Docear on macOS: Navigating the Apple Java Nightmare

So this blog post will be brief, as I suppress my disdain for Apple’s attitude towards Java, now that they no longer need it to survive due to their App Store ecosystem.

This blog post documents how I was able to get the Docear Mindmapping software working on OSX El Capitan (10.11).

Sadly, many Java applications which should ‘run anywhere’ simply don’t anymore on the Mac.  Apple abandoned their own internal version of the JRE and bundling with the OS, and deferred said support to the author of Java, now Oracle.  Oracle, too have contributed to the nightmare in providing little assistance in making the transition seamless.

After installing Docear on my mac, I attempted to start it with the icon in the Applications folder in the usual way only to find it bounce in the dock once, and disappear.  How rude I thought.  So I resorted to the command line (gotta love UNIX-like desktops).  When I attempted to start it there, I was presented with the ugly error message:

$ /Applications/Docear.app/Contents/MacOS/FreeplaneJavaApplicationStub
JavaVM: Failed to load JVM: /Library/Java/JavaVirtualMachines/jdk1.7.0_60.jdk/Contents/Home/bundle/Libraries/libserver.dylib
JavaVM: Failed to load JVM: /Library/Java/JavaVirtualMachines/jdk1.7.0_60.jdk/Contents/Home/bundle/Libraries/libserver.dylib
JavaVM FATAL: Failed to load the jvm library.
[JavaAppLauncher Error] JNI_CreateJavaVM() failed, error: -1

Just lovely.  I actually thought I was running Java JRE 1.8 that I downloaded from Oracle.  Seems there are other versions lurking on my system.

I’ll spare you all the drudgery of diagnosing this issue and coming up with a solution.  I will tip my hat to Oliver Dowling and his blog post which eventually lead me to the solution below.  One thing I did learn is that creating a symbolic link for libserver.dylib did not work for me.  I had to instead create a hard link.  I suspect the JRE stub FreeplanJavaApplicationStubJavaVM binary was checking for the existence of a ‘normal’ file rather than ‘a’ file.

Anyway, here are the goods to make Docear work on OSX10.11 (and hopefully other versions).  Be sure to substitute the Java version numbers in the file paths with your version of Java installed.

$ cd /Library/Java/JavaVirtualMachines/jdk1.7.0_60.jdk/Contents/Home
$ sudo ln -s jre/lib bundle
$ cd bundle
$ sudo mkdir Libraries
$ sudo ln /Library/Java/JavaVirtualMachines/jdk1.7.0_60.jdk/Contents/Home/jre/lib/server/libjvm.dylib libserver.dylib

Hopefully after executing these commands, you will be able to use Docear.  Good luck!

The reusability paradox – WTF?

WTF?

The reusability paradox.  How can reusability be bad?

When first presented with this concept last year, I must admit I really did struggle with it.  As a techhie, every fibre of my being compels me to focus on reuse.  Hence, the paradox.  After some weeks of struggling with the reusability paradox, it did start to make some sense, emphasis on some’.

I have recently revisited this concept, both in discussion with my (to be) PhD supervisor, but also in my day-to-day work as an Educational Developer/Lecturer/Educational Technologist.  My revisit has prompted this blog post as a way of recording some connections I have made to real-world examples of this phenomenon, and how this impacts my thinking about technology (re)use.  This thinking is far from crystalised.

David Wiley explains the reusability paradox in the context of reusable learning objects, and more broadly, the open content movement.  When this concept was initially presented to me, it was already positioned in terms of technology.  I find it easier to start with the original context in learning design.

What is the reusability paradox?

David explains it quite succinctly as:

A content module’s stand-alone pedagogical effectiveness is inversely proportional to its reusability.

He explains that the more contextualised a learning object is made, the more meaningful it becomes to that context.  However, it also means the learning object becomes less reusable to other contexts.  We have a trade-off situation – effectiveness (in learning) vs. efficiency (in scalability). David concludes:

It turns out that reusability and pedagogical effectiveness are completely orthogonal to each other. Therefore, pedagogical effectiveness and potential for reuse are completely at odds with one another, unless the end user is permitted to edit the learning object. The application of an open license to a learning object resolves the paradox.

