Can Apture make Educational Blogging Better?

Apture provides a rich communication platform that allows publishers and bloggers to easily turn flat pages of text into multimedia experiences. I'm just a new user, so my review is going to focus on what they say, and what I've experienced so far.

You must sign up for apture, and then insert a line of code into your blog/website. Apture then detects you're using it, and opens a small editing toolbar, which allows you to highlight words in your content, and to search for related content.

Once you find the content, you can link to it. When a user visits your site, any linked content can be opened in a small window that you can reposition anywhere on your browser. Try it.

Apture Search and Content Selection
I've not used Apture for long - this post is an experiment in using it. But one concern I have is in how Apture searches for and suggests content for embedding. The default search provides content in these categories:

- video
- images
- reference
- News
- Maps
- Music
- Documents
- web pages

Good, useful categories. But the content it suggests within these is pulled from specific sites - so for images, you get flickr, yahoo image search and wikipedia (could they not get a deal with google images?). For reference they use
wikipedia, crunchbase, imdb and amazon. For news it's the Washington Post, BBC and BBC archive. I'm not sure how they made their selections, but I'd be concerned about a narrow search that might return narrow results.

Using Apture
As far as I can see, Apture lets you add all this rich media after you've posted your blog. I like this. Often I publish a blog a couple of times because even if I preview it, I don't get it quite right until its live. And with Apture, I can add content and tweak what appears. I like that approach.

Apture and E-learning
Apture makes it easy to prettify and enrich your blog posts. But a really interesting feature is apture's wiki mode. You can set this so that anyone with an apture account can come in and edit your content. I'd love to see how a group of students might enrich a basic text article - and what they'd learn in the process of doing so. The student as author is so much more engaged than the student as consumer.

Consuming Aptured Content
I've not been on very many sites that use Apture...so I'm testing it here and on my personal blog. It may happen that Apture is just plain annoying, rather than useful. Or it may happen that it is useful to blog readers, and keeps people on my site for longer (which would be of benefit if I made any money through that!).

Making Money with Apture
Apture claims that publishers can 'monetise' content that otherwise lies dormant but I couldn't quite figure out how. Apture themselves seem to be trying to make money through an ad system. Again, not sure how it works. And it doesn't seem aimed at bloggers. One of the reasons I've steered clear of ads on this site is that I would prefer control over the ads that appear. I want to know that the products or services that appear on this blog are good. However, I often recommend books, services and products to people. If Apture had a means for me to embed a link to the point of purchase, then perhaps I could earn a few cents from the recommendations I make. That would be nice. Sigh.

Possible Multiple Choice Quiz Ban

I recently read about Naomi Gadian, a medical student with dyslexia. She's taking legal action to try and prevent the use of multiple choice exams as part of doctors' training.

Naomi believes that multiple choice exams discriminate against dyslexics and wants the General Medical Council to scrap them. If she wins her case, all medical schools might have to drop the exams.

But it's not just medical schools who'll have to change. Institutions across the world rely on simplistic multiple choice quizzes to test learner's knowledge. It's how the UK government tests learner drivers. So as Naomi Gadian's solicitor, John MacKenzie, has pointed out, "Every professional body or employer who relies for a professional qualification, or as a promotional gateway, on multiple choice questions is heading for a fall."

Is it true that students with dyslexia are discriminated against in multiple choice quizzes? I'm not sure.

Students with dyslexia are usually allowed extra time in written exams. Multiple choice quizzes are no different. Students with dyslexia get extra time to complete these. However, a student with dyslexia may struggle in particular with multiple choice exams due to the particular eye control it takes to read AND select the correct option.

It doesn't state anywhere if Naomi is struggling with a paper exam or a PC exam. But I'm assuming it's e-learning. Today, most e-learning content produced by professional bodies or employers is screenreader compatible. It's designed to be accessible to blind or visually impaired students. In fact, any learner can choose to read text with the assistance of a screen reader. The correct answer can be typed in. There are lots of ways in which a student with dyslexia can get assistance in completing a multiple choice exam to the best of their ability, so I'm not sure how this case will proceed.

However, Naomi doesn't just seem to be questioning how the questions are delivered. She's also questioning whether testing a doctor's knowledge using multiple choice questions is valid.

The BBC quoted Naomi as saying "In normal day life, you don't get given multiple choice questions to sit. Your patients aren't going to ask you 'here's an option and four answers. Which one is right?'"

