This weekend one of my friends asked me: “So what do we think about Path?”. What DO we think about Path?

I installed it about 8 weeks ago. In fact Path tells me two months and 285 moments ago. I can’t remember who originally suggested it to me. It was at the beginning of a month’s travel around Europe and I had intermittent internet access. This meant I was mainly in capture & broadcast mode (journaling my travels) rather than access & curate mode (monitoring and sharing from information streams). And Path is great for capture & broadcast.

I fell in love with  it, even though I did have to move it to the front page of my iPhone first, so I wouldn’t forget to use it, and go to one of my other services instead. Here’s 5 reasons I do so like Path.

It’s personal

I think the key reason I like Path is that it is intensely personal. Path only lets you post your personal updates. It has various artifacts you can create: a check-in, an update, a picture, a music-update, but all of those are originally created by you, based on an experience you are having. You can’t “re-Path” someone else artifacts either, so only your artifacts live in your Path.

Friends can take several different actions in response to your artifacts, they can Smile, Laugh, Gasp, Be Unhappy, or Love it, and also leave a comment, giving Path a little more finesse than just the Facebook Like or Twitter Favourite or Retweet.

You can include your friends in any update by using the “I’m With” function. This works for anyone on Path, but if your friends are not on Path, you can still include Facebook, Twitter or friends in your Contacts. Only their first name will be used.

The lack of external content, no links, no lolcats, no game updates, no witty videos, makes Path a very different and very human experience.

It’s pretty

Path got its interface right and is much more attractive to look at and to use than some of the big social media giants’ apps, like Twitter, Facebook and LinkedIn. I think this may be because Path is not trying to mimic a website. Particularly not a website that had design flaws in the first place (yes, that’s you Facebook) or a website that is contorted in adding superfluous functionalities beyond its initial function which it did exquisitely (and that’s you Twitter). Path had the freedom to design its app for a single purpose (personal broadcasting) and with mobile and gesture in mind, and that shows.

It has a cover/profile pic combination that most will recognise from the new Facebook Timeline layout, but I had Path before I switched my Wall to Timeline, and I can’t help thinking that Path is what Facebook was trying to achieve (and certainly in its mobile app, fails).

The Chooser where you go to perform an action, is just lovely, and much nicer than a row of links, blocks or buttons.

It’s packaged

Path packages several types of social media actions I regularly perform, into one platform, all started from the pretty Chooser. It also adds one update I didn’t perform but would find great if it was cross-platform.

Location update: I usually use Foursquare for this. With Path I can post a location check-in to Twitter, Facebook and Foursquare and believe me, its location finder is much more robust than Foursquare. You know the “Foursquare Servers are busy” message? Hasn’t happened on Path… However the link with Foursquare is good, and so your check-ins do count.

Photography update: Path photos are very nice indeed and it comes with a good selection of remarkably effective filters (although you have to pay for others). I was using Instagram for this, and find it a pity that Path doesn’t link to Instagram, as I miss out on my Instagram community interactions. However it does allow posting to Twitter and Facebook, and when posting to Facebook, they all go into a Path album on Facebook, making the photos taggable. This is something Instragram has only recently managed and was a big bugbear for me.

Unfortunately when you send a pic to Twitter with Path it doesn’t end up in your Twitter stream of pics (via TwitPic) but just becomes a link to Path, as you can see below. A bit of a fail, that one…

Very Monty Python [pic] — path.com/p/1XdSwX

— Joyce Seitzinger (@catspyjamasnz) January 28, 2012

Creating Path pictures is easy and beautiful. Sharing and re-using them is not so easy. It doesn’t have an embed function on the web page. I’d love for Path pictures to go to Flickr and Instagram.