I don’t think an open licence alone will resolve the paradox, but that is a discussion for another post.

The reusability paradox in the wild

So enough of abstract concepts – how does the reusability paradox play out in the wild and in other ways besides learning objects?

i-see-dead-people
“I see dead people the reusability paradox.”

I often see the reusability paradox when working with lecturers – conceptually the same as David Wiley explains, but at a higher level.  My particular experience relates to the contention of reusing units of study between different awards/degrees.  This is pretty typical in the STEM areas – in my institution we refer to them as service courses (units).  I work with a science school, and a key foundation unit of study taught from the school is anatomy and physiology.  There would be a dozen or more degrees that require students to have a sound knowledge in this area.

Conventional management wisdom seeks to reuse anatomy and physiology units for health related-degrees.  This is efficient use of resources, right?  And “why re-invent the wheel?”

But before I explore those questions, let’s first take a step back for a moment.

The key criteria for reuse is applicability to other contexts.  If there is sufficient overlap or congruence with another context, then a reusability factor could be considered high, thus worthy of reuse.  Learning is very contextual, particularly when you factor, as David does, the underpinning of constructivist learning theory.  Learners construct new knowledge, upon their own existing knowledge.  This is very individualised, and based on each learner’s past experiences, and ways of thinking.

Learning designers have some tricks to help deal with such diversity, such as researching your cohort, conducting a needs analysis, and ultimately categorising learners and focusing on the majority.  Clearly, this is flawed – but this is how massification of education works.  For instance, if you are preparing a unit of study for nursing students, then you can make some reasonable assumptions about those students motivations (i.e. they want to become a nurse); their prior formal learning (i.e. previous units studied within a structured nursing curriculum); and even down to smaller groups such as pathways to study (i.e. were they enrolled nurses – ENs or school-leavers). These assumptions of course aren’t always correct.  Nevertheless, the key point is that this unit of study is reused by all nursing students studying for the Bachelor of Nursing degree.  A more or less reasonable trade-off between effectiveness and efficiency.

So let’s return to the example of an anatomy and physiology unit of study.  In this instance, we see different discipline areas, albeit health related, attempting to reuse a unit of study.  Despite all being health related, a paramedic student’s needs aren’t the same as physiotherapy students’, or medical science students’.  And while some disciplines hail from within the same school, others disciplines are situated elsewhere within the organisational structure.  Now, consider the diversity of the cohort.

So to cope with this type of diversity, I typically see three approaches:

  1. Make the unit of study as abstract (decontextualised) as possible making no assumptions about learners or their backgrounds, and “teach the facts”.
  2. Design the unit to cope with the highest represented context (i.e. the discipline with the most students).
  3. Design the unit of study to address multiple contexts, in an attempt to make it meaningful to multiple disciplinary groups.

In other words, make it meaningful for no-one; make it meaningful to the biggest group, and nobody else; or, try to make it meaningful for everyone.

Approach 1 is obviously ineffective, especially considering constructivist thinking.  You end up with students asking “why do I need to know this?”, or “that course was so dry and boring.”

Approach 2 while not quite as flawed as approach 1, can be less than ideal.  Particularly when the highest represented group is small compared to the entire group.  In such cases, the other groups feel marginalised, “I want to be a Paramed, not a Physiotherapist.”

Approach 3 can also ineffective because you can end up with a study unit that is incredibly complex.  This group of students does this, that group does that.  As the lecturer, you have to manage the mixture.  The students too can become confused about requirements. You can also run into “equity” type policy constraints, such as “all students must do the same assessments.”  This is an important point.  If you end up with such complexity, you really have to ask the question, “why not just have separate units of study?”

But solving this challenge isn’t the focus of my blog post.

The Reusability Paradox as it Applies to Education Technology

So does the concept translate to technology?  Yes it does!  And similar issues arise as a result.

Recall the three approaches I see people use to deal with the challenges of reuse for multiple contexts?

  1. Make abstract
  2. Contextualise for the largest group
  3. Contextualise in multiple ways for multiple groups

Let’s consider Approach 1

David Wiley says of the reusability paradox:

The purpose of learning objects and their reality seem to be at odds with one another. On the one hand, the smaller designers create their learning objects, the more reusable those objects will be. On the other hand, the smaller learning objects are, the more likely it is that only humans will be able to assemble them into meaningful instruction.

