The Byron Report appears to concentrate on other dangers from the web, unsuitable content for children. The presentation in media has so far obscured the interest in digital literacy that was in the research. This report could be a productive basis for discussion as there is an alarming discourse around it as well as real issues.

Things may change between now and the Protection conference. So far there has been almost no press coverage of the issues in the quote below.

"There is a long tradition of media education in UK schools, although it has remained fairly marginal to the mainstream curriculum, particularly in primary schools. Paradoxically, media literacy has not been a significant element of the National Literacy Strategy; and the National Curriculum for Information and Communication Technology currently focuses primarily on technical skills rather than on the evaluation of digital content. By contrast, media educators have a well-established conceptual framework, and a developed set of classroom strategies, that are increasingly being extended to digital media such as computer games and the internet (Buckingham, 2003, 2007; Burn and Durran, 2007). Media education involves understanding the processes by which media are produced; analysing the verbal and visual ‘languages’ they use to create meaning; making judgments about how media represent the world; and understanding how audiences are targeted, and how they respond. These approaches generally involve both critical study and creative production of media."

Annex G: The Impact of the Media on Children and Young People with a particular focus on computer games and the internet (PDF, 305kb)

I have started a topic on Guardian Talk - Media-New Media. Fear and web culture. There are links to education but it seems to start as a media issue, at least as reported.

Graphic from the main report. Could be a works instruction. Good to include mention of anti-virus software.

Information Security

The ISO survey (PDF link) published in 2007 included for the first time a section on ISO/IEC 27001:2005, a management system for information security. My interest has been in ISO 9000 but there is an overlap in how management systems work through documentation and learning. Standards could be relevant for the current research project. The Management School did contribute to the KE project.

In the UK there is now declining interest in ISO9000. However the number of certificates on the planet continues to increase. I wrote a story on this for OhmyNews, mostly about the numbers in China.

Selected numbers from the 2006 survey on ISO/IEC 27001:2005

United Kingdom 486
India 369
Japan 3,790

So although the UK has some base for this, enough not to need to outsource all data management anytime soon, the number of certificates for Japan is striking. Could it be that there is some practical reason for this?

Web search finds a couple of PDF documents that help to understand what the standard is about, both from consultants so look out for rhetoric.

Form for checking readiness from ATSEC

Information Security and ISO27001 – an Introduction from ITgovernance

The form mentions four areas where records may exist-

Nonconformities
Preventative and corrective
Training plans for your employees
Regular reviews of ISMS

The introduction includes reference to the PDCA cycle

The PDCA cycle is the Plan-Do-Check-Act cycle that was originated in the 1950s by W. Edwards Deming and which says that that business processes should be treated as though they are in a continuous feedback loop so that managers can identify and change those parts of the process that need improvement.
The process, or an improvement to the process, should first be planned, then implemented and its performance measured, then the measurements should be checked against the planned specification and any deviations or potential improvements identified, and reported to management for a decision about what action to take.

This formulation implies a level of management that is not always involved in the system. Further discussion required on how this might work.

Meanwhile the British Standards Institute (BSI) have published PAS 99, a guide to an integrated management system that could include all the standards for audit and review-

* ISO 9001 Quality
* ISO 14001 Environment
* BS OHSAS 18001 Occupational Health and Safety
* ISO/IEC 27001 Information Security
* ISO 22000 Food Safety
* ISO/IEC 20000 IT Service

The IAS view on danger seems to be that the discourse around danger is more interesting, except when this discourse causes danger, which is then regarded as real. That is a bit sweeping but is based on cases from the workshop on documentation etc. The danger of terrorists crossing the Mexico / USA border was seen as low. The danger of death from dehydration was seen as significant. So on the Casa Segura website there is a warning before some guidance on survival in a desert -

We strongly discourage anyone from making the dangerous journey through the Sonoran desert. There is not sufficient water or resources and temperatures are extreme. It will take days of walking in a harsh landscape and it is not worth risking your life!

So this is not an example of a procedure or works instruction following on from a policy. The policy is formally opposed to the procedure. However there is a link to an Australian government site about dehydration. Perhaps this could be considered as objective information, useful for people in an Australian desert.

At the workshop the most enthusiasm for detailed instructions came in the proposals for the "extreme green guerilla" (E.G.G.) community, "a network of amateur self-sustaining people who have shortened their lifespan to sustain the ultimate green lifestyle." The manifesto includes a statement - "We will not engage in consumerism. We must not consume. We must be consumed."