I hope not. Any time I've been to hospital or my doctor's surgery, I've given the doctor as much information as I can about my problem. Then I've expected the doctor to generate a list of possible options, which they may or may not share with me. I get to wait as they select the option they think is the most likely one.

So it seems to me that multiple choice questions are not the best way to test doctors for this type of knowledge. Multiple choice questions ask a question and provide the user with a list of possible answers.

However, user input quizzes (whether spoken or typed) more accurately reflect the situation Naomi describes. But would she be happier if user input questions were used? User input questions simply ask a question and require the user to come up with an answer. User input questions are an awful lot harder than multiple choice questions. It's sometimes hard to find the right answer when staring at a blank sheet, or at an empty screen. User input questions reflect real life.

I think that the real reason much e-learning relies on the multiple choice question format is that it's easy to write. And it's easy to assess. And I think multiple choice questions are easier for learners to pass - the odds of getting it right are usually 1/4. Much e-learning is over-reliant on multiple choice quizzes. It's easy. It's sometimes lazy.

But ban them and what happens?

100 useful web tools for different kinds of learners

You might not need 100 useful web tools, but you'll probably find one or two little gems on this list sent to me by Fiona King.

The list groups tools according to the type of task in hand (podcasting, mindmapping, notetaking), but has also organised them for various learning styles.

If you're an auditory learner who learns best hearing text rather than reading it, you can scoot down the list and check out sites like readplease.com, which can read aloud text for you (and is apparently also a great proof-hearing tool).

Freestyle Mobile e-Learning

I was in Morocco recently for a holiday. It struck me that in the family homes I visited (Fez, a village near Khénichét outside Sidi-Kacem, and Casablanca) that the dominant technologies were satellite television and mobile phones.

The TVs always seemed to be tuned into American movies (I only saw horror or action movies) or programmes like 'Real Life Survival Stories' or 'The World's Dumbest Criminals' with Arabic subtitles. TV was watched passively, with little comment.

Some of the phones in use were modern, some were ancient bricks. But every house had at least one mobile phone, and it was obvious every adult aspired to own one. Everyone expressed great admiration of the phones we had with us - not for what they looked like, but much more for what they could do - surf the Internet, send and receive email.

I visited a small village school in the North of the country. The classroom was basically equipped - desks, books, a blackboard. There were no computers. In the family homes I stayed in, I saw just one, quite old laptop. And Internet access wasn't cheap - I saw one package advertising access for approximately 20 euro per month (the average daily wage in Morocco is about $3.50).

Education is hugely important to the average Moroccan - it can greatly increase a person's earning power. So acquiring knowledge is important. In classrooms where books are precious and computers are non-existent, it seems to me that mobile phones allied with an affordable data plan could become a leading learning technology.

Learners learn best when the knowledge is necessary, relevant and timely. I know that I use my mobile phone on the go to get the facts I need for the situation I'm in or am about to face.

And these facts aren't delivered via bite-sized SCORM/AICC compliant e-learning modules. They're freestyle - thrown at me by Google and consumed in text format. And no matter how low-fi this solution is, it fits my needs and it works. Of course I'm not earning any points in an LMS. I'm not getting tested on my retention. But I'm getting more done, and doing things more effectively in real life.

I guess I'd like to teach the world to browse, with affordable data plans...

An tÚll Mhór - Learning Irish in New York

I'm in New York from tomorrow for 8 days. I'm there to talk to Irish language learners and teachers about what they use to learn Irish outside of Ireland. I've been working really hard to get the podcasts, flashcards and quizzes ready for launch on www.talkirish.com - I haven't got an official launch date just yet, but I'll email everyone who's already signed up and post here as soon as I do!

Seems like Irish is a hot topic now, and Des Bishop, the Irish-American comedian, has a great show called 'In the name of the Fada' which tackles the national problem with the national language. Catch up with the show online at RTE.

Des's website, www.desbishop.com, has a link to some interactive Irish learning materials. The materials certainly look good, but I haven't had a chance to test the content out yet, and I'm not sure at what level it's aimed at. If anyone else has tried it out, let me know!

LexDex - online and mobile flashcards

LexDex is a new mobile and online language learning tool I found recently. It's pretty simple to use (though a bit buggy at the moment).

LexDex is a website with a database specialising in language textbooks. You can browse the database, select a textbook and use LexDex to output the content to flashcard for online or mobile study.