I think this statement has some “translatability” to an education technology context as:

On the one hand, the smaller developers create their learning technology tools (e.g. programming libraries rather than complete systems), the more reusable those tools will be. On the other hand, the smaller learning technology tools are, the more likely it is that only developers (and not designers) will be able to assemble them into functional learning technologies.

David Wiley also says:

To make learning objects maximally reusable, learning objects should contain as little context as possible.

To remove context is to make something more abstract – to take away intrinsic meaning or specific function.  Indeed this makes things more reusable, it also requires re-contextualisation.  In the context of technology, abstraction leads to dependence on the developer.

Let’s skip to approach 3.  With this approach, we end up with technology that attempts to do everything for everyone.  These technologies become so complicated to use, that people simply don’t use them.  My favourite example of approach 3 is the Moodle Workshop activity which is a “powerful peer assessment activity”.  I consider myself to have a reasonable grasp of technology, and yet after 45 minutes of tinkering with the workshop activity in Moodle, I gave up.  I have only seen 1 person at my institution use it.  It has so many options, too many options, because it tries to account for all the different ways one might attempt to embed peer assessment into their course.

So what about approach 2?  We reuse a learning technology without change – meaning it is focused on the majority of requirements (however that might be determined).  This is typical of COTS (commercial off the shelf) solutions.  This inevitably leads to functional gaps – “the system does this, but I want to do that.”  If the gap is substantial, it can lead to workarounds.

Does technology need to be reusable?

This is where I struggled last year with the reusability paradox.  If you can’t reuse a technology, then isn’t that a serious limitation?  Management are constantly looking to replicate successes – “This worked so well, so how can we use this in other areas?”

When I am creating/adapting/augmenting technology for others, I have to demonstrate “bang for buck” in terms of my time invested.  Does what I create, at least have to pay for itself in affordances?  I normally look for economies of scale, and the obvious way is through reuse – it is usable by X number of people.  Management/decision-makers get this – easy. However, technology can offer other economies.  For instance, depending on the technology, it may instead allow a specific group of people to do something much better, quicker, cheaper, or if its very innovative, something they couldn’t do before.  But that something might be very specific, so specific that it isn’t very reusable, and limited to a small audience.  Yet, if it still yields a net gain, is that bad?

What if a technology is so specific, it’s designed for just one person – yourself?

Workarounds

At some stage in our lives, we have all had to engage with some form of workaround to get from A to B.  Not just in terms of technology but life in general.

If you create a workaround, does it need to be reusable?  Perhaps not.  But what if you want it to be?  How can you go about it?

This is where my time (and thinking) ends for now.

 

How to Install Backintime Backup Software on CentOS/RHEL/Scientific Linux 7

Introduction

Hopefully the title of this post is explanation enough.

Backintime is a neat backup solution that mimics in some ways, the abilities of OSX’ Timemachine backup system.  At predetermined time intervals, Backintime will sweep configured directories on your computer, and only backup the differences since the last sweep.  It results in an efficient use of storage resources on your backup destination drive by hard linking identical files.  Unlike the OSX Timemachine solution, it does not hard link directories, as only Apple’s HFS+ filesystem supports hard-linked directories.  This makes Backintime portable to Unix-based Operating Systems using a variety of filesystems.

The reason for this post is to document some trickery necessary to make Backintime work on our favourite North American Linux vendor’s enterprise operating system, the derivative on which that I use being CentOS 7.  CentOS 7 like its other cousins in the Red Hat family only includes Python interpreter version 2.  While Backintime is written in Python 3.  I have had only a little experience with Python, and it does have some great features (built in multi-threading), however making the two versions incompatible is such a nuisance.  Whinge over, the trick to allowing Backintime to work on CentOS 7 is to install a 3rd party Python 3 interpreter.  The following instructions achieve this end.

Instructions

Download Backintime from their website, and follow the installation instructions from the README file.

