October 2, 2012




Week 8: Sharing Video

April 29, 2008

After hours of work I finally succeeded in getting video up and into my blog…whew!! Freevlog was very useful. I still need to learn a lot more about Movie Maker but it doesn’t seem impossible to figure out.

I also spent a lot of time trying to do a subtitled version. I did succeed in the end but the English ended up in the place the Swedish was supposed to be and vice versa. I also failed to embed the code but clicking on subtitled version will take you there! I can imagine a lot of uses for dotSUB.


April 25, 2008

Vodpod videos no longer available. from www.teachertube.com posted with vodpod

April 23, 2008

Websites to find video (Note- not all videos on these sites are usable in OER):

Vidipedia   – the free video encyclopedia that anyone can edit.

Video Lectures  – On demand and free video from the worlds leading scientists. The main purpose of the project Videolectures.Net is to provide free and open access to high quality video lectures presented by distinguished scholars and scientists from many fields. The portal is aimed at promoting science, exchanging ideas and fostering knowledge sharing by providing high quality content to the scientific community and the general public. I had a bit of a problem because there was a blip in the code (an extra space had worked its way into the example).

TeacherTube – Videos for teachers by teachers. TeacherTube’s goal is to provide an online community for sharing instructional videos. It is a site to provide anytime, anywhere professional development with teachers teaching teachers. As well, it is a site where teachers can post videos designed for students to view in order to learn a concept or skill. The service is free for everyone. When I tried to put in a video from this site I had to install a WordPress buttom in the menu. It worked well after that so I didn’t have to follow the complicated instructions that I found on the site.

Archive.org  – Old style videos, with an increasing number of new ones. The Internet Archive is building a digital library of Internet sites and other cultural artifacts in digital form providing free access to researchers, historians, scholars, and the general public.

Blip.tv  – Took a long time to load. Didn’t seem to work very well.

Sclipo  – Broadcast your skills. I didn’t quite understand what all this was about.

Expert Village – How to videos. Their mission is to build a world-class repository of how-to videos and articles featuring advice from recognized experts in their fields.

YoutubeYouTube allows people to easily upload and share video clips on the Internet through websites, mobile devices, blogs, and e-mail. Everyone can watch videos on YouTube. People can see first-hand accounts of current events, find videos about their hobbies and interests, and discover the quirky and unusual. By registering, users are able to upload and share videos, save favorites, create playlists, and comment on the videos. YouTube is building a community that is highly motivated to watch and share videos. The YouTube service is free and will be supported by advertising.     

Sutree – Collecting how to videos from many other sites. SuTree is a knowledge community and an aggregator of instructional and educational videos.

Graspr– Instructional videos

Scivee – Research published on video

Videojug – Explaining videos

Making video more accessible  Dotsub for making subtitles. This is useful for reaching people who don’t have broadband, or who can’t hear, or who need it in text.

Tutorials for making videos http://www.freevlog.org/index.php/category/tutorial/  – Windows and Macintosh. This was an incredibly useful site!!!!!

KinoDV – Editor for GNU Linux. This is too advanced for me!

Websites to remix videoThis didn’t seem to be accessible from my computer. With the necessary bandwidth, web based editors can solve the problem of not having video editing software on your own computer.

I found this wonderful site with the hundred best tools.


Week 7: Sharing Audio

April 17, 2008


 I can’t believe how many hours I have spent on this blogpost! First of all I would like to apologise about using the view from my desk instead of the view from my window. I work at two different work stations, one at home and one at work, and these two work stations don’t always communicate or have the same capabilities. I got the idea of using the little camera I have perched on my computer at work for web meetings to take a picture from my office. That didn’t work, but taking a picture of the notice board above my desk did. I was quite impressed with the quality.

To listen to the sound file you will have to click on “sound”. The sound will come and after my text you will have some very beautiful music to listen to, so be patient! It is interesting that it was only when I had something concrete like my friend’s improvisations to a well known 60’s song that I began to think about the consequences of copyright law.  In the first seconds of this piece of music you can recognise the song, but I’d say about 90% of the music is improvisation that has nothing to do with the original music. As I understand it publishing this here is probably breaking copyright law. Unfortunately my technical skills are so limited that I couldn’t just cut out the part that is recognisable.  

The most important thing about podcasting and rss feeds is that the podcasts can easily become mobile. That is something that I haven’t tried but I bet it would make my time at the gym more interesting. Well, speaking of the gym, I off! 

More on copyright in education.