Music update: I like to share what I’m listening to and follow my friends’ music tips too. It’s how I’m introduced to new bands or genres these days, rather than radio or tv. I used to use Blip.fm but then my use was browser-based. I gave it up when it became buggy and my browser kept crashing. I then switched to Soundtracking on my iPad and iPhone, but my use was intermittent, I never built up a huge community and with my last update, it also became buggy, crashing out frequently. With the Path app I can share songs in Path, which is just with a small group, but I can widen that by choosing to share with Facebook and/or Twitter as well.

Status update: You can write a status and per status, choose to share only in Path, or to also post to one of the four linked services, Facebook, Twitter, Foursquare or Tumblr.

The Sleep or Awake update: This one is new for me. Basically you can set a notification in Path that your are asleep. Path posts this in your timeline, usually accompanied by the time, and sometimes an automated status update or comment, eg “Must have been a busy day” if you go to sleep early. While you are asleep you don’t get notifications from Path. How nice would it be to have a universal Sleep function that was cross-platform? You say “I’m asleep” in one platform, and all the others Facebook, Twitter, Foursquare, Path, WordPress and other notifications are off. I know people will say: “Why don’t you just turn off your smartphone?” but the fact is sometimes I want peace and quiet, but I do want to be reachable by txt, phone call and for my alarm clock.

The “I’m Awake” function held a bit of a surprise, as it makes for a nice communal morning experience, as you and your friends in the same city or region all wake up, particularly on work days.

It propagates

Path can propagate my updates/artifacts to one of four main services. To expand on what I wrote above. You can write a status and per status, choose to share only in Path, or to also post to one of the four linked services, Facebook, Twitter, Foursquare or Tumblr. This works not just for Status updates, but also for pictures, music and location updates.

I’m not a Tumblr user.  I do use the other three avidly and for overlapping but different purposes, and with overlapping but different networks. So being able to select per status which network is appropriate is great. I know there are other services that allow this, but Path makes it very easy with four tickboxes at the bottom of any  update or artifact creation page, whether that’s a regular status update, a picture, location or music update.

You can think of Path as a “feeder app” for the three sisters: Twitter, Facebook and Foursquare.

It’s private

When I say private, I don’t mean it’s closed. It is that too. Path itself states: “Path should be private by default. Forever. You should always be in control of your information and experience.” I’m not sure how they relate this to pictures being public on the Path website as my picture is here. But this may be a setting I haven’t found yet.

But by private, I mean intimate. That is mainly due to the relatively small uptake and who is using it in my circles. The 20 or so people I’ve connected with are all avid experienced social media users, like @haikugirloz, @playnice_nz and @daveymelb. They realise intuitively that Path is a medium and interface that can easily get flooded by too many posts. They also seem to understand that its interface calls for aesthetic, personal updates. So the photos my friends post are artful and intimate, the music they share is one song, just to indicate their current mood, the statuses they post are entertaining and personal.

And I think this last may also be Path’s downfall. It works best when used in a small network by personal friends who are all social media savvy. With no grouping (circles, lists, etc) option, you can’t structure your network into manageable streams. So if I had 450 Path friends (as I do on Facebook), the Path would be flooded and unnavigable.

It’s sad, as I love the app, but I wonder whether it will survive, or at least survive in its current pretty, personal form.

Last Friday the Hawke’s Bay Tweetup (#hbtweetup) was kindly hosted by The Crossing restaurant. The lovely drinks and positively gorgeous food were enjoyed by all the Hawke’s Bay tweeps. But The Crossing offered us another benefit, a data projector, discovered a week before during my reccie. The wonderfully hospitable Richard gave us a code for the wireless and after hooking up a laptop, we had our first #hbtweetup twitterwall.

It was a little distracting at times. In fact at the start of the evening conversation was a little slower than usual as we were mesmerized by the stream, like budgies by a mirror. However, as people became used to it, it became a natural part of the evening’s interactions. Jokes were made via the wall, apologies received, contact with the outside world established with tweets coming from the rest of the Bay, other tweetups in Rotorua and Hamilton, and even from Canada and Australia (we love you too @courosa and @marksmithers).