Next, you will need to install a 3rd-party YUM Repository called softwarecollections.org


yum localinstall https://www.softwarecollections.org/en/scls/rhscl/python33/epel-7-x86_64/download/rhscl-python33-epel-7-x86_64.noarch.rpm
yum install python33

Then create a script file to execute the python3 interpreter with the command python3 by creating the following shell script as the file /usr/local/bin/python3


#!/bin/sh
scl enable python33 -- python $@

Then compile and install Backintime from the downloaded


./configure --python3 && make && make install

The Moodle Activity Viewer (MAV) – Heatmaps of Student Activity

Introduction

This blog post introduces an emerging implementation of learning analytics for lecturers that offers a novel approach to the visualisation of learning analytics within the Moodle LMS called the Moodle Activity Viewer (MAV).  The motivation for its design was born from the frustration of using the standard analytics reporting functions available in Moodle 2.2 by lecturers at my institution. While there are many efforts underway to improve this functionality within the latest releases of Moodle, at least for my own institution, these improvements are likely to be years away from adoption.  One emphasis with these improvements, is a greater use of graphs over tabular lists, most common in earlier Moodle 2.x versions.

What is MAV and How Does it Help Lecturers?

MAV takes a fresh approach to representing student activity within Moodle, by using heat maps (or click heat maps) as shown in the screenshot below:

Heat map of Resources Usage by Students using MAV
Heat map of Resources Usage by Students using MAV

In the example above, MAV is representing the number of students who have accessed various resources and activities on a Moodle course site by colouring the links accordingly.  In this way, MAV is focused on assisting with teacher reflection – identifying which elements of the course were used by the most students, and those which weren’t.  On presenting the above snapshot to the lecturer,  they responded: “Aaaah that’s interesting.  I’m surprised that as many students as that used some of the links.”  After further discussion, they shared the following comments:

I do feel that [the course] is guilty of that to some degree that we baffle them with BS and overwhelm them with far too many resources till they can’t separate the forest from the trees. I was certainly in two minds about even including most of those resource links at the beginning of the semester. I can certainly understand the results in the mid-term tests…they were compulsory

This is exactly the sort of teacher reflection that was intended by its design. Another excerpt from a Moodle page rendered using MAV from a much smaller postgraduate course is illustrated below.

Heat map of Assessment Resources Usage by Students
Heat map of Assessment Resources Usage by Students

The lecturer of this course has been experimenting with MAV for a few months, and had the following to say about what changes might be made in future offerings:

… academics as students may already know and understand about the feedback resources I gave them, that is why they didn’t bother reviewing. Now I’m thinking of removing them. But in saying that, it is up to me to provide the scaffolding they require, so I’m thinking I should leave it there because it is good practice, even though I know they aren’t using it, but could potentially use it for their own students.

When asked about MAV’s ease of use:

It was very easy to use MAV to get an insight into useful resources. I
would have no idea how to get this info through normal Moodle tools and
activity reporting.

Within higher education, learning analytics is predominantly used to identify “at-risk” students with the view to prevent or limit student attrition (Chatti, Dyckhoff, Schroeder, & Thüs, 2012; Lodge & Lewis, 2012).  Identifying learners “at-risk” is only one, albeit important complex issue to act upon.  MAV in its present form is designed to assist lecturers with teacher reflection and course learning design.

Why heatmaps and How Does MAV Work?

How to turn on and off the Moodle Activity Viewer (MAV)

Norman (1993) reminds us that “We humans are spatial animals, very dependent upon perceptual information. Representations that make use of spatial and perceptual relationships allow us to make efficient use of our perceptual systems, to think experientially.” By using heat maps, it allows the lecturer to visualise student activity spatially within the real-world Moodle site itself, rather than through abstract graphs or tabular totals.  This is not to say that graphs and tables are not valuable.  The heat maps are just an alternate approach, and one that is more accessible to a broader cross-section of lecturers, as it easy to use and requires no training or guided instruction – it simply leverages our anthropological intuition.  The screenshot (left) shows how the MAV can be switched on and off in the same way that Editing mode can be turned on and off – something even the complete Moodle novice quickly masters.