One project is the Animal Messaging Service. "Extreme green guerrillas are against using the Internet or mobile phones for communication, as this method will tie them to big corporation. E.G.G. are also against conventional posting service, as it leaves a great CO2 footprint. E.G.G. send messages internationally by hacking into the animal migration system. In natural sanctuaries environmental protection agencies tag migrating animals with active RFID tags. E.G.G.s hack into these tagged animals to send digital messages internationally.

The E.G.G. project is supported by detailed manuals so is a suitable case study for how detailed instructions can support a manifesto.

This is a blog version of material that may find a version style for a "paper" or at least a workshop or fringe discussion around "sciences of protection".

It may seem way off topic but it eventually clarifies ideas to attempt to present them. The academics in Lancaster deal with different subjects over time but there is some continuity. I may improve my understanding of where they are at as well as of the role of documents in a process.

I still think there is a connection between quality ideas and the work on learning organisations. The "knowledge economy" (KE) was a useful context for this. However, my impression is that it was the rhetoric around the KE that was of interest. Discourse analysis seems to be a theme that continues over different research projects. I have yet to find much about KE from IAS that looks at policy as if a positive contribution was possible. During the conference the after dinner speech was probaly the most effective presentation and the concern for academic freedom resonated with the audience.

Today in the Guardian Education section there is an article by Phil Beadle who claims that computers cannot replace the "professional brilliance" of teachers. My guess is that his take on the KE is shared by many in education.

The further agenda is also economic. If we are working towards a "knowledge economy" in foregrounding ICT use above any other skill, we are promoting an economy in which only one form of knowledge is perceived as viable or useful, and a lesson wasted on a clumsy, two-sentence PowerPoint presentation is of more value than reading a book.

So although I may seem off topic, one aim is to find some way of working with information technology that meets some of the educational objections. "Quality" is one way of describing this. Some of the academic discussion seems not to have got past a set of objections so there is not much contribution to a design stage. Is it surprising that the learning aspect of social networking is best understood by online companies? Another article this week objects to cyberbullying of teachers through student comments on Facebook. My impression is that the Guardian rarely includes a study of how Facebook works or how education could learn from it and similar sites.

To be updated later with some comment on the Networked Learning conference. Will it all be about "the dark side" or will there be anything that could connect with practice?

Film is part of the scope for the research project on safe living. Annette Davison is in the photo, talking about "The Conversation" as part of a presentation on "Ear Defenders : designing film for safe living". There is a readiness to use media from the web or anywhere, not just a print format suitable for journals.

I have found a couple of links from Blinkbox where you can create a one minute sample. This seems a good chance to test this. More argument later if things fit together.

Not much music on this one


www.blinkbox.com

Only some at the end on this


www.blinkbox.com

safetypaper

The workshop last week on documents, mediation and presentation was mostly related to examples of state policy on immigration and terror. It turned out that the chance of being blown up on a flight is less than one in a million so discourse theory is a reasonable way to explain the theatre at airports. Also the number of terrorists arrested so far on the USA / Mexico border is reported as zero.

However I still think that danger could be real. Also that there is something that could be explained as a "knowledge economy" or something like it. And that the word "quality" has a meaning. There is such a thing as rhetoric to support a neo-liberal project, but this is not a way to explain everything.

I realise I am repeating more or less the same points every so often but there is a benefit in testing ideas so trying to connect with academic conferences is worth a try sometimes. I am not sure what a "paper" is, now that the web allows versions to exist at different times. Still, I have managed 300 words more or less on topic.

This blog post can be edited so will have more links later

=================

current version, deadline 15 April

Possible thread- Distributing protection and 'Safe Living'


Search results, documents, and integrated management

Documents can be part of a process with a scope that includes safety. Web search can be a source, probably with a wider range than an academic library. The paper considers the possibility that danger can be real.

Standards for health and safety compete for the attention of senior policy makers. They can be audited and reviewed together with other standards. Comparisons can be made with studies on quality policies. Academics have concentrated on “quality” as a discourse. Wilmott and Wilkinson describe the word as “meaningless”.

Even if the management procedures described in standards are seen as an imaginary there is still a question as to how organisations learn or otherwise change behaviour over time.

One area to concentrate on is security around mobile communications. There is currently a trend for material promoting security software to present social networking as a danger. How to balance this with the benefits of web access will be considered taking an internet cafe as a case study. A PayPal account was compromised during 2007, evidence that danger can be real.

