612/Course15573/Launch.html?redirect=true retrieved on 12/7/2009

* Udutu units: Introduction to 20th Century Art by Liz Perry. http://publish.myudutu.com/published/launch/12441/Course21598/Launch.html?redirect=true retrieved on 12/7/2009

* Udutu units: Introduction to Technology Accessibility by Emily Wray. http://lms.myudutu.com/LMSGadget/courses/lms/12244/Course21696/881/v2009_8_24_18_23_39/course/Course21696.html?redirect=true retrieved on 12/7/2009

The Role of Technology in Education

As you work through this course’s reading assignments and create your Udutu project you might notice that you might be the only one among your peers working at such a high level of expectation as far as the integration and useage of technology in the day-to-day functioning of a classroom. Why is that? The normal excuse on the part of educators tends to be the lack of time and on the part of administration the lack of funds. And even when technology is brought into the classroom the purchasing process tends to be such a top-down “what do we need now” event, lacking any long-term vision or implementation plan that it’s no suprise that thirty-years after the arrival of the first small computers into the classroom, we’re still having this discussion.

One of the voices of dissent is astronomer Clifford Stoll, who feels that the last thing we need is to have students equate staring at a picture of the Louvre on a computer screen with anything remotely similar to experiencing the real thing. When Dr. Stoll wrote Silicon Snake Oil (1996) the Internet was in just in its commercial infancy, NetDay had 20,000 volunteers wiring local schools to the Internet and there was great buzz about improving education by improving access to the Information SuperHighway. At the time his concern was whether this investment in infrastructure could be better spent on teachers instead of tools. Over a dozen years later, with institutions flying to “online learning” as a way to cheaply expand programs without having to invest in more facilities or faculty, the question still remains whether sound pedagogy is even entering into these decisions.

The following videos look at the role of technology in education, but not in such a “either/or” point of view. The first video harkens from the dawn of the small computer era when Seymore Papert developed something called Logo to teach programming to children:

This next video is one man’s crazy idea to enable third world children to completely skip industrialization and move from agrarian culture to the information age. Another alumni from the MIT Media Lab, Nicholas Negroponte talks about the deployment of the OLPC (One Laptop per Child) program:

In this last video the protagonist looked outside his office window, to a wall that separated his nice surroundings from a slum and thought, I wonder what would happen if… Thus began Sugata Mitra‘s “Hole in the Wall/Digital Divide“ studies:

Please review these videos and come to our Wimba session ready to talk about the Role of Technology in Education.

Sources:

* The Internet? Bah! Hype alert: Why cyberspace isn’t, and will never be, nirvana, by Clifford Stoll | NEWSWEEK (From the magazine issue dated Feb 27, 1995). http://www.newsweek.com/id/106554 retrieved on 12/7/2009

* Youtube video: Seymour Papert 1983 posted by cynthiaso. http://www.youtube.com/watch?v=bOf4EMN6-XA retrieved on 12/7/2009

* TED video: Negroponte takes OLPC to Colombia. http://www.ted.com/talks/nicholas_negroponte_takes_olpc_to_colombia.html retrieved on 12/7/2009

* TED video: Sugata Mitra shows how kids teach themselves. http://www.ted.com/index.php/talks/sugata_mitra_shows_how_kids_teach_themselves.html retrieved on 12/7/2009

Me and Sparky before the End - photo by Joe Bustillos (cc) 2009

My proposed consultancy was to help an independent folk artist, Neva, with her website, to take her web-presence to the next level and leverage the tools out there for many many others to discover her music and great onstage presence. Sparky has known me for a long time, going back to getting my masters degree at Pepperdine in 2002, so to him it probably looked like Joe was just doing another web project and not stretching himself all that much. Though he would never say this directly, he was asking me what makes me think that I deserve to be part of their “doctorate club,” what do I bring to the table that might permit me to add “Ed.D” to the end of my name?

