Tuesday, October 22, 2002

That's it, the conference is over... GOOD-BYE and thank you for following along.
Response from Jeni to the post below... perhaps you need to associate the .pl extension with perl (in File Types), or perhaps there's an ini file where you specify its location.

Response from Stephen (a bit later): it should do that for me on the install. *grumble*

What, Stephen, you want it to do everything for you? :-p
I tried to download and install the Apple streaming server while the presentation was on. The view loaded and installed no problem. I had to search forever through the Apple site to find the streamer, but I found it. Download went OK, but only when I tried to install it did I realized I needed Perl (who reads docs?). OK, downloaded and installed Perl on my laptop... tried again... the Streamer couldn't find the Perl. Net result: a failed install.
Jeni paraphrasing here about the Spirit of Democracy project: "The project has supplied computers to many schools, in some cases the only computers they have access to. And sometimes they can use this as leverage to gain access to other resources."

This seems pretty cool, inspiring in fact. Using the Net as part of the approach, and the approach itself has a broader social impact. All I can say is, WOW!
URL for the Spirit of Democracy project:
www.unb.ca/democracy/Project/Project2.html
Yes to the difficulty with clients. But OTOH, on the server side, it looks like we might be able to replace our limited-connection, commercial RealServer deployment with this no-limits, open-source Darwin streaming server from Apple. I will definitely be taking a close look at this during the fiscal year. As to letting conference participants play with the stuff... a thought for Fred Webber and crew next year... maybe some streaming tools and other products we've discussed at this conference could be installed on the machines in the Net access room. At WebdevShare 2001, we installed screen reader software on the email machines so that people could review their own sites after attending a particularly good presentation on Web accessibility.
Jeni

But the thing that bugs me . . . I have Quicktime 6 on my machine, so I theoretically could get the live streaming demo set up, but I have Real installed as my helper app that handles rstp . . . so by the time I remembered how to reconfigure my helper app so it would call Quicktime, the demo was over. And trying to get students at a distance to toggle between helpers is just about hopeless. When is this stuff TRULY going to be cross-platform? If QUicktime would play Real, I'd switch over in a minute . . .

Marcy
Suggestion for next year: Use the product from Israel (what was it called?) and have cameras set up around the room so we can broadcast/archive the keynotes, and LET CONFERENCE PARTICIPANTS sign up for time slots to use this stuff!! Make it sort of a learn-as-you-go, hands-on application rather than having it done FOR or TO us . . .

Marcy
Download page for Apple Broadcaster: http://www.apple.com/quicktime/download/broadcaster/
Apple Streaming Technologies - Randy Bowler, Apple


"Equally important is the presentation of subjects... is the material fun? Is it engaging? captivating? You have to get the equivalent of a good book, a real page turner. You don't want content that's linear..."


People used to say, your OS is too closed. "Well, OK, but it isn't any more."


MPEG 4 (supported by Quicktime 6)


  • Scales form narrowband to broadband
  • Provides quality audio and video...

Think of Quicktime as a container... I could put an IMAX video movie in Quicktime (if I had a powerful enough card).


Broadcaster - giveaway product from Apple...

Two quotes I jotted down from John Hibbs, not guaranteed to be word-for-word but faithful to the spirit:
"You can't control the direction of the wind, but you can control the set of your sails."
"We have an obligation to deliver as much as education as possible to as many people as possible as cheaply as possible."
(Contributed by David R. Miller, MCC)
Jeni on Rick Wightman's presentation. Finally, a campus map designed with some usefulness in mind! Forget little mouseover popups that assume we're all interested in randomly browsing the map to discover the buildings; who really uses a map that way? Rick's map is searchable, scalable, context-sensitive, linkable to information on each building and ultimately to student uses like the class schedule and information kiosks on campus. Uses GIS software, which means we might be able to re-use data from the Facilities folks' AutoCAD drawings. Runs on multiple server platforms, including Windows/IIS and *nix/Apache. Client output is straight standard stuff -- HTML, Javascript, jpegs. Information on the project: maps.cs.unb.ca. Information on the GIS software (ArcIMS): www.esri.com.
WWWDEV Listserv: http://www.unb.ca/wwwdev

"Our real customer is society, not the privileged few who make it into the classroom." - John Hibbs


I (Jeni) am adding to this entry with some paraphrases of a couple of John's points.