The style of presentation is intended to be as close to a workshop as possible. The paper could be combines with others in a session. Reference will be made to two scripts for film fiction. One deals with the difficulties for practitioners in maintaining a focus on a project while relating to the “critique” concerns of academics. The other covers a security catastrophe intended to focus on responses seen in the context of organisation.

The presentation will conclude by looking at a Swicki, a search engine using a social approach associated with Wikis. It will be claimed that documents can be part of a management process, possibly contributing to safety.

There has been some progress on the "Sciences of Protection" Swicki that I started as a test. "Fears" and "Anxieties" have been added to the buzzcloud following their use in searches. I have also added "danger", a word I used last week at a meeting of the Deming SIG. Apparently the people who work on risk rarely mention the word danger though it has turned up on the website for the workshop later this week. Documentation in itself is seen as potentially dangerous, even if usually there is no danger that could be as interesting as language. Where I am going way off topic may become clearer so check this blog next weekend.

A couple of things fit together from recent reading. Through the Financial Times I have found a research project into Second Life funded by IBM. There is a company website for www.seriosity.com, linked to research by Byron Reeves at Stanford and Thomas Malone at MIT. There is evidence of leadership development through online games, refencing a leadership model developed at MIT. I have now found three PDF files about this and they make a lot of sense.

Then earlier today I caught up with Buzzmachine, the blog from Jeff Jarvis. He mostly writes about media as changing with the web , but occasionally mentions education. He expacts a similar scale of change at some point to what he observes in news organisations. The universities he mentions as having content online already are Stanford and MIT. In the UK there is often mention of research and teaching universities as if there is a need to concentrate on a small number of research brands. As the effect of the web speeds up I am not sure why any research universities would be in the UK in terms of destination sites. It seems to me that the universities where there is most interest in the web are not the same ones that get research funding. Bit sweeping but something to come back to.

I have put a comment on the blog for the New Sciences of Protection project. This is at the Institute for Advanced Studies at Lancaster, where I tried to link quality assurance and learning organisations at a previous conference on the knowledge economy. Not sure where this will go. They seem mostly interested in language, but documents can be a real cause of danger.

By the way, the Knowledge Economy will turn up again quite soon at the Work Foundation. This appears to be a study in government, not rhetoric, so could be a basis for credibility.

Thinking about updating the learn9 website. I don't feel like insisting on definite statements. I think the search engine woreks well for people to find what they want or suits them.

i still think the ISO approach is useful, especially for print organisations but things are more in flux at the moment. Adobe are now promoting Flash and AIR so i think there is anew phase after Postscript and PDF. In some ways I find it hard to adjust to this but also things seem much more fluid that previously. I like Scribd for example and they could do well. The approach is fairly straightforward in using Flash to present documents online, including PDF. There are other products such as share that are still in beta on Adobe labs so I don't know what will happen eventually. Sevice providers that already do some combination of print and web design could go in various directions.

I have sent in a story on Learning Technologies to OhmyNews. More on this when I see how they edit it. It is based mostly on the Adobe move towards Flash so some of the issues will continue on the blog about drupa.

Learning Technologies draft

This is a draft of a story for Ohmynews, probably to be finalised next weekend.

Adobe proposes Flash for learning
e-Skills Maturity Model continues to feature on business radar


Adobe emphasised a view of learning around Flash for video and an animated web at their stand during Learning Technologies, a show at Olympia in London last week. Although the word "Acrobat" is still used to describe a software product there was almost no mention for the Portable Document Format (PDF) widely assumed to be associated with a large proportion of current income. The implication is that Adobe anticipates a web based less on text and learning environments based less on paper. Acceptance for online learning was evidenced by e-Skills UK, featuring case studies linked to a maturity model launched at Learning Technologies last year.