Week 6: Taking and Sharing Pictures

April 10, 2008

Tulips from Holland, 2008

One thing led to another when I was trying to complete this lesson about taking pictures. I spent hours hunched over my computer trying to figure things out. I have had a certain amount of success but one thing that I have learned is that I need a new camera! It is worrying that I can’t replicate things that I previously have succeeded in doing. One reflection that I have had is that I wish that I still had students because all of these tools would make it really easy to put together exciting lessons.  

I did not succeed in uploading my pictures to Wikimedia but I did succeed with Flickr. 


Week 5: Wikipedia and Wikimedia

March 28, 2008

Jimmy Wales talking about Wikipedia.


I hadn’t been aware of the amount of work carried out by people in different roles that lies behind the Wikipedia. I still don’t have a grasp on how new material is produced and finds its way to the Wikipedia but it is becoming clearer. Unfortunately, when I start getting a grip on things a lot of technical stuff appears on the page and throws me off. As long as the conversation is about policy, regarding matters of quality assurance, that is accuracy and reliability of content, I can follow the reasoning. However, I haven’t got a clue when it comes to codes, tags and anything that has to do with the technical side of things.


I was fascinated by the number of Wiki projects that are going on…

  • 1 Wikipedia
  • 2 Wiktionary
  • 3 Wikiquote
  • 4 Wikibooks
  • 5 Wikisource
  • 6 Wikispecies
  • 7 Wikinews
  • 8 Wikiversity
  • 9 Wikimedia Commons
  • 10 Related projects
  • In The Hidden Order of Wikipedia by Viégas, Wattenber and McKeon the procedural side of Wikipedia is examined. Their conclusion is that “many aspects of wiki technology lend themselves to the collective creation of of formalized process and policy.


    What impact will free culture and Wikimedia movements have on educational resources and the future of education in general? It is hard to separate aspects of Wikimedia movements and free culture from ICT in general as some elements are integral to both. An interesting question is: What is culture’s role in society? However, answering that question does not fall within the scope of this blogpost ( thank goodness!). Free culture and Wikimedia movements make culture accessible, participatory and enable a greater rate of synthesis.  There is also the potential for increasing the quantity and quality of the resources as well as developing new resources.


    When it comes to the impact on the future of education there are several observations that can be made though there are three that I find particularly interesting.


    Students will be expected to become active both as learners and as producers. This will empower students but increase their responsibility for their own learning. The consequence of this will be the need for new systems for the validation of knowledge as more and more of what people “know” will be knowledge that they have acquired in their quest for knowledge outside of the formal education system.


    The role of the teacher will change as possibilities to exchange, borrow, adapt and produce materials becomes easier but also because students will approach learning in a differnet way. Elements of the movement such as process, democracy and self-regulation should have a spill over effect that can be useful in other areas.


    A fascinating aspect is the impact on developing countries.  Time won’t have to be wasted in reinventing the wheel. Tools are in place tthat can be used for producing and adapting resources to local needs and environments. Where the price of books may be prohibitive, wikimedia can help fill the void.  I could go on and draw some conclusions such as the wikimedia movement will lead to world peace but I think that I’d better stop here!


    Week 4: Copyright and Alternatives

    March 26, 2008

    The Idea of Copyright- History of copyright law from Wikipedia

    Free Culture by Lawrence Lessig

    Towards a Global Learning Comons: ccLearn, by Ahrash Bissell and Jamie Boyle.

    Swedish copyright law

    History of Copyright

    The Statute of Anne 1709, regarded as the first copyright law, gave for the first time the author rights for a fixed period (28 years). This was followed by the Berne Convention in 1887 that established the recognition of copyright amongst several sovereign nations setting out the scope of copyright protection which is still in force today. According to the Berne Convention an author does not have to actively register or otherwise apply for a copyright to be applied to the work. As soon as the work is written or recorded in some physical medium its author is automatically granted exclusive rights to the distribution of the the work and any derivative works unless the author explicitly disclaims them or until the copyright expires. In the beginning it was a legal concept covering books but now it has grown to having a significant effect on sound recordings, films, photographs, software and architectural works.


    Technology has produced the possibility for new controversies regarding copyright in areas such as software, databases, database rights, the internet and digitised works in general. Some commentators argue that digital copyright is fundamentally different and is difficult to enforce and others have argued that the Internet undermines the economic rationale for copyright. Since copyright is as it is primarily for historical reasons connected to the technology of yesterday it seems that it is high time to re-evaluate copyright law.

