Category Archives: conference

Mahara at MoodleMoot.de 2012

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Last week, the German MoodleMoot 2012 took place in Münster. Sigi Jakob-Kühn organized the session entitled “Mahara-Netzwerk – Austauschworkshop für Akteure und Neugierige”.

I was honored to have been asked by her to give a virtual presentation and be available for Q&A afterwards. Thankfully, Sigi could get a time slot that was not too bad for NZ time. Thus, I could stay for the entire session and learn how Mahara is being used in Germany and in Austria by schools and universities through mini presentations.

This event showed me that I should practice presenting in German more as I stumbled through some of the words and sentences more than I would have wished for. Being used to speaking English all day, I am a bit rusty in German. Following the presentations of members of the audience was much easier. :-)

Mahara 1.5 steht for der Tür

There’s also a recording of my presentation which includes the 2 minutes that I could not be heard in Germany due to Skype losing its connection and me not realizing it as I was in presentation mode.

Oskar-von-Miller Schule Kassel

Claudia Schmidt reported how the Oskar-von-Miller Schule in Kassel uses Mahara. The students keep their electronic portfolio in Mahara and use it as basis for face-to-face discussions with their teachers. They have certain activities to fulfill that they post on their pages.

The students also keep an application portfolio with which they school has had great success (after a great deal of convincing of potential employers to consider them).

Pädagogische Hochschule Wien

Thomas Strasser showcased how his students use Mahara to document their experience of their student teaching for their practical studies. They do not only use one type of portfolio, but depending on the purpose, there are three types that are important:

  • showcase / presentation portfolio
  • reflection portfolio
  • process portfolio

They experiment with a number of ideas from the Mahara 1.4 Cookbook to make the portfolio work more relevant for the students. The portfolio is not seen as assessment portfolio but rather as vehicle for giving constructive feedback and discuss it with peers instead of just with an instructor. They also emphasize social interaction and encourage their students to publish hobbies and special interests on their profile pages for others to discover and connect with them.

Language Center of the University of Leipzig

Kátia Aiko Murata Arend outlined how she uses Mahara with her Portuguese language students. She uses it with her students to collect and reflect on texts for media and text analysis thus keeping all her teaching and learning material in Mahara. The students add to that throughout the semester and are highly motivated using this medium in their studies.

KAMahara in Karlsruhe

Norman Mewes and Sigi provided some examples of how they use Mahara in the school context. KAMahara is a Mahara installation for a project which is used by a number of schools to explore its potential.

Students use the ePortfolio to apply for jobs, for example. They also do not wait to make their pages available to their teachers until they have finished their portfolio, but give them access throughout the development process to invite feedback and improve their showcase portfolio which they are going to use for their job application along the way.

Sigi showed us a couple of examples highlighting students who use Mahara to document and reflect upon their internships in the real world. She showed how different the portfolios of the students can be depending on the preference of the students and how they wanted to express themselves.

During the MoodleMoot, a number of presenters had another presentation slot in which they went into more detail regarding their use of Mahara. But already these brief showcases allowed me a glimpse into how Mahara is being used in German schools and German and Austrian universities. The variety of uses is fantastic and also the getting together of the practitioners to share their ideas and discuss them with each other.

A weekend amongst hackers

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Blackhat, whitehat, rootkit, cyber security, and bugs are just some of the terms that flew around my head the past weekend because I went to Kiwicon V. Having gone already last year, I kind of knew what to expect and was very much looking forward to 2 days of technical bombardment interspersed with demos of how the talented hack into the system of their choice.

Mind you: hacking is not just the bad, bad guys. There is also a lot of good coming out of hacking: software / web site producers are made aware of security holes in their systems that could be exploited by not so kind people.

It was amazing that some companies don’t care at all: vt for example took down 5 software packages frequently used in Hollywood and only 1 company really talked to him. Others were not as willing and still haven’t fixed their bugs.

I learned:

  • how insecure the iPhone is and how easily you could read the RFID information stored on an EFPOS card by using a mobile device.
  • that poop has an ASCII sign UTF8 character Unicode code point but in contrast to the snowman sign, it cannot be used in a URL. Go figure.
Poop can't be used as URL

Poop can't be used as URL

  • not to say CyberWar if I didn’t want to start on a drinking binge.
  • that I didn’t understand Erlang and couldn’t defile MacOSX on my own.
  • how to go rogue.
  • how to hide images in images.
  • about the National Cyber Security Center.
  • how not to go about your first hacking job and that if you do you better know some people in high hacker circles.
  • and was reminded of the security fails of the last year.
  • and much more

This year’s Kiwicon was the largest so far. There were over 600 participants, and we were in Wellington’s Opera House as the previous venue would not hold as many people. Just imagine 600 people mostly clad in black in the middle of Wellington on a sunny weekend.

Kiwicon is not just a conference, but it is an experience. The pre-conference emails are the funniest ever, the registration process produced random quotes as comments that made you laugh, name tags were not your typical plastic around paper, but laser engraved leather and VIP had hand-made ones. Participants can also learn how to pick locks and handcuffs, and how to work in a team to hack a big organization who does evil.