In our privileged little temple, we talk about bandwidth and which courseware development toolset or streaming technology to use. We forget that not everybody has this technology. What about the other five or six billion people in the world, including the people in our own neighborhoods who can't afford to enter the temple? We are ignoring a massive untapped market, and copping out on our obligation to global society.

Radio is an outreach tool that we overlook because it isn't a sexy technology that attracts lots of funding, and we can't offer the kind of goodies and gadgetry on it that we want to include in our courses. But look at the vast number of little radio stations that, right now, have carrying instructional and public information as part of their charter. If somebody enters our temple from the cold, we can offer him a coat, a hat, a space heater, boots and gloves. But if he can't or won't come in, can't we still offer him a coat? Is he going to refuse the coat just because it doesn't come with all the other accoutrements? And from a marketing perspective, if we give him the coat and it helps him get warmer, we may entice him to come in for the full package.

As we continue to play with our spiffy new tools and toys, let's not forget the good old proven standby tools that already have worldwide saturation (e.g., telephone, radio, fax on demand). Let's remember that people are conditioned to read printed words, look at pretty pictures, and hang onto nicely jacketed CDs. About those marketing CDs, why not put an audio track on them so people can play them in the car -- we can put lectures, course outlines, college band performances, all sorts of things in the audio track to interest them in the university and entice them to pop the CD into the computer for more later.

Let's also not ignore the value of alumni goodwill. After 40 years off the campus of U. Oregon, John is still proud to wear a Ducks jacket. He exemplifies their best marketing tool (aside from Jeni -- also a significant source of income, just ask your Foundation campaign folks). And if we reach out to more of the world, we can leverage more of that goodwill. To an extent, by providing some level of education through alternative means and without requiring that people enter the temple first, we can expand our market as well as the intellectual capital available throughout global society. Win/win/win.

So what kind of content should we put out there? John says that's for us to figure out, but we should focus on producing and stimulating high, self-directed learners. And where are we going to find people who are already high, self-directed learners? Consider the people who are willing to huddle around a radio in a teepee or tent for a lecture from the other side of the world.

Book referenced: The Clock of the Long Now, by Stewart Brand. Think in generational terms, in the framework of the next 10,000 years. See longnow.org

Monday, October 21, 2002

Emphatic YES to Bernadette's comments below! What concerns me is that I often see the technology driving the delivery process. An example, somewhat exaggerated for effect: On the basis of an airplane conversation, a dean decides to use a particular online portfolio package and brings IT into the process $10-20k later. Then we all jump through hoops trying to force the package to meet the actual needs of the college, altering our environment to meet the parameters of the package, and trying to wheedle faculty and students into actually using the thing. Because the package only supports form-based text input, graphic communications students whose work includes varying file formats cannot include their work in their portfolios. Thought was not given ahead of time to the actual human needs that should be met. The focus is on the technology, its interface and requirements and limitations. Even in administrative applications we see developers picking a toolset based not on its appropriateness to the problem to be solved, but on its appeal to the developers in terms of personal interest, resume-building, et cetera.

We can't build without tools, and we can't ignore their possibilities and limitations in deciding how we will use them. But neither should we allow the arbitrary selection of the tools to dictate the structure of what we are building.

An edit/update to this comment. Here it is again. Walter Stewart decrying technical and operational support for researchers:
"What we do in this country is we force our scientists to become amateur comp sci people."
"We are asking the people who are capable of generating intellectual property for this country to spend a great chunk of their lives churning out applications."

Because technology isn't quite transparent yet? Or because we technologists (as a demographic group, with obviously a range and outright exceptions) focus more on the technical possibilities of what we do than on actual uses?

Jeni
We welcome those delegates who have just joined us from the CANARIE board meeting...
I hear what Marcy and Jeni you're saying, loud and clear!! I've taught dozens of workshops at these types of conferences and I consistently emphasize the importance of learning. I always get feedback in the comments, however, that asks for examples of the technology that is used.

I think we need to understand how the technology can be used in order to achieve the type of learning we intend. I think the media (of learning resources and channels of delivery) and the theories of learning (along with their associated methods) are two chambers of one heart. One cannot be discussed with consideration of the other.

When we talk about a good lecture, for example, we also talk about the means by which the lecture was delivered. For example, if the words are eloquent and the speaker passionate but the audience cannot hear the message because of some interference, then the message is lost and communication has not happened. While we need not spend all of our time talking about how to communicate the message, we certainly need to be concerned about our ability to do so.