The tool presently has a modest list of configurable options, which it is planned to expand over time.  This expansion will be balanced with the value of keeping the tool simple and focused on the tasks that lecturers wish to perform.  At present, the options are largely focused on teacher reflection where lecturers are able to change the following properties of the representation:

  • display count of clicks versus count of distinct students
  • select specific weeks of the term for activity (incomplete)
  • select specific groups within the class
  • select either a heat map visualisation or a font size (think wordle or tag cloud) visualisation (for those with colour-blindness)

These options are changeable through the dialog (below) that is presented in the browser page, when the lecturer clicks on the Activity Viewer Settings option immediately beneath the on/off option in the settings menu (shown above).

MAV Settings Dialog within Moodle Page - Display Mode
MAV Settings Dialog within Moodle Page – Display Mode

How is MAV Implemented?

In its present form, MAV has limited affordance for action.  It like many other existing analytics tools focuses heavily on information, and not enough on supporting action.  For MAV however, this is surmountable due to its technical architectural design, which is somewhat unusual. MAV is not implemented as a Moodle plugin on the Moodle server, but rather as a browser addon on the lecturer’s computer.

Student activity in Postgrad Course Moodle Book Table of Contents, using MAV

This browser driven approach is not new.  SNAPP, a tool for conducting social network analysis within Moodle uses what’s called browser bookmarklets and has gained considerable popularity.  Another approach more closely resembling MAV was taken by Leony, D. Pardo, L. et al. (2012) who created a browser addon that “talks” to a related server component sitting along side Moodle from which it retrieves analytics data, and is then “drawn” into the Moodle page as a graph in a custom block.  To the viewer, the graphing block appears as a seamless part of the Moodle page, but in reality, the information has been synthesised between the analytics server and Moodle. MAV too has a server component that “talks” to a copy of the Moodle database and extracts statistics for display by the browser addon.  Where MAV diverges from the approach of Leony, D. Pardo, L. et al. (2012) is that it is not focused on the conventional approach of using a Moodle course block to display information.  Instead MAV treats the entire Moodle page as a canvas for conveying information, and in a way that is contextual to the canvas itself.

The problem with traditional Moodle plugin development is that “the LMS is commonly managed at an institutional level and it must support several courses, [and so] installing a customised module becomes a complicated procedure both technically and administratively.” (Leony, D. Pardo, L. et al., 2012) By using a browser addon and matching analytics server, “we simplify the task of providing visualizations to participants of the course, valuable for the execution pilot studies or the evaluation of visualizations.” (Leony, D. Pardo, L. et al., 2012)

This approach makes it easy to be agile and innovative without disturbing critical high-availability environments such as Moodle.  If the browser addon breaks in someway, it is easily disabled in the browser settings restoring the default Moodle functionality.  It is of course not without drawbacks.  To name a couple, changes in Moodle are likely to break the Browser addon and there are sure to be variations to consider between Moodle versions.  It is believed on the whole, that the advantages outweigh the disadvantages.  This thinking will be tested over time.

MAV and Open Source

MAV is licenced under the GPL, and will be made available in the coming weeks via github.  It is hoped that other educational institutions using Moodle may be interested in collaborating with the technology and the approach to refine and improve on the concept, and implement new ideas.  Research is planned around its design and use.  An announcement will be made when the source code is available and how people can get involved.

Heatmap of Undergraduate Course Home Page using MAV
Heatmap of Undergraduate Course Home Page using MAV

MAV in the Future

The following outlines a sample of ideas for MAV in the future.

Allow the lecturer to visualise the activity of individual students

As a scenario, consider an assignment extension request from a distance student.  In evaluating the request, one of the things lecturers often consider is the amount of work the student has done leading up to the due date, offset by any mitigating circumstances that may have prevented such work.  Using MAV, the lecturer could select this student through the MAV settings, and see how often the student has accessed relevant aspects of the course, when, and perhaps in what sequence.  This would assist the lecturer in making an informed decision about the validity of the student’s extension request claims.

Provide affordances for action based on the analysed data within MAV and Moodle

As previously mentioned, MAV presently offers little in terms of affordance for action on the visualised student activity.  One useful function supportive of teacher reflection would be to assist lecturers in capturing their reflections on their course sites while they view the heat maps.  In the examples given at the start of this post, the lecturers were analysing the student activity and making decisions about how they might change their course in the next offering.  What if lecturers could click on a resource that they wish to change in the future, and make notes within the Moodle site itself using MAV.  The change and their thinking is captured immediately as they reflect, without having to venture somewhere outside of the Moodle site and thus breaking the natural flow of their reflective activity (Villachica, Stone & Endicott, 2006).  A small icon could be attached to the resource or activity as a reminder that a change is to be made.  Then when they need to update the course for the next offering, sometimes in a years time, the information is readily available and still in context of their course site.