Why have a Twitterwall at your tweetup?

Most people who attend tweetups bring their own Smartphone which will let them access Twitter via their Twitter apps. However participants have to disengage from the conversation in front of them, to check the digital conversation only available in their pocket. Projecting the Twitterstream on the wall brings the digital conversation into the room in a much more accessible form, allowing the two conversation streams to blend better.

Where else can you use a Twitterwall?

There are of course many applications for a Twitterwall, but here’s three I would encourage people to use in my own education context.

Conferences: this is where I’ve seen Twitterwalls used the most. At a conference you bring together anywhere between 100-300 experts (or even more) on a certain topic. Traditionally only 20-40 people at that conference would be heard from, the presenters. The opinions/contributions/comments/questions of the other attendees were either locked in their own notes, or maybe shared with a few of the people they spoke to at coffee or lunch. The great thing about Twitter and similar tools is that it brings those contributions out into the open, available to conference participants and the wider world in a many-to-many conversation, often referred to as the backchannel.

Lecture theatre: The backchannel function described above can easily be applied to teaching large groups. Projecting students’ tweets on a wall can stimulate discussions, illicit contributions and provide information sharing on a scale impossible in a traditional lecture. Do view the video The Twitter Experiment if you want to see how this has been put in action at the University of Texas.

Learning spaces: If you have open learning spaces in your institution, you may want to set up monitors displaying a Twitterwall, allowing learning services, librarians, IT services and others, to share information as well as students & teachers. In this way, the Twitterwall can become a support mechanism for a vibrant learning community.

What tools to use?

On Friday night we switched between four of my favourite Twitterwall tools. Most Twitterwall tools provide you with a set up screen and then allow you to go to full screen mode for use at events.

Visible Tweets: without doubt the prettiest. It displays individual tweets, which can fall into view either in a rotation motion or letter by letter, you choose. The background colour cycles softly through the colours of the rainbow. It’s good for sharing information snippets, but not so good for following a conversation. I thought it was the least intrusive of the four tools we experimented with.

Wiffiti: recently demonstrated to me by @moodleman at the Skills Tasmania conference. It shows about 6-8 random tweets at one time but reaches back about 4 hours in the stream to source them. However it does seem to show more recent tweets more often. The tweets jump into place quite nicely. And it’s easy to see the Twitter user who posted the tweet. This tool is a little better for following a conversation. You can save your wall for future use once set up. A drawback is that it displays mobile numbers that can be used for texting to it. However these don’t work in NZ. I’m not sure in which country they do work.

Twitterfountain: This tool has many settings, allowing you to customize your wall quite a bit. It’s very attractive as it rotates fullscreen pictures behind the tweets. These are sourced from Flickr or Picasa. We did try this on Friday, but none of our uploaded tagged pictures ever appeared on the wall. Tweets appear in a kind of dynamic waterfall which is appealing. However they do cycle, so it’s not a linear representation of the conversation. Also, make sure you set to speed to quite low, as it can lead to motion sickness.

Twitterfall: Probably allows for the most tailoring of the Twitter stream. Tweets can be restricted by geolocation and tweets can be excluded from the stream based on keywords. It displays tweets in a linear, chronological fashion. However, of all the tools mentioned here, Twitterfall is probably the least visually appealing.

Two others Twitterwall tools I like

Tweetwally: Has an interface that is very similar to a regular Twitter page, so recognisable for participants. This is the only Twitterwall tool I know of which shows Twitpic & Yfrog pictures in line with the tweets, making it a visual and a text-based communication tool. It also shows tweets in a linear chronological fashion making it easy to follow the conversation stream. My only hesitation would be that the tweets take up quite a bit of space on the page, meaning you see less of the conversation. You can sign in with your Twitter account and save the wall for future use.

Monitter: Is a very clean, simple looking linear Twitterwall. Tweets are displayed so quite a few fit on one page, making it easy to follow the conversation. Profile pics are large making it easy to recognise the contributors. Monitter allows the setup of several parallel columns to display several different streams on one screen. This is something the other tools don’t have. Another nice feature is the ability to restrict tweets shown based on geography.

