Free Academic Videos for Everyone

It's new and it is in a 'beta' state; however, Academic Earth is something to keep your eyes on. Currently, it offers thousands of post-secondary lectures from authorative sources - all free. The creators of this repository have worked hard to integrate features into it that make it extra useful. Each lecture has a side bar with a slection of special options, such as a download to iPod option, a citation option, an 'embed' option that gives you code you can copy and paste into your website (this means that you can distribute the video to your students without having to host the video on your server. Nice!). Each lecture is rated by registered users of the website (registration is free!). So over time, the most highly rated lecture will float to the top. While in the 'beta' state, Academic Earth strongly encourages users to leave feedback on any bugs you find as well as to make suggestions on how to improve the service. At the time of launching, it is billed as "Thousands of video lectures from the world's top scholars." Not bad for a start, where will it be a year from now! What do you think?

Photo credit: Here.

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Wikipedia is now a primary source for research!

Wikipedia. For academics you either love it or you hate it. One of the people on Twitter that I follow alerted me to a blog post by Frederic Lardinois on ReadWriteWeb that describes a first for a refereed academic journal. The scientific journal, RNA Biology, will now require all authors that submit a paper for review to the journal to also submit a summary of the article to Wikipedia. The Wikipedia summary is reviewed as part of the submission; however, once the paper is accepted for publication and the Wikipedia page is posted, anyone in the world can edit the contents of the Wikipedia entry.

I love it! RNA Biology is now feeding original cutting edge research into Wikipedia. That is primary source material – not simply secondary source material. I just love it. How do you feel about it? Let us know by leaving a comment below.

Note: image credit here.

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Live classroom polling without clickers?

Almost everybody these days has a cellphone - especially students! So a company called Poll Everywhere has decided to deploy an Audience Response System (aka, clickers) by using text messaging on a cellphone instead of a wireless clicker transmitter. A colleague of mine (thanks Katia!) first let me know about this company by a comment she left on one of my blog posts. Today I spent some time trying it out and my initial assessment is that this is GREAT! It really works.

• It's fast. When I send a txt msg it takes about 2-3 seconds for the vote to be captured in the resulting graph


• It's easy for students to participate. As easy as sending a conventional text message and they do not have to buy a 'clicker' they can use their personal cell phone.


• It's easy for instructors. No longer must the presentation room be equipped with a receiver to capture the signal from the clickers. All you need is an internet connection to capture the data from the live graph.


• You can embed the 'live' graph as a PowerPoint slide into your classroom presentation. No need to minimize PowerPoint to go to a website to view the results.


• It's cheap! In fact, you can try it for free with a maximum of 30 votes per question. For larger numbers of votes you can subscribe to the system for a monthly fee.


• Web-voting is enabled. If you have students without a cellphone but with a laptop... then they can still vote by going to a specific link the instructor provides.

Want to try it? Here's a poll that I created below


Try it! Vote! If you want to vote by cell phone then here's how to do it:

1. As the poll says, write a text message to this number: 32075 (Note: this is a text message short code - it is used like a telephone number for text messages.)


2. In the text message you will place your vote. The format of your text message is specific: "Cast xxxxx". Where 'xxxxx' is a unique number associated with the option you wish to vote for.


3. For example, in this poll, if you want to vote for Desire2Learn then write a text message to 32075 which contains this text "cast 29368". 2-3 seconds later you will see the graph change to incorporate your result. Note: Once 30 votes are tallied the poll closes so I will try to reset this poll once in awhile so that people can continue to try it.

Note: Poll Everywhere only works in some countries. Check their list.

If you want to try the web-based voting, then you can vote here.

I think this is great and I am definitely going to use it in class. What do you think?

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Teaching with cellphones impacts learning?

Note: This is a follow-up message to an item posted to eLearning Acupuncture a week ago (19 Nov 2008), so be sure to read the original post first before reading this post.

I left off in the last post with the intention of testing if the use of cellphones in teaching contributed positively towards student learning. So here’s the simple experiment I designed.

First, a week after I exposed the class to the cellphone exercise in trying to answer the question “what is the mechanism of action of cyanide’s toxicity” via text message, I posed them the same question again. Only this time, they could not use their cellphones – they had to personally know the answer at that moment. The result is that four people out of 24 students answered the question correctly.