Kirk: Captain of the Enterprise, huh?
Picard: That’s right.
Kirk: Close to retirement?
Picard: I’m not planning on it.
Kirk: Well let me tell you something. Don’t! Don’t let them promote you. Don’t let them transfer you. Don’t let them do *anything* that takes you off the bridge of that ship, because while you’re there… you can make a difference. – Star Trek: Generations (1994)

I had a friend who became my friend after he beat me, getting the job that I wanted as technology coordinator for the school district we both worked in. He was the much better choice for the job. I’d go to his office every once in a while and he’d be required in a hundred places at once and after the dust settled, he’d ask what I was working on in my lab. He’d listen carefully and then say how much he missed crawling under tables, connecting CAT-5 cables, setting up servers and making the hardware and software work. I don’t doubt that there were days that he’d easily give up the suit and tie for the cable-ties and dust-bunnies, but he did so much good setting the policies, practices and standards that enabled the school site tech-coordinators to be education- and student-centric, to drive the technology to do what the vendor promised in pursuit of delivering the best educational experience. I was told that he was a pretty damn good teacher in the computer lab. But the circle of his influence reached so many more students when he left the classroom and started enabling teachers and tech-coordinators to do their best. That’s what I wanted for myself when I began the doctorate program five years ago, to take the good that I’d learned with my classroom of students and enable other teachers to give the same opportunities and learning experiences to their students.

When I began the doctorate program I was a computer lab teacher working at a K-5 elementary school, seeing about 600 students per week, working on everything from basic keyboarding, to teaching PowerPoint to first graders, Excel to second graders and HyperStudio to everyone else. Beginning the second year of the doctorate program I took a job teaching print media/technology and math to sixth, seventh and eighth graders at the middle school level. The transition wasn’t particularly smooth and I ended up taking a leave of absence from Pepperdine after the winter term in order to adjust to my new assignment. Before taking the middle school job I had applied for the same tech coordinator job that I’d lost out to my friend, who was being kicked upstairs to an assistant superintendent job. It was another “no,” and I knew that I lacked secondary ed experience, so that was one thing that was in the back of my mind when I took the middle school job. At the end of three years teaching at the middle school level I could say that I was pretty good at what I did but I was still working on a level that wasn’t really reaching much beyond the walls of my classroom. Fortunately, the opportunity presented itself to break free from my former classroom’s walls and teach online at the masters level for Full Sail University.

Stickam screenshot by Joe Bustillos (cc) 2009

While not as influential on a policy level as a district tech coordinator might be, I was influencing a new group of teachers every month, making a difference in their professional lives, helping them develop new tech and media skills and enabling them to deliver a better educational experience to their students. Thus, working at Full Sail has definitely helped me realize part of the dream to be an influencer on a much bigger level than my previous classroom had afforded to me. And while there are monetary benefits that would come from having the doctorate, the job is not depended on adding three letters to the end of my name.

What still lacks, though, was something that I knew when I set about to get my masters degree. At the time I was teaching video journalism to fifth and sixth graders as part of a Magnet school program that I had helped to develop, but I knew that my position was dependent on the whim and choices made by people further up the chain of command. And sure enough, at the end of the grant I was “encouraged” to find another assignment and ended up at the K-5 computer lab, switching districts. Then four years later it happened again (funding changed and my job was eliminated) and that’s when I switched to the middle school job. The masters degree was supposed to help me keep my tech position and it did help me keep my middle school job because I didn’t have a single-subject credential or a computer science undergraduate degree. But I still was working at a level where if someone up the chain sneezed, I caught the cold. These days there are no teaching jobs with 100% security, but I think what I’m really driving at is working on things that are much more fundamental to teaching and technology than ensuring a cushy teaching position.

The research that I was beginning to work on, before my disenrollment from Pepperdine, was what impact might happen if a public school district were to switch from printed textbooks to e-textbooks delivered on small devices like iTouches and Kindles. I wasn’t thinking in terms of literacy improvement but on bottom-line TCO level and the possible shift away from fixed, one-size-fits-all curriculum to dynamic, interactive, current, classroom-specific curriculum where the expertise of the classroom educator and familiarity with specific class’ strengths and need might be drawn into the process of what e-textbooks are used in the classroom. I was also thinking about the destabilizing factor this shift might have with the powerful textbook lobby as far as reducing their part of the budget which might also reduce their influence on the politicians who determine which curriculum to follow. Then, of course, the governator announced his proposal to go computer-based e-textbooks to save the California millions of dollars. I guess I was on the right track.

So, if I were to continue this research than the whole state of California might become the testbed. The point is that as I was watching the deployment of this technology into the general public over a year and a half ago and I could see how it would benefit educational users in terms of TCO and, more importantly, in terms of shifting towards a much more flexible system for delivering educational content.