We cannot design effective learning events without consideration for technology, it's capabilities, limitations, and meaning. I think what we are really asking at these conferences when we look for examples of technology, is why a certain method (the combination of technology and instructional activity) and is effective and how we can use knowledge of that method to improve our own methods.

Yes, we geeks (and I am a card carrying member) tend to be focused on the latest and greatest technology, but all of us must look at technology for what it can offer. It's a both/and proposition, not either/or.

Bernadette Howlett
Idaho State University
(from Allan)
NAWeb is an IW3C2 Endorsed Regional Conference
This committee runs the Int'l WWW Conference series
Check out http://www2003.org
I agree with Jeni, below . .. I'm watching a presentation on streaming video and I'm hearing about tools tools tools. I know how the search engine on this tool might work! I want to hear more about what people DO with this technology!! -- Marcy
http://www.tutorbuddy.com sample streaming video
To paraphrase Marco Kruit: "The business models are very high-level. Reconstructing the model doesn't mean anything to the students. They don't have the experience to understand the model. The model is just a way to think. The students couldn't really get their heads around it. It's just common sense in the end, applied to a business problem."

Yes! The problem with teaching theory is that we teach it in exactly the opposite manner in which it was discovered in the first place. Abstract models, or ways of thinking and looking at a particular situation/problem/reality, are built from observing trends and patterns in volumes of experience. The abstract is built on the concrete, and therefore makes obvious sense to the experienced (whether or not a particular model is agreed with). When we teach the abstract, the student needs concrete experience to make it real.

Many times today, we've heard the statement that online learning is about people, not about technology, and yet we keep talking about the technology involved in the projects presented. Technology should be in the background, ideally invisible and subjugated to the human learning process (though geeks like me may find that somewhat depressing). As it becomes easier to use, we should see it fading into the background more and more. How can we support, encourage, and accelerate that process?

Jeni
Why not make all instruction free? Information, and more importantly knowledge, is a means for survival today. Like with food supply, the supply of information and knowledge determines who has strength and who gets weeded out. It's a dangerous form of starvation because it's physical sympoms are nearly invisible.

We should all forego salary and benefits and do what we do for free, especially those of us who are lucky enough to live in such wealthy circumstance as we find ourselves in this country.
- What's that?

- Today's blog entry.

- Get out - you have a Web log?

- Yup. My daily take on what's going on in the world.

- Wow...that's impressive, dude. I had no idea.

- Wait, don't you have to have something to say?

- A common misconception.




Doonesbury

Note Alan Ellis... AusWeb 03 - check out http://ausweb.scu.edu.au
A request to Chuck Hamilton -- Would you please make this presentation available to NAWeb attendees through Rik, or somehow? As it will be difficult for us to "digest" the learning object model you mentioned after having seen it for only a few seconds. Would very much like to mull over this information. Jeni

OK, never mind, it will be on the NAWeb site, right? Thanks! Jeni
Afternoon Keynote - Chuck Hamilton - Manager, Learning Technology and NewMIC Research Leader, IBM Canada Innovation Centers - Vancouver.
Chuck will speak on Technology Trends We Can’t Avoid In The Evolution of Learning



"I'm a reporter from the field... I'm reporting back what I'm seeing."


Two Things:


    "We're in the middle of a revolution that most people don't know is going on, and if we don't do something about it we will be in deep doo-doo."

    "You're going to see a lot of companies diving into the learning space - there will be many opportunities but it will be difficult to sort out for a while."



Selected Trends:



Demand and Globalization - Sheer Growth. Rory McGreal: Education will be the largest industry by 2010. How big? Total (U.S., Edusource) $102 billion. U.S. department of commerce: By 2006 50% of all North Americam workers will be employed in IT positions or within positions that intensively use IT.



The half life of your skills is dropping, from 25 years in 1975 to 1.5 years in 2000. We do more and more learning while employed, but we're not tracking it. Some 80 percent of the knowledge building that's going on now is tgacit, not formal. We have kids who's degrees are expiring on them and they're looking for help.



More and more people taking online learning. The for-profit model is the largest growing segment.