If you have other Twitterwall tools you favour or ideas on how to use them, please share them below.

A few weeks ago, a Social Media Cheat Sheet was doing the round. A nice visualization of the pro’s & cons of each social media channel, but with a business/marketing focus. I thought I should do one for social media use in education. However for most of the teachers I work with, our Moodle (EIT Online) is still their primary online teaching environment. So instead I set out to create this poster size guide for teachers, allowing them to compare the functionality and pedagogical advantages of some standard Moodle tools, adding a column to indicate how tricky the tool is to set up.

Moodle Tool Guide for Teachers

Hope you find it useful. Would appreciate your feedback.

Moodle Tool Guide for Teachers (PDF)

I’ve been on Google Wave for less than 48 hours and a longer blog post is brewing. However I did just want to respond to a post by Mark Smithers today in which he described Google Wave in a Sentence as:

Google Wave is a tool that allows asynchronous communication (similar to email or discussion boards), semi-synchronous communications (similar to Twitter or FriendFeed) and synchronous communications (similar to instant messaging) all wrapped up with wiki-like capabilities for collaboration.

After only 48 hrs experience, really only abt 4 hours of actually poking about,  I am tempted to agree with his assessment that students and teachers could use Waves as collaboration spaces. However, I’d like to see the file sharing capabilities first. This is switched off at the moment.

I’m less impressed with some of the mass waves with 300+ participants – they feel very chaotic. Mark calls them standing waves – I wonder if tsunamis is more apt? The Educators Directory Wave is a prime example. Everyone is talking (literally over each other as this is possible in a Wave), threads are difficult to discern, it’s hard to recognise individual contributions and the whole thing is liberally sprinkled with polls and maps. I wasn’t surprised when at about 4pm Google Wave warned me that this wave was about to explode.

So, after the initial 48 hours, here is my Google Wave description in a sentence:

Google Wave is like a wiki done by amateurs, a text chat with 120 participants and a discussion forum without a facilitator, all rolled into one.

I’m sure this will improve as we get the hang of making waves…

If you want to get in touch and improve with me, I’m nz.catspyjamas [at] googlewave.com

The leading thinkers on Open Education gathered in Vancouver last week for the OpenEd09 conference.  It was a sight & sound to behold – an open storm. Ustreams, Flickr pics and a Twitter avalanche, meant many of us around the world felt part of the event, as virtual attendees. (I got up at 4am in New Zealand on Saturday, to watch the Friday keynote at 9am Vancouver time.)

Social media are such an extension of conferences and events. Pre-social media we used to hear from the 15-20 selected speakers at a conference. And probably about the bunions of the man you were unfortunate enough to sit down next to at lunch and were unable to ditch. Now we can hear from everyone at the conference, and select those we want to hear more from. For 6 days, the #opened09 column in my Tweetdeck dispensed precious ideas & information. I began following new people, feverishly bookmarking urls and favouriting tweets for follow-up.

my #opened09 fav tweets in Tweetdeck

And that’s where I hit a snag – the tweets.

1. My favourite tweets don’t make much sense without the context of the other tweets. And unfortunately, the Twitter search is ephemeral and will not let you retrieve those later. It’ll let you set extensive date parameters, but these don’t give you the desired results.  This was a harsh lesson from  the EDUCAUSE Australasia conference in Perth this year, which was one of the first well-tweeted events I attended. We lost a lot of witty and valuable tweets…

2. And a more academic problem -  some #opened09 tweets are such gems, I’ll likely want to quote and re-quote them. How do I give credit where credit is due and correctly reference a tweet?

But then I came across Gunther Eysenbach How to cite twitter, how to cite tweets, how to archive tweets which solves both problems. In it he gives a detailed how-to of the WebCite service which not only gives you the correct reference for a website, but perhaps more importantly, also creates a permanent archive for that site. And it works for tweets too.