I am already looking forward to Kiwicon VI to learn even more and be awed by the things that some people find when they look more closely.

While listening to talks on exploiting RFID technology and hiding information in pictures via steganography, I was wondering how secure EyeFi cards were. Could somebody put malicious code on them which would alter images put on the card so that when they are transferred they would not just include the image taken by the photographer but also some hidden information, possibly code that could endanger the computer / server where these images can be uploaded immediately wirelessly?

Notes and observations from the PESC Data Summit

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The PESC Data Summit Fall 2011 took place in San Francisco from October 12-14, 2011. It is a regular meeting of organizations that come together to discuss and further interoperability between educational systems. PESC, the Postsecondary Electronic Standards Council, “enables cost-effective connectivity between data systems to accelerate performance and service, to simplify data access and research, and to improve data quality along the higher education lifecycle” (PESC info sheet).

In order to achieve that PESC develops XML standards that are community driven and open for anyone to use. Because of the involvement of institutions of higher education as well as vendors / producers of software for that sector, it is hoped that the standards that are being developed have high relevance and are a result of actual demand and thus are more likely to be implemented by vendors in their products.

PESC has a number of workgroups and taskforces. I participated in the ePortfolio workgroup and learned a great deal about how PESC views ePortfolios and what academic institutions in the U.S.A. and Canada expect of an ePortfolio. PESC looks at an academic ePortfolio for which tracking of competencies and assessments are important components. Furthermore, the academic ePortfolio will be used in academic advising, e.g. for future career paths or further studies. Therefore, it must be machine- and human-readable. Transcripts that are moved from one institution to another and can be stored (or a link to them) in the ePortfolio are a necessity. Thus, the ePortfolio is not entirely learner-driven, but it has a number of prescribed content that it must contain in order for an in-taking institution to get a more complete picture of a student.

Besides discussing the ownership of the portfolio, we particularly looked at standards for portfolio data exchange. PESC does not have to come up with its own standard if there is already one that is in use and that is usable for PESC purposes.

There are not too many ePortfolio schema around. Leap2A and Desire2Learn’s XML export structure were put forward. The IMS ePortfolio standard was put aside as not being suitable because PESC does not only require the moving of content artifacts but also of assessment information.

As PESC tries to implement XML standards, Leap2A would not work exactly because it is based on ATOM feeds. However, it was discovered that CETIS is working on a Leap2R standard that converts Leap2A into an XML structure.

There is more analysis needed to look into how Leap2A/R could be implemented and what kind of data can be pulled from other systems. Even though it would be quite handy to get everything automatically in an easy-to-read and easy-to-process format, I think that not everything can and should be done (in the beginning). Implementing web services that assist in the transfer of information is not to be taken lightly. If every software involved in the process is expected to support these web services, uptake may be slow as high costs may be involved in developing the necessary interfaces.

I think it is important to define a priority list for connectivity, exchange of data, and export of ePortfolios. Being able to pull in transcript information into a university’s portfolio for advising purposes is all well and good. However, if the purpose of the advising is to find a graduate school for the student that will take him away from his current institution, then being able to export his portfolio and import it into the other institution may be more important to the student and he’d be happy to include his transcripts as secure PDF documents only instead of having them transferred automatically.

A pragmatic approach may be useful in order to get an initiative started and to see how it is being received instead of trying to accomplish everything.

In New Zealand, the Ministry of Education is funding the LMS-MyPortfolio Interoperability Project which aims to connect the major LMSs used in NZ schools to MyPortfolio, which is a Mahara installation. The main areas of work are:

  1. account provisioning
  2. notifications
  3. moving content

In order to achieve this, a web services stack has been implemented in Mahara which allows other LMSs (and also Student Management / Information Systems) to consume these web services and thus connect to Mahara.

The account provisioning project part is the most advanced. Sometime during the discussion of what to enable besides account provisioning, group creation came up. However, the actual implementation of total group management via the LMS was not activated for MyPortfolio because group admins should still have the possibility to add users from outside of their institution who have accounts on MyPortfolio to their group or remove users without having to check back with the LMS. The attempt to manage everything via the LMS would have been far too complicated and would have had to take a number of exception as well as special rules into account. The “low-hanging fruit” was the implementation of account and group creation via the LMS as well as initial group membership provisioning. However, the updating and deleting of groups was abandonded for MyPortfolio because it is a Mahara instance that is used by many schools (over 810 at the beginning of October). Had it been a Mahara with just one institution, the group management via the LMS would have worked better.

Besides the administrative concerns, other thoughts need to be heard. MyPortfolio (and Mahara) is a learner-centered portfolio application and thus the users should have as much freedom as possible. Therefore, governing all groups via LMSs would be in direct conflict with this ideal. Of course, the students who use MyPortfolio are connected to a school and thus have to follow certain rules, but MyPortfolio should still be different from a LMS.