Integrate contextual information in Moodle pages in other ways besides heatmaps

As an example, wherever a student name of number is displayed on a Moodle page, provide a hover menu or visual that provides additional information about the student.  This could be things like their contact details and other info from their profile page.  But it could also be a range of information from other sources (see next point).  This also marks a shift from the low hanging fruit that is clickstream data to information that embodies more depth.  As a contextual menu to each heatmap link, options could be provided to see a list of students who haven’t, and perhaps just as importantly have accessed a given resource.  These students could then be contacted via mail merge either encouraging them to engage with the resource or activity, or praising them for doing so.

Using the browser addon architecture to integrate and aggregate other information services and data

The browser addons need not be limited to aggregating/synthesising information from only the server analytics component and Moodle.  Opportunities exist to integrate MAV with other initiatives at my institution such as the Student Support Indicators Project (SSI).  This integration can work in both directions.  Identify using MAV which students have not made use of critical resources or participated in activities, and then look up their student success factors through the SSI.  Similarly, on identifying a student within the SSI who is showing lower engagement with their course, redirect the lecturer to the Moodle course site with MAV switched on, and only showing the elements of the course used by the student, giving further detail to their behaviour.

References

Chatti, M. A., Dyckhoff, A. L., Schroeder, U., & Thüs, H. (2012). A reference model for learning analytics. International Journal of Technology Enhanced Learning, 4(5/6), 318. Retrieved from http://www.inderscience.com/link.php?id=51815

Leony, D., Pardo, A., Valentın, L. de la F., Quinones, I., & Kloos, C. D. (2012). Learning analytics in the LMS: Using browser extensions to embed visualizations into a Learning Management System. In R. Vatrapu, W. Halb, & S. Bull (Eds.), TaPTA. Saarbrucken: CEUR-WS.org. Retrieved May 25, 2013, from http://ceur-ws.org/Vol-894/paper6.pdf

Norman, D. A. (1993). Things that make us smart: defending human attributes in the age of the machine. Cambridge, Mass: Perseus. Reading, MA: Addison Wesley.

Villachica, S., Stone, D., & Endicott, J. (2006). Performance Support Systems. In J. Pershing (Ed.), Handbook of Human Performance Technology (Third Edit., pp. 539–566). San Francisco, CA: John Wiley & Sons.

McLuhan’s Tetrad

McLuhan’s Tetrad comprises 4 laws of media that can be used to analyse the effects of technological change on society, rather than the causes.

Timothy Kraft describes the tetrad as:

Enhance
The technology must enhance some capability of the person. The medium is an extension of the person.

Retrieve
The result is a retrieval of some earlier service or capability that was lost and is now brought back into play in a new form.

Obsolesced
What is pushed aside and made obsolescent.

Reverse
If the new media is taken to extreme what will result that reverses the original characteristics of the media when it was first introduced.

While the first three of the tetrad seem quite obvious to me, the fourth, “reverse” has troubled me somewhat.  McLuhan suggests that a medium “overheats”, or reverses into an opposing form, when taken to its extreme.

Reading articles of how people have interpreted and applied reversal to other medium has caused some confusion, as I think many who have written about the Reverse law of the tetrad may have misunderstood its meaning.  Or perhaps it is just different interpretations of what McLuhan defines as the reversal.  Or more likely, maybe I have it all wrong. 🙂 After reading through some of the Canadian Library Archive notes about McLuhan’s work, and listening to a radio interview with Nina Sutton in 1975, it became more clear to me.  McLuhan says that when a medium is pushed to extremes, it reverses or flips into an alternate form.  In an excerpt of an interview with Nina Sutton hosted on the Library and Archives Canada webiste, McLuhan discusses the revolution of the steam printing press to the telegraph press.  When the telegraph press emerged, the way that people wrote for newspapers changed immediately and flipped.  The type of writing that was required for the telegraph was inverted so that all the very important information was transmitted first sentence, and then all the other information followed in order or most importance.  This was due to the risk of the transmission being interrupted, so that the critical information had the lowest risk of being lost.