So I can reference and archive Scott Leslie’s individual tweet like this:

A favourite opened09 tweet by Scott Leslie

Leslie, Scott. Twitter / Scott Leslie: are you supposed to get ch… . 2009-08-18. URL:http://twitter.com/sleslie/statuses/3310928225. Accessed: 2009-08-18. (Archived by WebCite^® at http://www.webcitation.org/5j7I0nnKZ)

or the entire Twitter stream for the #opened09 hashtag like this:

[Multiple Authors]. #opened09 – Twitter Search. . 2009-08-18. URL:http://search.twitter.com/search?q=%23opened09. Accessed: 2009-08-18. (Archived by WebCite^® at http://www.webcitation.org/5j79icRhc)

These archived tweets are now static at WebCite so they can be referred to and retrieved. Of course, that was 2 hours ago. The #opened09-ers go on. Even as I’ve been writing this post, the Twitter search tab is showing 7 new results ‘since you started searching’…

This is a post about teaching teachers tools. I know, I know, of course the adoption of educational technology should be driven by possible enhancements in teaching & learning, not by the ‘shininess’ of new tools. But in my experience, there is a group of teachers for who certain tools can work like a gateway drug:  e-learning gateway tools.

If you are a technology integrator, e-learning trainer, ed tech staff developer, pay attention:  introducing these gateway tools can give you some ‘easy wins’ – even better, these teachers can become your most ardent e-learning champions.

Not everyone’s a geek

For those of us who consider ourselves ‘connected’, trialling a new tool or technology comes as natural as breathing. Here are just 2 likely scenarios:

1. We know the learning activity we want to create. We find one or several tools that will facilitate that activity. These are tools we already know, or discover through our PLN. We test them and pick the one best suited to achieve our learning need.
2. We encounter a tool, again probably through our PLN, and consider how it can be used in a learning activity. We then either create the activity or store it for future reference.

This week several colleagues and Kim Cofino’s Tips for Technology Integrators post reminded me off the realism of our workplace. Newsflash: not everyone’s a geek like us.

About 65% of of my role as e-learning advisor is e-learning staff development (including pedagogy, Moodle training, instructional design, really everything but the kitchen sink).  Very rarely do I get to work with the innovators & early adopters – those who will play, experiment, tinker, and make tools do cartwheels to see how they can be used for teaching & learning . I chat to them over morning coffee (and via Twitter, Facebook and their blogs), but they don’t need my support. I tend to work with academic staff, managers and allied staff,  in the early & late majority.

A graph of Everett Rogers Technology Adoption Lifecycle model. This work is licensed under the Creative Commons Attribution 2.5 License.

The Understandably Cynical

In my experience, there is a subset of teachers in that early/late majority category, that we can call the Understandably Cynical.

1. They are committed to their students’ learning experience,
2. They are satisfied with their current teaching approach but do experiment with new techniques,
3. Their computer & digital literacy is low to medium,
4. The addition of technology in their daily work mix , eg email, has not made their work easier or faster,
5. Their time is precious, split between teaching, research and a life,
6. They perceive time spent online establishing social networks or  ‘playing’ with new tools, as wasted,
7. They don’t want to burden students with new tools unnecessarily,
8. They appreciate their privacy.

In short, they are great teachers, whatever they are doing is already working, they’re open to new ideas, they’re busy and past experiences with technology have been a hindrance, not a benefit to them.  They are Understandably Cynical.

For this group of teachers, I’ve found that providing them with gateway tools can start them adding the use of technology to their teaching arsenal.

What are gateway tools?

Gateway tools are like gateway drugs – they open the door to the serious stuff.

Characteristics of an e-learning gateway tool:

1. Solves a problem (eg size or access)
2. Builds on existing collections
3. Saves time
4. Is easy to use
5. Is immediately useful in the classroom
6. Has passive social functionality
7. Can be the start of a teacher’s PLN – although the previous characteristics may fire a teacher’s engine, this is the turbo boost.