I approached these four people to ask the follow-up question: “Where and when did you learn this fact about cyanide?” Of the four people who answered the question correctly, two of them were the students who had successfully completed the cellphone activity last week, one was someone who independently looked up the answer because of her exposure to the question in last week’s cellphone activity, and the last person was someone who knew the answer from a previous course.

So here is how I interpret this data in combination with last week cellphone data.

First, let’s examine the people who successfully accomplished the cellphone task last week and let’s see if their accomplishment from last week affected their learning. Of the two students who accomplished the cellphone task last week both were able to correctly answer the question regarding the mechanism of action of cyanide one week later. Both students identified the previous week’s cellphone activity as being the time and method that they learned this answer. So for 100% of these students, success with the previous week’s cellphone activity did indeed contribute positively to their learning. They demonstrated this by retaining this knowledge for the period of at least one week.

Second, let’s examine the student who did not successfully complete the previous week’s cellphone activity yet was stimulated by the activity to a great enough extent where she independently researched the answer and was able to demonstrate her knowledge one week later. Did the cellphone activity affect her learning? YES! On the surface this sounds quite positive doesn’t it? However, there were 19 other people in the class who where not stimulated by the activity to a great enough extent to independently research the answer as she had. So for 1 out of 20 (or 5%) the activity stimulated their learning despite being unsuccessful with the cellphone activity. For the other 95%, there was no positive impact.

Third, the student who previously knew about the mechanism of action of cyanide was unaffected by the activity – he already knew the answer.

So taken together, despite a very small sample size, there is a suggestion that cellphone use in the classroom might positively affect learning. Maybe just enough of a suggestion that further investigation on the subject is warranted. What do you think? Please leave a comment below.

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Pay Attention to Teaching with Cellphones

The Jordan School District in Sandy, Utah, produced a provocative presentation in April 2007 on TeacherTube entitled “Pay Attention”. It’s a nice video that runs about 7 mins and 40 secs. I’ve watched it a few times over the year to refresh my memory about some of the key ideas in it. I like a lot of them personally.

Starting at 3 mins 50 secs into the video, this sequence of text appears:

Did you know that over 1.5 billion people, all over the world, are walking around with powerful computers in the pockets or purses?

“When you lose your mobile, you lose part of your brain.” – Student from Japan.

“Phones have become an interesting enabling tool. Invented to connect us all together, it has become something much more…” – Warlick, D. (2007). At your Service.

Since your students already know how to use this technology, why aren’t you using it to teach?

Think of ways you could use cell phones to teach…Language, Poetry, literature, Public Speaking, History, Math, Storytelling, Geograpahy, Writing,

Text Messaging (SMS) alone could be used for: pop quizzes, student polls, spelling bees, math experiments, science experiments, book reports, peer tutoring, class presentations.

Imagine giving your class this assignment:

Class you’ve got 10 minutes to received a text message from anyone outside of this school…Please find out: 1. What they had for breakfast, 2 What the weather is like where they are, and 3. The one thing they as purchased. Bonus points will be given for messages received from people in other countries using languages other than English.

Talk about acquiring useful data! This data could then be used in nearly any class to teach a wide variety of essential skills: graphing data, food preparation, predicting economic trends. Cellphone to teach? Absolutely!

Well, I tried this experiment yesterday. I tried to see if I could integrate the use of cell phones into my class. I was teaching a 3-hour first year Chemistry Lab on the spectrophotometric analysis of hemoglobin in human blood. We used a classical reagent cocktail (called Drabkin’s Reagent) that contains potassium cyanide. I asked the students a simple question for bonus marks:

“Please receive a text message containing the mechanism of action of cyanide’s toxicity by the end of today’s class.”

Of the 10 people in the class who had their cell phones (most people don’t come to the lab with their phones), only two people were able to accomplish this task during the allotted time. 2 out of 10.

Is this a success or is it a failure? I don’t really know because I did not set out my research question ahead of time. (It just goes to show you that scientists are routinely engaging in poor experimental design! HAHA!).

However, if I reverse engineer this a little bit and think about possible research questions to judge the success of the experiment against, then these come to mind:

Q1. Were students excited by a research activity that involved cell phones?
A1. Anecdotally – yes. There was a real ‘buzz’, a sustained ‘good vibe’ in the class and it all positive.

Q2. Were students able to participate in this research activity on a cell phone without any technical training by the instructor?
A2. Yes. No one approached me to ask me how to receive a text message or how to operate their phone in any way.