Raising my sights from this particular example to the larger picture of my life’s mission, which is what I think Sparky was trying to guide me toward, I have to lock on to the common threads that I have seen since my masters program days:

• The power of online technology to enable deep, long lasting, life changing communities of practice,
• The need to balance measurable learning growth with the fact that education is at it’s heart a human endeavor, and while we humans are forever capable of exceeding anyone’s expectations, we do not do so on anyone’s set schedule or according to anyone’s predetermined quotas,
• After 30-years in the classroom the problems with Technology are not about the need for more teacher training or even better technological tools. The problem is a persistent “school” culture that is still run on the competitive factory manager model where little unformed minds come in one door and little learners walk out the other, having all had the same coat of paint and varnish applied to their outsides.
• The world of technology is changing and moving forward at a pace that the traditional world of education cannot hope to keep up . But we have to find meaningful ways to keep up, which means we might have to abandon fixed mindsets about education and the classroom and teaching that were from a time when a high school graduate could enter the job market and build a lifelong career with one company.

What this means to me is that I see my position at Full Sail as a foundation to enable my graduate students to mine the depths of community, to change their learning environments one student and one classroom at a time, to reflect the best that we can accomplish by efficiently using technology and media in our instruction and interaction with our students, and to learn from every success and every set-back. This also means that I must dig deeper into my own community of learners and be less of a lurker and more of a participant and agent of change. Too long the writer in me has enjoyed the anonymous vantage of the untraceable voice making sarcastic comments from a hidden perch. And it is too tempting to let myself get distracted in my little cubicle by all of the shiny gadgets being introduced on a regular basis and to favorably compare my lack of progress with those around me who have no calling in their lives. It’s time to occupy the Captain’s chair.

It isn’t about getting a doctorate and then “retiring” on some level. Perhaps that’s part of my previous caution, is that I didn’t want to expend so much energy in the pursuit that I wouldn’t have anything left for the post-doctorate part of my life. I don’t know where I got that notion from but it seems pretty stupid as I commit the thought to words on the screen. Anyway, I don’t come from a family with too many doctoral academics. There are plenty of masters graduates among my siblings and cousins (amazing when one considers that a high school diploma was the terminating degree of almost 100% of my parents’ associates who graduated at all). So I don’t come at this with any sense of expectation beyond acknowledging that I have been one lucky kid who worked to keep his options open to pursue his academic musings. I guess it’s time to be the adult and not the lurker, to do more than guide the next generation, but to have part in changing the paths that they will follow.

I think that drive, the intellect and passion behind it are the keys to my entrance into the hall of academics, the mythic doctorate club. I will not check my ID or my iPhone at the door.

Sources:
images: Me and Sparky and 090723 stickam session by Joe Bustillos (cc) 2009

Quote: “Captain of the Enterprise?” from the movie: Star Trek: Generations, story by Rick Berman, Ronald D. Moore and Brannon Braga, http://www.imdb.com/title/tt0111280/quotes retrieved on 7/23/2009

YouTube video: Leading the Nation Into a Digital Textbook Future – Governor Arnold Schwarzenegger (Teil 1), posted by http://www.youtube.com/watch?v=9hPi1hrJxFQ retrieved on 7/23/2009

Careful analysis of click-tracking data is showing that only around 50% of the students are actually watching the media elements integrated into the courses. We are trying to understand the reasons why students aren’t watching the media. Sometimes, it is clear that they are just not seeing the value in the media pieces. And admittedly, not all the media is uniformly excellent. However, we are also finding that our online students are incredibly task-focused. They do exactly what they need to do to complete the assignments and nothing more. As an online student myself, I guess I understand that one! (d. lungren)

My words of wisdom to this student:
Some very valuable analysis here. The quality level and relevance to subject being taught, or even just the perceived level of importance of the media really makes a difference. It’s that careful incorporation of content and delivery methods that can get easily lost in the pursuit of having all kinds of “shiny things” on one’s educational website. A lot of folks on the top of the institutional food-chain often confuse what works well for student learning versus what looks good in the PR video clip. Hell, look at any educational institution that presents itself as promoting “technology” and the first thing they’ll show you is there computer lab and shiny boxes. But ask them to show you how the tech is used across the curriculum and your likely to run into institutional double speak. In fact… I did a whole video on just this subject:

Again, thanks for the inspiration. Great job. jbb

Sources:

http://web.me.com/dlungren/Site_5/Musings/Entries/2009/2/14_thoughts_on_media_and_online_learning.html#