Examples of gateway tools

Here are two examples of gateway tools, Slideshare & Delicious.

Slideshare:

1. Solves a problem – makes PowerPoint files smaller and easily accessible from anywhere, freeing a teacher from the localised shared drive.

2. Builds on existing collections – you can use PowerPoints files you already have.

3. Saves time – a search on Slideshare can provide you with inspiration for your own lecture or lesson, or even provide you with a complete lesson structure.

4. Is easy to use – to make use of Slideshare resources, takes no more than simple search skills. Uploading your own resources is akin to attaching a file to an email.

5. Is immediately useful in the classroom – once a presentation is uploaded, it can be accessed in the classroom during the lesson and remains available for access & download for students later.

6. Has passive social functionality – unlike some other Web2.0/social media tools, Slideshare does not require you to be socially active,  invest in building a network or give out too much personal information, for it to be useful.

7. Can be the start of a teacher’s PLN – although Slideshare does not require social activity, it will expose teachers to other teachers/experts who share their interest. Those friend requests can be hard to deny…

Delicious:

1. Solves a problem (eg size or access) – many people still save their bookmarks in the browser on their computer. This means when you leave your desk to go teach in a classroom, you don’t have access to those bookmarks. Storing bookmarks online lets you use them wherever you have internet access.

2. Builds on existing collections – it’s easy to import your existing bookmarks into delicious.
3. Saves time – using delicious & it’s useful tags & description function, can really speed up how fast you can refind ‘that one’ site. No more roaming through endless folders. Install the delicious buttons and bookmark new sites with one click.

4. Is easy to use – as stated, the delicious buttons turn it into a 1-click system. And to make use of other people’s bookmarks, takes no more than simple search skills.

5. Is immediately useful in the classroom – you now have all your bookmarks in not just one classroom, but in every room you teach in. And that makes you a lot more flexible. A student asks a question? Mmm, I’m sure I bookmarked a site that had an interesting take on that…

6. Has passive social functionality – like Slideshare, Delicious does not require you to be socially active, invest in building a network or give out too much personal information, for it to be useful. You can’t even upload a profile picture.

7. Can be the start of a teacher’s PLN – again, although Delicious does not require social activity, you can’t help but run into useful resources shared by its many users. And once you find a user who shares links about your interests, you may want to find out what else they are sharing, on their blog, on Twitter, or elsewhere…

I’ve had moderate success introducing teachers to the tools above. If you have had success introducing teachers or colleagues to other e-learning gateway tools, I’d love to hear about it.

Some of the lecturers I work with have started using wikis in their courses this semester. Students and staff have reacted largely positively. They appreciate the collaborative work they can now do but don’t enjoy the usability. After doing some wiki introduction sessions, seeing the Moodle wiki in action over the semester and also supporting staff in their use of other wikis (Wetpaint, PBWiki), I have a few additions to my Moodle Wishlist, to do with the Moodle Wikis. Here’s what I wish for:

• On Edit automatically open the enlarged version of the editor. Very rarely is a wiki page short enough to be comfortably edited in the small editor version. And it is the nature of wiki pages to grow so why not open straight into the larger editor?
• Threads or comments function associated with a page. The current workaround is to set up a discussion forum to go alongside the wiki. But this leads to posts like: “if you go to the second page in the Tools category you can see the work I’ve done…”
• Improve the internal linking. Add a drop down menu or button (Insert Wiki Link) with list of pages to choose from. The current  process has too many steps:

1. Find the exact page name,
2. Then copy its name
3. Then find page you want to put the link on
4. Go to Edit mode
5. And paste the name between square brackets.