Q3. Were students able to complete successfully this research activity on a cell phone?
A3. Only 2 of 10 were able to complete it in a 3 hour period. Some people, including me, might interpret this as a fail. In general, the majority were not able to complete this task in the time allotted.

Q4. Was the quality of the answer received by text message of sufficient high?
A4. Yes. I judged both answers as correct although they were quite abbreviated as you would expect with text messaging as a delivery mode.

Q5. Did this technology-enabled research activity contribute positively towards student learning?
A5. I don’t know. However, I am going to test this. I’ll be sure to put my results in a future blog post. Stay tuned!

If you have any experience using cell phones to teach, please let us know what you did and how it worked out by leaving a comment below.


Note: image credit located here.

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The Artful Science of Instructional Integration

Note: Please welcome this guest post by Marc Tremblay - teaching on the front lines in Toronto, Ontario.

The challenges of creating effective instructional designs are an ongoing and healthy preoccupation in the minds of most teachers. Though they are often exposed to new instructional practices through professional development, teachers must consider a well-thought integration of a variety of approaches.

Beyond Monet: The Artful Science of Instructional Integration, by Barrie Bennett and Carol Rolheiser, tackles the complexity of instructional design by breaking it down into distinct elements. These components are based on psychological and social research which have been applied in education.

Many aspects of this book make it a valuable resource: concise explanations of theoretical foundations and a recognition of the need for excellence in teaching skills make this reading exciting and motivating. There are model lesson plans which demonstrate the application and integration of several instructional practices. The authors also maintain a website updated with current developments in research in education.

Key parts of this book deal with cooperative learning structures, the brain and students’ sense of well-being in the classroom, induction, differentiation, the practice of asking questions in a classroom discussion. These are all things we sometimes struggle to perfect and desire to master in order to create engaging, effective and meaningful learning scenarios.

So what’s with the title, Beyond Monet? Well, it addresses the need to apply scientific methods of self-reflection such as observation and analysis rather than simply relying on intuition: experienced teachers combine several instructional practices for effective teaching, yet often they struggle to explain clearly to novice teachers exactly what they did. One just doesn’t rely on a nebulous creative streak to be a good teacher. This book encourages in-depth understanding of teaching practices and learning content so that one can then apply one’s creativity in lesson design.

Beyond Monet : the artful science of instructional integration / Barrie Bennett, Carol Rolheiser.
(Toronto) : Bookation, c2001.
ISBN: 0969538839

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FOR SALE - Experienced Online Instructor

Are you seeking an experienced online instructor to teach at the post secondary level in the following fields: chemistry, physics, biology, biotechnology, molecular biology, mathematics, pharmacology, statistics, educational technology, education, or ethics? If so, please contact ME - I am for sale. Seriously. A CV and a detailed teaching dossier can be made available to interested parties. I can teach entirely using Web 2.0 technologies or I can teach within your school's LMS. You decide. I am 100% learner centered in my approach.

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Newspaper Frontpages from around the World

Some people don't know about this. It's the website of the Newseum in Washington, DC. Billed as the 'World's most interactive museum', it contains a very nice resource of newspaper frontpages from around the world. For example, this morning, via twitter, many of my friends shared links from this website to show a visual representation of the Obama Presidential victory. This morning, Newseum showcased quite an extensive compilation of various newspapers - there were 682 frontpages from 66 countries!

Newseum's gallery of today's front pages is here. (Note: these pages load up slowly - be patient.)

Newseum's geographical index of today's front pages is here.

They even keep an archive of newspaper frontpages for dates and events of particular significance. You can see the list here.

If you are interested in infusing current events into your course materials then access to these newspaper frontpage images could be very useful! (Note: be sure to read their copyright statement before using any of this material. You can find a link to it at the bottom of each page.)

Tip: If you want to see if there are any archived versions of newspaper fontpages for a particular date in the past, then just use the following link and substitute the last 6 numbers by the numerical value of the date (i.e. for May 14th, 2008 use 051408): http://www.newseum.org/todaysfrontpages/default_archive.asp?fpArchive=051408

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cck08: Wesch Strikes Again!