First you have to create a profile (which refreshingly just requires your email address and mobile/cell phone number). In order to output to mobile, you have to choose your phone make and model.

After that, I found it quite easy to search for a textbook, and to select a chapter, then select the words I needed to learn. LexDex does output them to online flashcards,mobile flashcards or as a study guide.

The online flashcards are quick to generate and are pretty standard, although I couldn't get the audio file to work. Maybe this is coming soon?
The study guide is just a HTML page with the words you're trying to learn in table format - you can also output to PDF, although I imagine have an editable doc is more important.

I found I could output a limited number of flashcards to my mobile. The process worked - I got an sms with a link to my flashcards, and I downloaded and installed the java app. Pretty soon I could view my cards on a clean, easy to use GUI. There was no audio. But when I decided to download a second set of cards, I got into trouble. Both files seemed to have the same name, so I couldn't get the second set of cards to work. LexDex still feels like a beta product.

LexDex was designed specifically to produce mobile flashcards for foreign languages. But now the team are expanding towards other subjects and are developing games. The tool was created by 3 Americans - Edward Kim, Joseph Constanty and David Pauker. They recently graduated from university and are now living in Shanghai, China. To date, LexDex has not been used by any universities or businesses, although the team are working on developing partnerships with local schools in Shanghai.

I've mentioned that LexDex use a team of databasers to input all the information from text books for use on the site. The input is checked before publication to the site. I'll admit my main concern about this website and tool is the copyright issues behind behind this.

When I asked LexDex for more info on their relationship with publishers, I was assured that publishers have been 'pretty receptive' to the idea of LexDex using their books to create flashcards, as they see LexDex as a complementary tool rather than a supplementary one. LexDex openly states it does not intend to replace the teacher, class or even the textbook, but to help students study.

I imagine the idea of generating more sales of a textbook through LexDex does appeal to publishers. However, LexDex does not actively promote the sale of any of the textbooks from its site. I imagine it would be easy to hook up to the Amazon book store, so users can purchase the textbook they aim to study, if they don't already have it. LexDex haven't (yet?) implemented this step.

And what will happen if any of the publishers decide that they want in on the revenue stream from the flashcard sales? LexDex will soon be charging a very reasonable $7 per book for the ability to access and create flashcards for 6 months. Although it's early days, and there can't be a huge revenue stream in this tool alone, I can see publishers in a tightly-squeezed publishing industry eventually demanding their slice of this pie.

Lingro launches new free language learning tools

Lingro have translated their site into French, Spanish, German, Italian and Polish, so massively expanding their targe user base.

And they've launched some brand new FREE language learning tools (again I ask, HOW are they doing it???). I've not had a chance to play properly with everything, but I've grabbed two of their widgets to help ESL readers of my blog.

The first of these is a badge that enables users to open my page in Lingro. This means they can then translate it to the language of their choice. If this is helpful for any of my readers who have English as a second language, please please let me know! It's near the bottom of the right-hand column - try it out now.

The second widget for your blog or website displays a real depth of thought from the Lingro team. When users find a translation missing in Lingro, they can use the widget to contribute a translation for the missing word. This is clever because although the Lingro team have put a huge up-front effort into creating their tools and resources before launching, the Web 2.0 model of their ongoing project requires user-generated content to continually add value. Disseminating widgets to where their people might need them most is a great idea.

I haven't had time to check out the other tools, so if anyone has a go and wants to feedback here, they're more than welcome!

New FREE Lingro language learning tools include:

- a "sentence history" page that lets you see the sites you've visited through Lingro, the words you clicked on and the sentences they were in.
- A new dictionary building tool that lets people enter translations of missing words.
- A Swedish dictionary which translates back and forth between all the other languages on Lingro (Lingro say they've had loads of requests for it from users).

I'm a fan of Lingro...but I'd love to know what other people think! Post a comment with what you think of Lingro's new tools.

Check out my previous post on Lingro for more info on the website and tools.

Talk Irish - new website

I've been really busy this week, trying to launch my new website, www.talkirish.com. I've finally got it up - although I'm still tweaking it - so make sure you go and check it out.

So what's www.talkirish.com all about? Well, it's an Irish language learning website, aimed at adult learners who have a cúpla focal or or no Irish. Right now, we're working hard to publish lots of free Irish language learning materials - such as podcasts, flashcards and language learning games. They're not live yet, but we're going to launch these as soon as we can.