• Improve the picture upload. The Binary File option is clunky and using it is unlike any other action students take in Moodle.
• Allow creation of Userpage. Having your own wiki space can be motivating and a way of creating buy-in. (Could this perhaps also show overview of user’s actions in the wiki?)
• Allow creation of template pages. Being able to set up templates would allow staff to guide students better in what is expected of them.
• Add an Add page button. Creating a page by giving it a name in square brackets is a simple action but an unfamiliar concept that is difficult to explain.

Friday evening, Project Runway on tv, lappie on the couch. Time to play.

Had some fun with Wordle. After playing with TweetStats yesterday, wanted to get those tags and use them in Wordle. Unfortunately they weren’t weighted. So result is a bit bland but still fun.

Wordle is set up to link with del.icio.us and because it does weight those tags, the result is much more impressive!

Embedding in a blog post requires a little editing of embed code – need to take out all the spaces.

Could be used to introduce a topic in class? As result of a discussion thread?

As an instructional designer some days you are more creative than others. I’m afraid that after a day of project planning or strategic meetings, teachers who meet with me about their online or blended course design run a particular risk of getting short-changed.

Coffee helps, but what you really want is a menu – a range of options to get you started. I’ve found that Exploratree and the Periodic Table of Visualization Methods are two inspirational sites which can help me break through ‘designer’s block’. Each provides a list of visualisation methods, which can provide the basis for a learning activity at any cognitive level from remembering through creating.

The Periodic Table created by Ralph Lengler and Martin Eppler, is a listing of 100 methods, including methods like the Cycle Diagram, the Evocative Knowledge Map or Mintzberg Organigraph (and that’s not the only one I’ve never heard of). On hovering over the method, an example appears in a pop-up. Chris Wallace has created an accompanying page which links each method to its Wikipedia page and a stand-alone version of its example.

Exploratree goes a little further. Although you can certainly use the ‘thinking guides’ just to spark ideas, with a free account educators and/or students can create, edit and save the thinking guides online. Users can share guides and so collaborate on projects.

The two sites above contain many methods that can help a teacher and students explore, critically examine, fully map or actively discuss almost any topic. And provide a kick-start for an instructional designer with designer’s block. Usually once I’ve created the first activity, it’s all downhill from there.

One my objectives for 2008 is to provide the conditions for a community of practice around e-learning to grow on our campus. We have many excellent examples of e-learning in the classroom and online, but so far haven’t really had a platform for sharing that knowledge & experience.

First things first, obviously sharing “knowledge, methods, stories, cases, tools, documents” as described by Wenger is impossible if staff members don’t even know about each other’s existence. So we’ve set about establishing the needed connections. Monthly e-Learning Lunches began in the middle of 2007 and have a growing and loyal attendance (yay!). I’m also trying to introduce practitioners to each other just-in-time. Recently I invited one of our Business & Computing lecturers, to demonstrate her online course to a group of lecturers who are just making the first steps in putting their courses online. I say demonstrate, but what I really wanted was for her to show off, because she & her colleague really challenged themselves, always focusing on keeping the course flexible, project-based and learner-centred. The course looks great, and the demonstration was much appreciated by the lecturers.

Unfortunately, I got so busy that shock, horror, I forgot to thank Kim properly. About to send her a thank-you note, I reconsidered, a. it’s kinda lo-tech and b. doesn’t match my tactics this year. I’ve been getting excited about the concept of viral professional development as described by Jennifer Jones (aka injenuity) as I see VPD as a factor in the creation & maintenance of our community of practice. So starting today instead of notes, e-cards or chocolate fish (very popular in New Zealand) to say thank you, I will instead undertake a little hidden VPD and share a cool tool, neat resource or activity idea that I know matches what they are working on.

Here’s my thank-you for Kim, created in Sketchcast explaining my limited understanding of the concept of a critical path. (Note: a little glitch, I could only get Sketchcast to record audio in Internet Explorer, not Firefox.)

[kml_flashembed movie="http://sketchcast.com/swf/player.swf?id=nqu1K2g" width="425" height="350" wmode="transparent" /]