I can't get enough of this. The University of Manitoba recently posted the video of Micheal Wesch's June 17, 2008, talk entitled "A Portal to Media Literacy" where you can get a glimpse into how Micheal organized a couple of his classes at Kansas State University. He strives to create platforms of participation for students that leverage the emerging media environment. He shows how to let students participate in their learning in an open way to harness the 'upload world' they are familiar with. Some great illustrations of practices in wiki and RSS aggregator usage are found in this video... just in time for this week's CCk08 topic of Instructional Design and Connectivism! Food for thought!

In fact, I'm revamping one of my courses for Winter 2009 (Biol2: Intro to Molecular Biology) and I am going to use a wetpaint wiki as a type of portal for my students to bring together course information. I'll be sure to write about it on this blog once I get the wiki slightly more crytalized.

Note: image credit located here.

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The Reflective Teacher

If you are a teacher then you are acutely aware that the level of effectiveness of ones teaching can vary from day-to-day and class-to-class. In fact, some days the effectiveness level is high while other days you are not so effective. Personally, I’ve often walked out of the classroom feeling that a particular class went horribly. So what do you do in situations like this? Well, you start by thinking about it… by reflecting. Many people have written about the reflective practitioner or the reflective teacher. In fact, many educators use the process of self-reflection with their students when developing skills in the classroom. Journaling is the classic example of this. Documenting the process of reflection can help the progression to solution finding. In the 21st century, blogs have facilitated the sharing of self-reflective material – they are much easier to distribute and access then hard-bound journals.

This web 2.0 concept of sharing when applied to professional reflection is very powerful. Have you ever wanted to be a fly in the classroom of a respected teacher to see how she does it? Have you ever wanted to read or hear the reflections of that same teacher on the effectiveness of their teaching? I’m guessing you answered YES to both of these questions. If so, this 13 minute video will be interesting to you. Filmed in the Fall of 2006, it shows a glimpse into the classroom of Queen’s University mathematics professor Leo Jonker and subsequently documents his reflection on his teaching style.

What do you think about Dr. Jonker’s video? Leave a comment below.

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CCK08: Facebook for Academics

If you are a faculty member or administrative staff at a college or university then you might be tempted to check out Academia.edu. Probably the simplest way I can describe it is to call it "Facebook for Academics." All institutions are organized on the top level of a 'tree' (i.e. an organizational chart). The second level of the chart shows the departments within the institution and the third level shows the individual faculty and staff. Once you add yourself to the respective tree branch, you can select your research interests, display a photo and post a professional profile which includes aspects such as articles published, books authored, CV, important websites, contacts, courses you are teaching, etc. This social networking site is a great way to connect with other faculty members at other institutions working on similar topics. This has the potential to be a very interesting resource as it grows. As of mid-October 2008, there are over 6300 people registered. (7 more people joined in the time it took me to write this blog post!)

PS: this blog post fits nicely into the Connectivism course topic for week 5: Groups and Networks.

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CCK08: The most successful network in history!

Last week in CCK08, the longest thread in the discussion forum was on the question: “Which is the most successful network in history”. There were some very nice suggestions such as:

• The network of international health care professionals linked together after experiencing outbreaks like the SARS.


• The solar system – which networks planets


• Evolution – as a self-assembled network that led to higher life forms on Earth


• The brain – a dynamic, thinking and emotional network


• The Internet – speed of information flow and repository of data

I think you might agree with me that those are all good examples. At least one important and immensely successful network is missing off this list: the telephone network. In the last 125 years, this network has evolved and adapted to serve the needs of the industrial revolution all the way into the 21st century and while I am no expert on predicting the future, I am predicting this network will continue to grow in its importance for generations to come.

This being said, the telephone network is slowly merging with the data network. So maybe in the future, all communications networks will be merged together with so much overlap and interconnectedness that distinctions will be difficult to identify.

Anyway, is this good for distance learning? YES! The telephone is important for distance learning. Not only is it a simple and reliable way for an instructor to communicate with a student but it also provides students access to a data network on some telephones. For example, I’m writing this blog post from my iPhone. It’s iFun! Access to this data network on a telephone exponentially increases the functions that a student can perform in support of their own learning using a telephone.

Can you suggest a candidate for the most successful network in history? If so, can you explain how this network might support learning in a practical sense?

Note: image attribution here.