     Global Learning Commons

    Creative Commons (CC) licenses give creators a variety of licensing tools that allow them to make their work availble to the public on generous terms, while retaining the copyright. They are made to be easily understood with icons and metadata so that they can be searched not only for content but also for degree of legal openness. CC licenses are used on many OER with the advantage that they create a commons of material that can be used by anyone without permission or a fee, and they do so in a way that marks the content for computer searching. CC licenses that permit customization and adaption are particularly important in an educational context. They are international and have been translated into the languages and legal systems of over thirty countries.  An example of this use is the MIT OCW materials under a CC license. The materials can be translated and used by users who provide attribution of the materials they choose to adapt; and that the use of the materials be a non-commercial activity; and that the user shares the derivative work openly. Access to educational resources must be free because it is unwise, impractical and unjust to charge for access. There are, however, different levels of freedom.


    Technical unfamiliarity, workload, and standardized curricula make it difficult for teachers to experiment with open educational tools. There is wariness of letting students participate actively in the educational process. Privacy fears and copyright restrictions keep most experimentation hidden. There are issues of quality that may be solved by Web 2.0 tagging and tracking techniques that can imitate many of the market mechanisms. Investment in OER has to reach a critical mass to start becoming selfsustaining. In order to overcome certain barriers to use of OER there will have to be new initiatives that certify that groupings of OER are compliant with a state’s curriculum.


    Why do we need a free culture?

    The biggest argument for a free culture that I can find in Lessig’s presentation is that free culture is that it is natural. Prior to regulation by copyright laws people added to the common knowledge base freely. Lessig points out in his “refrain” that creativity is based on the past. In order to access and use this creativity it must be made free. Freedom is a tradition that encourages innovation and technology allows for new ways of accessing our common creativity. These two together have a potential for improving life for everyone.

     Copyright in Sweden  Much of the discussion of copyright in Sweden today is centered on the revised Swedish Copyright Law that came into force on July 1, 2005. The purpose of the revision was to enable copyright holders to stop the unlawful file-sharing of files, mainly music and movies, on the internet. There is still a question about whether this law achieves its purpose. Four men who run one of the most popular file-sharing sites in the world, The Pirate Bay, were charged with conspiracy to break copyright law in Sweden. Its servers do not store copyrighted material but offer links to the download location of films, TV programmes, albums and software. The website is said to have between 10 and 15 million users around the world and is supported by online advertising.  In both cases, the court found the evidence presented by the prosecution strong enough for a conviction and in both cases, the defendant was sentenced to pay a fine. Both advocates of the right to file-sharing and advocates of a strong, enforceable copyright law deemed the sentences a success for their side.John Kennedy, chairman and chief executive of global music body, the International Federation of the Phonographic Industries, said: “The operators of The Pirate Bay have always been interested in making money, not music. “The Pirate Bay has managed to make Sweden, normally the most law abiding of EU countries, look like a piracy haven with intellectual property laws on a par with Russia.” In general I think that it can be said that Sweden is following the directives of the EU when it comes to copyright and more about this can be found in A Brief Overview of the Swedish Copyright System.    

    March 26, 2008
    Rock carvings at Tangste2

    Week 3: Philosophical Background

    March 21, 2008

    Access to informationIn the globalised world we live in information is becoming more accessible and more important. Technology is levelling the playing field allowing connections and participation that could not even have been dreamt of thirty years ago. But information is only the first step on the way to knowledge, as knowledge is only the first step towards an education. Education: a human right

    According to article 26 of the Declaration of Human Rights

    (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.Education is necessary for sustainable social and economic development and opens up possibilities for leading healthy and productive lives, participation in civic and political affairs and protecting rights. Education is an important tool for empowerment. Because of this, education is a basic human right and access to education is central. Who will benefit?If one subscribes to the thinking of the Enlightenment where freedom, democracy and reason were seen as the primary values of society, then one would expect that everyone would ultimately benefit from a world where there is free access to education and information. An essential part of having an educated population is to see that their needs for information are satisfied. The library movement, free adult education and the folk high school movement have all historically played a role. With information technology in general and free software in particular, the possibilities are even greater.Who is afraid of the access and why?In general, people who don’t trust the reasonableness of people to use the tools sensibly and not abuse them. People who find it hard to make a shift in thinking from a traditional economic type of thinking to other ways of working that produce new structures and possibly people involved in education who maybe have made investments in time and money and are wary of not getting a return on their investment could be afraid of access for all. The most obvious group, however, has to be people who for whatever reason want to deny the empowerment of others.Access for all allows for more giants with many more dwarfs on their shoulders!