That does not mean that no formal assessment documents can and should be included. However, the amount of information or group membership making it into a learner’s account is the question.

Coming back to PESC: Being aware of the work that is going on in the U.S.A. and Canada as well as thinking about possible connecting points for future development work in Mahara is beneficial in order to advance possible integration work with other systems.

MyPortfolio: New features

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Over the last few months, a number of developers at Catalyst have been working on new features for Mahara. Version 1.4 was just released in mid-June and there is already a host of new features available. It’s amazing. As we were going to update MyPortfolio.school.nz for August 1, 2011, I decided to hand in a proposal for MoodleMoot NZ 2011 that focused on these new features as a number of Moodle users are also Mahara users. Mahara is well-known in New Zealand as MyPortfolio which now has over 700 schools registered.

The presentation focuses on the features that the Ministry of Education asked us to implement for MyPortfolio. The development work also goes back to Mahara itself. There are so many new features that I didn’t even include all, but left a couple out that are important for site admins.

This was my first MoodleMoot, and it was a good experience. I got to meet people that I knew from Twitter, webinars or had heard about in other contexts. It was great to learn more about how Moodle is used and what can be done with Moodle 2.

MyPortfolio: New features

Inspire and be inspired: Emerging Leaders Symposium 2011

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A big THANK YOU to the crew from Albany Senior High School who organized the Emerging Leaders Symposium from April 28-29, 2011. It was a great (un-)conference that brought together up-and-coming educators from around the country to discuss leadership in schools and how (young) educators can be assisted to become leaders in their school communities.

Though I am not a teacher in a NZ school, I could still attend the symposium and am happy that I had the opportunity to do so because I learned a great deal, talked to teachers who do amazing things in their schools, and also got a glimpse of Albany Senior High, which is not your typical school. ASHS embraces openness in a number of ways: open education, open classrooms, open teaching, open source, open learning spaces. In an unconference session, Stonefields School, a primary school in Auckland, presented the thoughts behind their new building. It is great to see that some schools break away from the tradition model of organizing school and follow alternative roads.

Thursday, April 28, 2011, was the conference day with a keynote by Mark Osborne, followed by World Café where we discussed how leadership inspires, motivates and supports us, and how we can be more effective leaders ourselves. In the afternoon, 10 of us took the plunge to present in the pecha kucha style of presentations.

Coming up with 20 slides for 20 seconds each was a major challenge for me because I tend to have fewer slides in 400 seconds. It was great fun to lay out the presentation and think about the time restrictions as well as the photos and graphics that I wanted to use to represent what I was saying.

As I am bad at knowing when exactly 20 seconds are over, I added a small circle at the bottom of my slides to which I assigned an action so that it would run across my screen in exactly 20 seconds. Thus, I knew how much time I still had left and whether I needed to cut my sentence short or prolong a little bit (the ball can’t be seen in the recording as I stitched it together with the slides and the Flip’s audio). I got that idea from Ignite Wellington where a ball moves across the screen all the time indicating when a slide is going to be switched.

When setting up my presentation, I forgot to take into account that the transition added another second to my presentation. Thus, I went a bit over pecha kucha time. :-( For next time I also know that I need to test whether screen recording works with the projector. I had the most difficult time connecting and in the end had to turn of my screen recording software. Luckily, Mark recorded all sessions so that I could use the audio from his recording and add my slides to it. The slides can also be viewed on Slideshare.

The topics of the other presentations included for example what education can learn from cricket, lessons learned from travelling that are applicable in school, gamification of learning, game theory in education, social media for learning, minimally invasive education. After the pecha kucha session we did “speed dating” to talk to a number of people in a very short time reflecting on the presentations.

This first day was a high-powered day filled with many different impressions and activities (I shouldn’t forget the introductions: 3 words that I identify with and only then could you say your name) and still enough time in between to chat with attendees.

Friday morning was reserved for 9 unconference sessions around the topics that the symposium participants were interested in. This unconference also gave us an idea of what it feels like to teach / learn in a Learning Common at ASHS.

After the unconference we got together in focus groups to prepare short presentations and also questions that we wanted to pose to Secretary of Education, Karen Sewell, who joined the symposium in the afternoon. The focus groups were on M?ori achievement, collaboration, science, personalizing learning, and leadership.

ELS11 was a great conference with the right number of people in a fantastic location where innovation could be tasted. If I were to draw a conclusion, I would say that these two days were all about sharing, connecting, collaborating sincerely (the vision from my focus group) and building community not just within a school but across schools. Schools already have great emerging leaders in their midst. These need the encouragement, space to grow and possibilities to show what they can do.

In response to a number of questions, Karen Sewell asked: “What’s stopping you?” Apparently, nothing much because ELS11 was an initiative that was born out of the wish to connect with other people, the science focus group is going to organize an unconference for science teachers, and there will be an ELS12.

If you want to read another participant’s reflections and summary of ELS11, you can do so on Tara’s blog.