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CCK08: 69 Learning Adventures in 6 Galaxies

This week in CCK08 the discussions have revolved around aspects of knowledge. Some people have engaged in discussion around definition knowledge, others have tried to explore how knowledge is stored in the brain. Some have extended the discussion to the concept of understanding and there was a very interesting discussion on how knowledge or learning can take place in a ‘non-human appliance’ – be it social software or a robot! The topics that appeared made for quite a philosophical week in the course.

Now I’m not much of a philosopher – I’m a scientist. So I didn’t quite know what to contribute. I do know that knowledge, understanding and learning has been the cornerstone of my life as young adult all the way into adulthood. I’m a very inquisitive person always looking to learn new things. Consequently, I am a good “knowledge seeker” - a good researcher. So in the spirit of information gathering, I thought I would share with the readers of this blog a very nice resource.

69 Learning Adventures in 6 Galaxies.

Sounds like a bit of a gimmick title right? Well, it’s not. It’s a free eBook by Zaid Ali Alsagoff, the e-Learning Manager for The International Centre for Education in Islamic Finance (INCEIF) in Kuala Lumpur, Malaysia. He’s assembled a very easily readable eBook that covers six major topics (aka Galaxies!): Learning, Teaching, Stories, Free e-Learning Tools, Free Learning Content and Free EduGames. In conjunction with his blog called Zaidlearn, it provides a nice set of resources for the practitioner who is in "knowledge seeker" mode.

Enjoy.

Note: image attribution here.

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CCK08: Connectivism Concept Map

This week I read a few things circulating in the blogosphere about Connectivism. Most of it is interesting. The readings provoked me to give some thought to the concept of exactly how I am connected to the message pipelines and communication networks around me. I noticed that there are some message pipelines that I exclusively make a conscious effort to take from at a time point which is convenient to me. Such as television. I do not routinely watch television. In fact, I have not been in the presence of a television (turned on) in the last four days. So how does the message pipeline of a television influence me - well, I simply take from it once in awhile. On occasion I make a conscious choice to turn on a TV and watch it. I never give to that message pipeline - I only take from it.

In contrast, I gave some thought to how I use the phone. The phone pushes information to me automatically (i.e. phone calls come to me directly on a routine basis) and I routinely push information to the phone (i.e. I call people through the day). So clearly the way television keeps me connected is different than the way a phone keeps me connected. However, both are part of my 'Personal Connectivism' map.

I tried to visually represent this phenomenon of my 'Personal Connectivism Map' visually. I used CMAP Tools. If you are new to CMAP tools then you might find this post useful.

Take a look at my 'Personal Connectivism Map' and let me know what you think by leaving a comment below. Click the image below to go to Flickr where you will have the ability to choose from a variety of image sizes, if necessary (see the 'All Sizes' button).

Tremblay-ConnectivismMap-Sept2008
Originally uploaded by actionhamster

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Blogroll in Pageflakes

"Blogroll in Pageflakes" ... hmmm ... what the heck does that mean? It kind of gives me a visual of someone dunking a yummmy snack into a bowl of sugar-coated cereal! But I digress *hahaha!

Anyway, if you are a regular reader of this blog, you will enjoy what I have put together for you this morning. It's a pageflakes webpage that aggregates the blogroll found on this blog together into one spot. It's one stop browsing for eLearning stuff. Enjoy!

PS: If you are new to pageFlakes and want to learn more, then see this post.

Note: photo attribution to Darwin Bell.

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Free Books on e-Learning

Don't you just love the concept of sharing information for free? I sure do. So I wanted to quickly blog a link I would like to revisit in the future. Jane Hart from the Centre for Learning and Performance Technologies (aka C4LPT), has assembled a running list of websites that hold free content from e-Learning books. For example, some of the items on the list are sample chapters from publisher websites advertising print books. The list is very useful and shows that even a little bit of free sharing can go a long way when someone takes the time to assemble the sources into one place. Thanks Jane!

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CCK08-Connectivism is here!

The massively online open course on Connectivism has begun (see description here). Already there is so much material on the subject that some of the participants are very surprised and somewhat overwhelmed. In my view, I think the key is not to get stressed out with the large volume of material that will be channeled to participants in CCK08. Learning is supposed to be fun - so I am adopting the approach of simply 'going with the flow' for the next 13 weeks. I'm going to read a few things that interest me each day (mostly from 'the daily' email produced by the instructors and from the Pageflakes RSS aggregation page). And when I 'feel the urge' I will blog about something related to these materials in my regular blog here - I'll be sure to add the tag CCK08 to the postings. I have no specific goal (or expectation) in mind as to the number of readings I will complete each day nor the number of blog postings on CCK08 I will make each week; however, I will keep an open mind and see what happens. I am here to enjoy the ride with the least amount of stress as possible. I know I will learn
something on this journey - without giving myself a heart attack along the way (*haha*)

I hope the same for everyone else that is a participant in CCK08!