The misunderstanding of the Reverse is derived from the word “extreme”.  I wonder whether the flipping or reversing is not a result of extremes of adoption as seems to be alluded in examples online such as here or even here where the more it is used, a flipping effect occurs. I take from McLuhan’s examples, the demonstration that it is extreme changes to the medium, rather than the application thereof that is the catalyst for the reversal.  I don’t know whether this is significant or not.  The flips that McLuhan speaks of are in response to extreme changes in the medium, that then have extreme impact on their use.  So the flipping of the steam press was a result of introducing the telegraph press, rather than changes in how they used the original steam press or how much the stream press was used.

A different take on an analogy for McLuhan’s press example for flipping or reverse, is with the mobile phone as described by Library and Archives Canada.  Mobile phones changed things a lot and brought to prominence aural communication, over written anywhere anytime.  However, the mobile phone taken to extremes saw the advent of SMS texting, which became very popular and evolved as a result of the high cost of mobile telephony.  SMS Text Messaging quickly became much more frequent than mobile phone calls.  So the mobile phone taken to the extreme (at the time) has flipped the prominence of aural communication to short written messages, perhaps akin to the telegraph.  Of course mobile phones have evolved considerably more since text messaging, and McLuhan in his radio interview with Nina highlighted the fact that there has been many “flips” in the printing press leading up to the 1975 interview.  So extremes seem to be able to persistently take on new heights again and again, flipping as they evolve.

Looking at internet technologies is considerably harder than the examples of printing presses and mobile phones, because the rate of change is significantly faster, and because of the modern convergences of technologies.  I also wonder whether many of these technologies have not yet reached the extremes necessary to cause a reversal.  Dan Pontefract’s article highlights the following reversals for Learning 2.0 as a medium:

  • Everyone is an expert
  • Content & opinion overload
  • 90-9-1 hypothesis
  • Time mismanagement
  • Learning groupthink
  • Loss of certified company staff

I suggest that each of these items is part of the extends or enhances category.  These are aspects of learning 2.0 that are enhanced, intensified, made possible, or accelerated as a result of the learning 2.0 medium’s introduction.  They are just some of the negative outcomes that sit along-side the positive ones, and likely emerged around the same time.  In other words as learning 2.0 extended positive things like formal classroom/eLearning, Social Networking/Web 2.0, Traditional Corporate University, and so on, it also extended the everyone is an expert paradigm, content & opinion overload and so on.

So what would I consider the reversals for learning 2.0?  Well I guess it depends on context.  My context in higher education and curriculum development appears different to Dan’s article which uses terms such as training which makes me think of VET type education rather than education via the academy.  This assumption may be incorrect of course.  Nevertheless, from a university context, the first thing that comes to mind in terms of pushing learning 2.0 to the extreme is the explosion of the MOOC concept.  Within higher education, MOOCs have flipped the learning 2.0 medium by breaking the mould of the traditional university course as being closed and elitist, to open and accessible.  It is the MOOC that has pushed learning 2.0 to extremes that has caused this flip, rather than the amount of people engaged in learning 2.0 in higher education.

The idea of the reverse law sings to the swings and round-a-bouts we see in technological circles.  McLuhan’s tetrad is a fascinating construct for analysing the influences of technology on society.

 

McLuhan says the medium is the message

McLuhan is probably most popularly known for his theory succinctly posited “The medium is the message”.  Federman offers a very clear explanation of this concept in his article “What is the meaning of the medium is the message?”  Federman explains that McLuhan considers the medium in quite broad terms, more so than perhaps first impressions give of this famous statement.  In particular, McLuhan considers anything that is an extension of ourselves as a medium.  So medium is more broad than human communication, and can encompass any technology that extends our physical and intellectual essences.  Federman puts it well when he states: “… since some sort of change emerges from everything we conceive or create, all of our inventions, innovations, ideas and ideals are McLuhan media.”