One learner: multiple delivery channels. Personalized everywhere: any time, any place, any pace. Concepts:


  • Attain versus Retain (prepare me, tell me, show me, let me, help me)
  • Time is the new distance - see http://www.gradschool.com/ - you can get an MBA in 6 weeks no - not saying it's any good, but....
  • It's about blend - find the sweet spot. Tiers: internet, multimedia. collaborative, face-to-face... The 'e' in learning means 'evolution' - it's a mix of different things - we have to make everything available - maybe the 'e' stands for everything
  • Authenticity: my online resume follows me... learners search for authenticity and sort through the offerings... "Where are we logging what you know?" - eg. looking at our emails to see what we're talking about


  • Standards


    eg. BPMI - http://www.bpmi.org/initiative.esp

    The lure of standards: you start with people, who access content. We follow a standard to we know that the content aligns with the learning, and we can test against that.

  • Wireless - Silicon Chalk - http://www.siliconchalk.com/ - helping wireless PCs interact... with, eg. the instructor's whiteboard... and these exchanges are scraped and captured as learning objects... (Bill Buxton http://www.billbuxton.com/ - what invention has most changed eduction? The blackboard - the next one may be the new electronic blackboards)
  • M-Learning - wireless penetration into remote areas (30 mile loops)

  • Educator exodus - "Educators are leaving the profession, through retirement and through career choice... what is going to happen next?" - there will be shortages... "We are going to have to be able to have a physics teacher do more than one school in a day." - we will also need collaboration, tiered mentoring systems (to adapt to time zones), etc - chart here

  • Semantic web - may be the most signifant change in the way we record and document knowledge
  • Learning objects and repositories


"We are in the midst of a revolution led by educational technology and learner demand. We must change our education delivery mindset or risk being lost in the wake!


As the question (of us, preferably...): "Is there anybody doing....?" There are some 200 LMSs in development... we have to stop that.










Pithy quote from Sandy McIntosh's presentation on designing online language learning courses: "It is now possible to offer complete language teaching online; perhaps not yet as efficient as we would like, but still possible." (Contributed by David R. Miller, MCC)



The winners from Mount Royal College

NAWeb Awards (continued)



In the end it was a pretty clear decision:


The winner: Mount Royal College, Religious Studies 2201 http://wwwacad-prep.mtroyal.ab.ca/adc/rels2201

NAWeb Awards


Previews of entries:

Mount Royal College - Ears http://wwwacad-prep.mtroyal.ab.ca/adc/conservatory/
Mount Royal College - Religious Studies http://wwwacad-prep.mtroyal.ab.ca/adc/rels2201

PharmaLearn - (we don't have the password to get in)

iLearn - Basic Concepts of Western Civilization

"We're in a post-industrial society; that model is obsolete."
More comments, on book publishers:


Cost: people aren't going to put up with it any more.

Publishing model: publishers are stuck with the linear model of books, but people don't read that way any more. Even for novels.

Question: the economic model - if I buy a book, I've paid for it, but you don't know what I do with it after that., But with e-books, you charge me every time I look at it.



Answer: that's why we need standardization, so you can read your ebook with different technologies.



Question: you keep using the term 'open source' and 'open platform' but you keep referring back to Microsoft and Windows.



Answer: Publishers are saying, if you want these texts, you're going to have to pay for them. But how do we get the content out there so it's encrypted.



Response; This shows that you're more interest in making your profits.



Answer: The MS E-Reader and PDF are satisfgying the need. There are cost savings there. The publishers are saying, it has to be protected.



Response; bUt you can't do that with a book.



Answer: You an photocopy, but most universities are licensed. You pay royalities, even if you don't know you pay them. Also, costs are so high publishers have to recoup their costs.






Panel Discussion - E-Publishing and You

Suzanne Alexander - Goose Lane Editions

Josie Giovenco - Instantaneous Links

Tim McCleary - Peason Education Canada


Suzanne Alexander


People buy our books for non-educational purposes, to be entertained. We can now fondly remember the Rocket Book, the Sony bookman (it's ok, they will be collectables). The book is not dead. It's just sharing its technology. People are not willing to give up the ergonomics and durability of a good book. So ebooks will be an accomplice, not a replacement, just as TV did not replace radio. It's already happening with CD-ROM enclyclopedias. And it is affecting how books are written, how they are made, how people read, and the nature of authorship and ownership. But there are barriers: slow uptake, copyright issues (eg. geographical territories). Also, except for large publishers, profit margins are slim. And the recent implementations of eBooks have not reduced the cost of acquisition. But while books are here to stay, e-publishing will likely invent new forms of wrfiting, just as the printing press resulted in the devlopment of the novel.