PS: If this posting intrigues you - it's not too late to join into CCK08. Give it a try!

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Free File Storage Online

I attended a presentation by a colleague of mine yesterday (Hi Louise!) where the topic of free file storage online came up. Often when working in a course development team, using some central repository of files is very convenient - free file storage services online can help.

Here's a review of 10 free online file storage services via The Smorgasbord dated Aug 19th, 2008.

Here's a review of 10 free online file storage services via Online Storage Services Review dated sometime in 2008.

Here's a review of 6 free online file storage services via Enfotainer dated August 13th, 2008.

Also, Helen Barret, the E-Portfolio Queen!, has recently been conducting some Online File Storage Research. Be sure to read the opinion she's posted on her blog on March 30th, 2008.

If you have any successes, or failures, to report about a free online storage service, please leave a comment below.

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Gas makes a splash in 3D worlds

I spent about 15 minutes this morning with Tim Allen, Head of Technology for Crompco Corporation. I wasn’t in his office, I wasn’t on the phone with him, our time together wasn't even a series of email exchanges – it was in a 3-dimensional virtual world: Second Life!



With about 150 staff members and 65 trucks in its fleet, Crompco services gas stations from Maine to Florida on the I-95 corridor. Tim and his staff identified a “learning gap” when they were training junior technicians on the underground layout of gas stations. This underground layout isn’t visible if you visit a local gas station… it is underneath the asphalt. Previously, technician trainees at Crompco learned about the underground layout by using illustrations on a white board or other 2-dimensional learning aids in a classroom setting. Learning about a 3-D construction layout in a 2-dimensional diagram wasn’t perfect for students so sometimes they were lucky enough to find a gas station in construction where they could do a site visit. Unfortunately, there were times when finding a gas station under construction wasn't possible. That’s when Tim and his staff had a great idea: let’s do the learning in a 3-D virtual environment!

Enter Second life. Tim and his staff have created a virtual gas station in Second Life. One where the asphalt can be removed and the major aspects of the underground layout can be observed directly. In Second life, with your avatar, you walk right beside the underground tanks. One is displayed in cross section showing the gasoline inside.



The pipes are all clearly marked showing those carrying different grades of gasoline to the pumps. The recovery ventilation system is also shown. In addition to this 3-D model that students can actually walk through and examine from several angles, some slide shows are also hosted at the station, which explain related training activities and safety procedures. Tim informed me that part of the training activities also involve the driving of a fuel tanker truck onto the virtual premises to simulate filling of the underground tanks.


Are you in Second Life? Do you want to go see this Virtual Gas Station yourself? If so, you can send a message to Tim’s avatar named ‘Crompco Mecanique’, who frequently staffs the station called directly in Second Life. Alternatively you can try to find it yourself. Search for ‘Peregrin Salon’ and teleport there. The Crompco Virtual Gas Station is about 600 meters in the air above the salon. Note that you need a Second life Flight Assist Add-On to flight that high. Yikes! (*smile*)

Overall I was quite impressed. Clearly, this virtual training space met a need for Crompco in the formation of their technicians. Kudos to Tim and his staff for taking the leap to Second Life in order to meet their specific training needs. A local NBC affiliate even featured them in a story they broadcast in March 2008.

If you know of any other examples of companies using Second Life for training purposes, feel free to share them with us by clicking the comments button below.

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Is YouTube changing how we live?

I learned through my twitter feeds that Micheal Wesch has another video (see posts on his previous videos here and here). This time it is a recording of an academic presentation he made to the Library of Congress on June 23rd, 2008. It's just under an hour long and it provides an excellent overview of the impact some Web 2.0 technologies from an Athropological perspective. In particular, the presentation examines in detail the concepts of YouTube and of user-generated media/filtering/commentary. I found the talk to be very interesting and despite the fact that I am in the field of educational technology, this talk opened my eyes to a few broad scope issues that I have never considered. There's something in this talk for everyone. Check it out and let me know what you think.

The video's YouTube page can be found here.

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