If you're trying to learn Irish, or if you know someone who's trying to learn Irish, go to www.talkirish.com or sign up now for our podcasts. The more people I can sign up in advance, the more free learning materials I can provide on www.talkirish.com!

Learn about ancient Celtic Law...and how to make money on a leap day

I didn't know that St Patrick and St Brigid were the two who started the whole tradition of enabling women to propose marriage on a leap day.

Apparently St Brigid had a chat with St Patrick about letting women have the right to propose to a man. And the cautious St Patrick ruled that woman could certainly propose to a man. But only on a leap day, which falls once every 4 years.

In Scotland, the tradition developed that if a man rejected a lady's proposal on a leap day, he had to pay a fine, ranging from a kiss to a new silk dress.

And did you know that if you're proposing to a man, all you need is a football, not a diamond ring. Are men really so easily pleased?

Anyway. I'd advise anyone to have an enlightening 3 minutes with this videojug.com production, and then to spend the next 12 hours either hiding from ladies, or stalking gentlemen.

What is non-linear video?

When I first worked for the BBC in 2002, I'd come from a corporate e-learning background, where I learned how to write a non-linear video simulation. These simulations enabled a learner to watch an opening clip, then choose from a number of options. Each option led the learner to another video clip.

These non-linear video simulations reminded me a lot of those Choose Your Own Adventure novels I used to read as a kid - you read a chapter, then got to choose an action at the end. Then you'd turn to the right page to see what happens.

I didn't live long in these adventures. Mostly I got ate by a Dragon or fell down a well (much more interesting than the e-learning equivalent, where you could make your boss look disappointed or perhaps fail to sell a printer).

So when I joined the BBC, I talked about potential of a non-linear approach to using video. But I found it very hard to get people from traditional media to understand the concept. Five years on at the crea8ivity.com event in January this year, I was surprised to hear how little things have changed.

The phrase non-linear video was bandied about during the event by a few different people - Emma Somerville - BBC Head of Interactive TV in particular used it - but nobody seemed to have a clear idea of what non-linear video is. There seemed to be an impression that simply by allowing viewers to choose which video clip they wanted to watch, you were creating a non-linear video experience.

Well not really.

A video clip played out on the web or any other platform are still 'linear video'. For me, a true non-linear video experience is about scripting and providing content that doesn't have to be played out in a straight line - content that plays out in response to user choice.

NON-LINEAR VIDEO LEARNING EXPERIENCE EXAMPLE
On a freelance project, I once got to script, shoot and build a really interesting non-linear flash-based video quiz. It used a pool of video clips in conjunction with a database of thousands of questions and images.

The design meant the learner could play the game millions of times, without ever getting the same questions. The video clips slotted together in response to the user's actions.

The game was a hit with our testers and the ROI on the game was massive. For a small investment, we ended up with a fun quiz game that could be used again and again. And we could update the quiz database whenever we wanted, providing fresh content.

LINEAR VIDEO LEARNING EXPERIENCE EXAMPLE
For the same project, I also wrote a soap opera. It consisted of 5 short episodes that had to be watched in order. The learners couldn't interact with it. It couldn't be updated. And it cost a lot more to produce.

I didn't feel that many content producers at the crea8ivity event were clear on the distinction between delivering linear video online and creating a non-linear video experience. I got the impression that people thought that once you put a documentary or short film or video clip online, it somehow stops being 'linear video'.

It doesn't. Non-linear video content needs to be carefully scripted from scratch - check out those old adventure novels! You can't take a Barbara Cartland novel, cut it up into 10 chapter, then upload it as 10 word documents and call it interactive. Sure I can choose chapter 7 instead of chapter 1 first, but the content isn't designed to be experienced that way.

I didn't think that the BBC presentations did anything to enlighten the content producers about creating non-linear video. We were bombarded with 'exciting new formats' like

- made for mobile Tardisodes
- Minisodes from archive material
- web-only programming experiences

It struck me that what the BBC are doing at the moment is creating fancy names for video content, instead of actually looking at how to create interesting video experiences.

And instead of the BBC working with the content producers to create interesting new video content, they're bamboozling them (and their audience) with fancy new names for what is essentially always always the same thing - a 5 minute linear video clip...

This is an old link...but still interesting...check out samsung's interactive film showcase. There's 10 characters. 1 event. 10 possible endings. And 11,000 ways for the story to play out.