Josie Giovenco


If people had understood the market, the Rocket Books (etc) weould never have been released. People weren't ready, the technology wasn't ready. You will see in time much better technology. The end of this year or next year.


The consumer right now won't buy into this: it's the upcoming people that will. People are saying, how can I go to an open platform an d read such and such a book. Because "that's a book we have to buy" and they won't do it.



Rik's question: what's the equivalent in e-books to a first-edition autographed?



Josie: I have a lot of paper books; paper will never be replaced by digital. But books that we need to read all the time, and books that are not available, are great in electronic form.



(more coming)

Morning Keynote - Josie Giovenco - Bridging the ePublishing Gap: Canada's Past, Present & Future



  • The problem of 'tech flavour of the month' - eg. Rocket Book (little content, proprietary technology)
  • Predictions:

    • analysists see the eBook industry as the next billion dollar industry
    • Industry Canada: global internet commerce $240 billion US by 2003
    • Canadian internet for 1998 was $5.5 billion, 70 billion by 2003


  • Questions:

    • What does cross-media publishing means and why should I bother?
    • Who is buying e-publishing? The consumer? The student? Who?
    • What is all this talk about the Net Generation, do they really exist?
    • How will technology be implemented effectively within tight budgets?
    • Will my technology be out of date in 6 months?
    • Should I do it in-hource or outsource?

  • The Past:

    • People were trying to understand the different meanings of 'eBook' there is now more understanding
    • In-house versus outsource - outsourcing is being seen as the long term solution
    • Proprietary products and e-Content: it was a proprietary product - but we are moving away from that
    • Selling what was produced versus producing what will sell

      • good example here about how people don't want PDF's - "If I have to print it off I'm only saving a dollar"
      • Changing the business model of the printed books
      • lack of organizations defining:

        • Who is the target consumer
        • What are their needs
        • How will we cater to them


      Today...

      • The hardware is in place, with the launch of tablet PCs and convertable laptops
        • The beauty ofd the new products is that they're light
        • Being able to write on the tablet, it's like taking the pen and paper

      • Profitable combination of in-house versus outsourcing
      • Standardization - Windows or Mac ("That's basically the two")

        • We need standard hardware, software and eContent
          eg. Microsoft Reader, Adobe ePDF, Palm - do both


        The Future


        • Understanding the end user
        • Collaborative efforts and teamwork
        • eBooks are on the outside looking in

          • Eg wouldn't it be great to have writers, producers, buyers, readers all under one roof
          • Shift from "technology is a tool" to "technology is life"
          • Implementing cross media solutions
          • Eg. Corel's "Deep White" - http://www.deepwhite.com/solutions/s3.htm

        • Accepting that technology is not a cost, it's an investment
        • "He with the gold, rules" (ack!) - the leaders in the industry are going to dictate the rules
        • Ethical responsibility
        • global philanthropy isn't a checque writing exercise

        Canada is the best placed for implementation. We are a small population over a wide area. Think global, look at the world as a whole. Canada is a great model.

        Questions:
        - What about the ability to make notes, will the new technology allow this?
        - Tablet techn ology is the key here

        I asked: what about open source publishing, open archives?
        - We're past that point where "information should be free"
        - We're past text and html - I am talking about the next step - making texts into digital formats
Starting Monday morning with the keynote...

Sunday, October 20, 2002

Hey, what a great evening! The lobster was great and we got to gross out the chicken guys with the tamale. And "Sin Alley" was awesome. It probably should be illegal to put chocolate sauce on chocolate desserts, but who cares? The HATband was great, too. Thanks to everyone for the fabulous time. (Contributed by David R. Miller, MCC)
The HATband...
Banquet...
The poster sessions are on!! (Allan)
Keynote address - Carl Berger, Director of Advanced Academic Technologies, Collaboratory for Advanced Research and Academic Technologies - Professor of Science and Technology Education - School of Education, University of Michigan. Carl was the Winner of the 2001 EDUCAUSE Award for Leadership in Information Technologies.


This presentation is at http://carat.umich.edu


Back to the Future: How well did we predict the future?



