Most video on the web is published using the H.264 format
"Adobe has repeatedly said that Apple mobile devices cannot access 'the full web' because 75% of video on the web is in Flash. What they don't say is that almost all this video is also available in a more modern format, H.264, and viewable on iPhones, iPods and iPads. YouTube, with an estimated 40% of the web's video, shines in an app bundled on all Apple mobile devices, with the iPad offering perhaps the best YouTube discovery and viewing experience ever. Add to this video from Vimeo, Netflix, Facebook, ABC, CBS, CNN, MSNBC, Fox News, ESPN, NPR, Time, The New York Times, The Wall Street Journal, Sports Illustrated, People, National Geographic, and many, many others."
(Steve Jobs, April 2010)
Fig.1 video of iPhone mugging attempt on Steven Levy's phone.
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Simon PerkinsSHARE
Posterous: CMS for simple web publishing via email
"Posterous is the easy way to get content online using e-mail. You can e-mail content of just about any type (such as rich text, photos, music, video, Word/Powerpoint/Excel/PDF documents, and zip archives) to us. We will post it online in the most web-friendly format, then reply with a public URL that can be forwarded or shared with friends. Account creation is never required, but if a user does create an account, posts from your various e-mail addresses (work, home, and mobile phone) can all be integrated into one blog."
(Posterous, Inc.)
Fig.1 Susie Blackmon's Posterous weblog [available at: http://susieblackmon.com/].
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Simon PerkinsSHARE
NZ on Screen: An Archive of Aotearoa New Zealand Screen Culture
"In 2007 NZ On Air initiated the NZ On Screen project as an integral part of its digital strategy. Since 1989 NZ On Air has funded over 15,000 hours of local television production. Much of this content, as well as thousands more hours supported by broadcasters, film investors and other funding sources, is not easily accessible to the public.
NZ On Screen is unlocking the treasure chest, providing access to the wealth of television, film, music video and new media produced in NZ, along with knowledgeable background information."
(New Zealand on Screen)
Fig.1 Murphy, G. (1981). Goodbye Pork Pie. Aotearoa New Zealand, NZ Film.
Fig.2 Tamahori, L. (1994). Once Were Warriors. Aotearoa New Zealand, New Zealand Film Commission
Fig.3 Ballantyne, A. (2009). The Strength of Water. Aotearoa New Zealand, NZ Film.
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Simon PerkinsSHARE
Microlearning: learning from microcontent
"We understand microlearning primarily as learning from microcontent - from "small pieces, loosely joined" (Weinberger, 2002).
Microlearning as a term reflects the emerging reality of the everincreasing fragmentation of both information sources and information units used for learning, especially in fast-moving areas which see rapid development and a constantly high degree of change.
While in the past a single authoritative work (or even a single authoritative teacher) may have been all that was necessary to sufficiently acquaint oneself with a given topic of interest, this is increasingly untrue, especially as the necessity to (quickly) learn (a lot) extends into almost everyone’s work life.
Books, magazine articles, a multitude of web resources (like online books, tutorials, encyclopedias, forum and weblog postings, emails and comprehensive teaching material collections as produced by MIT’s OpenCourseWare project or the Connexions effort hosted at Rice University) form essential ingredients of the source mix of almost any non-institutionalized learning effort - and, increasingly, of many institutionalized efforts as well.
Fragmentation of sources has both positive and negative aspects. From a producer’s standpoint, information fragments are much easier to create than larger works. Furthermore, disaggregated content - theoretically - can be re-aggregated to optimally suit an individual learner’s preferences (instead of the needs of an idealized common denominator). The other side of the coin is that a significant fraction of the consolidation and organization effort is shifted towards the learner.
It will increasingly be the task of microlearning management systems to assist the learner (or group of learners) to consolidate information gleaned from such disparate sources into a coherent whole. We see personal knowledge mapping as enabled by combined wiki/weblog software as a first step in that direction."
(Christian Langreiter, Andreas Bolka, 2005)
Weinberger, D.: 2002, Small Pieces Loosely Joined. Perseus Books.
[2] Langreiter, C. and A. Bolka (2005). Snips & Spaces: Managing Microlearning. Microlearning Conference. Innsbruck, Austria.
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Simon PerkinsSHARE
Talis Aspire: shared UK-wide Resource List Management System
"Talis Aspire takes into account the rise of e-content, evolving pedagogy techniques, higher student expectations and user-generated content. Talis are fairly sure that they got the stock management aspect right with Talis List, so they took as the starting point of development the needs of students and academics, as well as the library. Essentially the VLE is still seen as the hub that co-ordinates services, and Aspire is designed to work with existing systems. . A lot of academics seem to be using Moodle to provide their course reading, but at present it still mostly consists of links within Moodle to word documents or PDFs. Aspire has been designed to fit in with the look of the institution so that it can work with Moodle without the students necessarily knowing that they have even left Moodle. It integrates with e.g. Shibboleth/Athens and student registries, so that it's possible for students to be presented with the relevant lists as soon as they start a course (rather than having to seek out their lists). One of the goals of Aspire is to maximize the value of e-resources, so in-line content plays a big part – library catalogue information is displayed on the page, and you can embed e.g. e-books, articles and videos within the list. This looked particularly useful so the students can get to content quicker and should help them to access more e-resources. YouTube is easy to embed, but I was pleased that they were currently talking to the BUFVC to see if Box of Broadcasts could be directly embedded."
(Paul Johnson, Royal Holloway, University of London, 23 April 2009)
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Simon PerkinsSHARE