There are examples of “the medium is the message” everywhere in modern society.  For instance, the rise of social media has seen changes in television entertainment programs.  While in the past, some programs might have had a “mailbox” for you to post a letter or more recently an email, containing your thoughts and opinions on a matter, there would then be a delay until the next broadcast where these letters would be selectively read on-air.  In the past year or two, more new and diverse approaches to interacting with audiences have occurred afforded by social media.  Twitter was one of the first medium’s to be used to facilitate “talk-back” or back-channels for live television programs, typically syndicated across the bottom of the television screen.  Question and Answer from Australia’s national broadcaster, The ABC famously (within Australia) use the QandA hashtag to denote tweets relating to the political television program.

 

 

In the past week, Australian television programs are now making use of a service called zeebox.com.  This provides even tighter integration with the television format where the television programs can have their own “space” within the zeebox medium itself – the cloud service.  It is also mobile enabled so viewers can participate in television programs no matter where they may be viewing them.  It is also an approach to stem the flow of viewers resorting to digital video recorders to playback television programs, and skip the ads while they are at it.  The use of social media offers an incentive to be present at the live broadcast, and consume those wonderful advertisements that keep the television network executives happy.  McLuhan is quoted in Federman as saying “a ‘message’ is, ‘the change of scale or pace or pattern’ that a new invention or innovation ‘introduces into human affairs.'”.  This change in television programming would have been an unintended consequence of social media at inception. There are many other examples that demonstrate McLuhan’s theory.

Arrow key scroll in Mac Excel

Ever been using Microsoft Excel on the Mac and found that when you use the arrow keys on the keyboard to move from one cell to the next, instead the whole worksheet scrolls?

This is actually a feature of Microsoft Excel carried over from the Windows version on which you press the Scroll lock key to enable or disable.  Older Macintosh computers had the F14 key mapped to the Scroll lock key of PC keyboard, so it was quite easy to enable or disable.  However newer Macintoshes no longer have a F14 key.

This makes disabling this feature tricky to say the least.

In the past I have attached an older Mac keyboard to my 2010 Macbook Pro and pressed the F14 key.  However for those of you who do not have ready access to such legacy keyboards, you can use a simple applescript application that I have written called Excel Scroll Lock.

What it does is “send” a Shift-F14 key press to Microsoft Excel as if you pressed the Scroll lock key, thus toggling on or off this function within Excel.

To use, simply download the application, unzip, and drag the application into your Applications folder.  Then run it.  You can alternatively download a disk image version of the application, and run without installing into your Applications folder.

For those interested in the applescript, it is shown below, and also included in the downloaded application bundle under the Contents/Resources/Scripts folder.  The script is also available on github – contributions welcome.

--Applescript to fix scroll-lock problem with Microsoft Excel on Mac OS
--Written by Damien Clark (https://damosworld.wordpress.com)
--Licenced under GPLv2 (http://www.gnu.org/licenses/gpl-2.0.html)
--18th of June, 2012

--From time to time you may find that using the cursor keys in MS Excel for Mac will 
--scroll the worksheet, but not shift the selected cell.  This is a feature of Excel 
--that is enabled by pressing the Scroll Lock key.  On Macintosh computers once upon 
--a time, F14 was the equivalent key to Scroll lock on the PC.  Modern Macintosh 
--computers are no longer furnished with an F14 key, and while I am sure there is a 
--keyboard combination to emulate F14, I have yet to find it.  As a result, you can 
--find yourself stuck with this special scroll lock mode of Excel and it is very 
--frustrating.  This script effectively "sends" an F14 keypress to Microsoft Excel, 
--thus turning on or off this scroll lock feature.  So if you find yourself in this 
--situation, you can execute this program to toggle the feature on and off as 
--necessary.  Simply run the application and click OK.  

set returnedItems to (display dialog "Press OK to send scroll lock keypress to Microsoft Excel or press Quit" with title "Excel Scroll-lock Fix" buttons {"Quit", "OK"} default button 2)
set buttonPressed to the button returned of returnedItems

if buttonPressed is "OK" then
    tell application "Microsoft Excel"
        activate --Make it the active application to receive System keyboard events
    end tell
    tell application "System Events"
        key code 107 using {shift down} --Send the F14 key which is scroll-lock on Mac keyboards
    end tell
    activate
    display dialog "Scroll Lock key sent to Microsoft Excel" with title "Mac Excel Scroll-lock Fix" buttons {"OK"}
end if