Remember buying a calculator in 1980? how much... $500? Now they are essentially free. What else did we predict?
Detroit Iron (big cars),
Mainframes,
Football




But the big three are now Toyota, Honda and Volkswagen. But we still have 'big iron' - we call them SUVs. And we never saw the advent of microcomputers. And we really copuldn't predict Penn State in the Big 10 (a U.S. college football allusion that was meaningless to us...). Other things: wireless, storage, insulation (ie., security), integrated admin systems, standards (IMS,SCORM, iCAN), open source learning systems (OKI, CHEF), research systems and GRID, learning objects (MERLOT, LOE)...



Predictions:


  • Push as well as pull
  • Redundant databases
  • intregrated reserach, teaching, learning
  • WINWINI (What I Need When I Need It)


How can we predict the future?



Just as prior knowledge is the best predictor of learning, we can use data to make predictions. Eg... Ask them: a faculty survey (1500 of 6000 at the University of Michigen, 743 responses, largely from health sciences). Asked how do they want to learn - most want to learn from friends, etc... the lowest on the list is 'online courses'. "Wouldn't it have been nice to do that survey first" before spending all that money on Netg.


Barriers to use, 1999: no skills, no time... 2001 (after two years of hard work): no time, no skills...
"We began to realize that we're in this for the long haul."


So, what do faculty want to use? Email list of class is right at the top. So, "What do you think we should supply to our faculty?" But guess what professors cannot get from the registrar? Second on the list was "A web page of course material..." and straightforward stuff on down the list.


"When in doubt, ask the customer..."


Student surveys: 1986 - word processing, games (now think: some professors still refused word processed papers because you can spell check);
1991: word processing, games - but messages from faculty are gaining;
1996: word processing, games, messanging faculty (even though they don't like it), surfing the net;
1999: About the same



2002: change the question to see how often you are doing things (because everybody does them at least sometimes): surf (almost every day), reserach on the web, write papers / reports, e-mail faculty, use online reosurces, play games.... But almost none of them selected 'teach / attend online class'.



Other Research....



CoLabInq: Measuring confidence, knowledge and experience... Looked for differences in lab work, differences in schools and colleges, gender, etc...



Will student learning change? Yes... quick list... multi-mopdal, concept map...- patterns of how students go through the material (this is a great image)... as they use more media, they spent more time on things...



Predictions: WINWINI, wireless, ibiquity, learning styles, teaching and learning teams. So we get: technology, but based on changes in teaching and learning. And support.



Vision of the 'Real Processor' - the next killer app (he says) - a combinating of research, teaching and their own personal workspace - for professors, the same except also a portfolio


For students:


  • It used to be they could regurgitate knowledge
  • Then they could explore, interact
  • And eventually construct their own knowledge


For teachers:


  • From knowing the subject...
  • To knowing where to find info on it...
  • To beinga ble to teach it.... to a variety of different students


For support people:


  • We would help faculty for the most exciting things
  • Now we support classroom management and tough problems... and more...
  • And technology will be used to tailor individual learning and evaluate change on the fly

Conclusion: we can predict the future... a little... It's Sesame Street... It will be easier

This presentation is at http://carat.umich.edu





Dr. John D. McLaughlin, 17th President & Vice-Chancellor - The University of New Brunswick

I really like the wireless connection at this conference which allows us to multitask while the speakers are doing their thing....D. Cannell
This is Darren Cannell...checking out the blog...it is working fine...nice idea Stephen.
Yes indeed, blogging was a feature on WWW2002 and I'll be doing something at AusWeb02 Allan
Of course the 'edit your blog' screen wouldn't load when I was trying to show everyone
Welcome to NAWeb 2002
Isn't it interesting that I'm doing this while Stephen is having difficulty on the front screen? Phil O'Hara
We're on a bit of a break now... the main conference starts at 2:00 p.m. ... meanwhile I'll let the webcam show pics of an empty room.
My presentation is here (Power Point Slides)
Open Archives Initiative - http://www.openarchives.org/ - Stephen
Oister - http://www.oaister.org/ - Stephen
Coming back from the break... the pic on the left, btw, updates every 30 seconds...
Finally got onto the wireless UNB network using my own Cisco card. You have to set it to "no SSID" to connect. -- contributed by David R. Miller, MCC
My favorite quote from the first part of this session, spoken by Stephen Downes, "When people ask if they should use IMS or SCORM I liken it to asking if we should use electricity or the outlet." --contributed by Bernadette Howlett, Idaho State University
We're on our break now... It's hard to blog while you're talking
Introductions done; we have a broad array of skills and backgrounds in the room.
I am, now blogging my own session at NAWeb - wireless works (thanks folks :) )