The combination of Captivate and Connect allows for rapid creation of presentations starting from Powerpoint which is assumed to be familiar for most people working on training in organisations. Content is displayed through Flash whether it is video or a form of paper. Collaboration is possible through video conferencing or text chat. Connect Professional has administration features that are not available in the Acrobat Connect offer that is now part of Acrobat. Previously Acrobat was known as software relating to PDF, a format that put on screen a recognisable representation of design for a paper page. In 2005, Adobe appeared to buy Macromedia though the discussions at the time may have suggested some form of merger. Managers from Macromedia continue to be influential in several Adobe business units. When Acrobat 8 was released in 2006 it included a menu choice to launch Connect, formerly known as Breeze when part of Macromedia. Although Adobe claim there is integration between the Flash and PDF formats it is my impression that the Connect approach in Acrobat 8 has almost no relation to the rest of the PDF based part of the software that most people are familiar with. There is no way to save a record of text chat as a PDF though it can be saved as text from which a PDF could be created. There is no way to save a PDF version of slides unless the presenter chooses to offer this.If this sounds confused it is because I am confused. I am stuck on PDF as a normal route so suddenly having Flash all over the place needs some getting used to. -Will 2/3/08 1:15 PM

There were many other signs of support for video as a direction. datmedia showed how videos can be integrated with web pages through any browser. They support many channels from organisations, including the Learning Technologies event. A presentation from last year is on the datmedia website. Techsmith offer Snagit as a way to capture screen sequences as a Flash file and Camtasia Studio for related processes. Flash is assumed to be widely available or at least within the scope of software supported by a training department.

There was some evidence in progress on establishing learning as a business priority. Last year e-Skills UK launched a report - "Towards Maturity" - showing how technology is adapted in organisations. Recently Laura Overton has reported on the e-Skills website about Online Educa Berlin where Sue Todd – President and CEO of corporate University exchange - who presented details of her recent benchmarking activity with her membership organisations around the globe.

Her research shows that businesses are waking up to the value of learning to the bottom line of their business. Sue believes this as potentially a great thing as learning success in the future will require training to be perceived as a core business process supporting business goals in the same way as marketing or manufacturing does.

Case studies from Towards Maturity site

So far I don't see much evidence of "leadership" or senior management as a driver for e-learning. Last year my impression was that technology was introduced by people in training or IT or because people found it useful at home. Senior managers got involved when given detailed training. conversation this year suggests things may be changing. Board approval is getting easier. I am still looking at the case studies.

--------------------------------------

Above is news, comment and quotes can follow. It strikes me that "social networking" is much discussed but academic theory around this is not connected.

-------------------------------------

The question for information professionals working across all types of sectors and organisations is what will the impact be on them and their work is learning 2.0 in all its proliferations does turn out to be something more than marketing hype. One cast-iron reason why it may stay the course is the simple reason that people (and especially younger learners) appear to enjoy the freedom, interconnection, and interactivity that is on offer. A few years ago one of the ways that the internet was fostering learning (especially informal learning and knowledge sharing) was through communities of practice (CoPs). These CoPs are individuals which technology could connect and bring together so that they could share knowledge and improve both individual and organisational performance through sharing of experience in an unstructured way. Just by belonging to the community your experience, knowledge and expertise was assumed and accepted. Learning 2.0 can be seen as the young cousin of CoPs. Learning 2.0 is social network transformed for a learning purpose.

From Information World Review blog, based on Stephen Downes at Learntech Conference

I think the CoP discussion started as an academic way to describe something. It became a practical aim later. Now seen as from the past because I think the academic discussion is not connected with the blogs. I may be wrong but the people who are published in journals seem to be in a parallel world. "Networked Learning" has a critique of the idea of community but I can't find anything recent online for free. There may be something in journals but it is expensive to find out.

Ideas of Community and Implications for Theorising Networked Learning

My impression so far is that "leadership" is not a way to explain how organisations take on e-learning, and "distributed leadership" drifts back to organisation.


Back to News

From the Houston Chronicle

"While Adobe will have new product releases this year (including Photoshop Express, Acrobat 9 and Creative Suite 4 in our view), we are concerned that these won't be strong enough to buck the picture of deteriorating demand," MacMillan said.analyst Ross MacMillan said in a client note. He also cut his price target to $30 from $50.

So what will Acrobat 9 be like? There is almost no publicity for MARS, an XML rewrite of the PDF format. I still think the hard copy aspects of communication have some sort of base. But the Adobe push on Flash and AIR (integrated runtime) mark a significant break away from page based design.

Photos from BETT

This link to Flickr

More on this blog later

BETT story for MyNews India

A revised version will be sent to OhmyNews after the event


Schools Minister suggests parents can solve UK bandwidth problems
BETT chance to compare rich internet applications

Jim Knight, UK Schools Minister, has told The Guardian that parents should now assume responsibility for providing IT resources at home, including web access. "We need to get to a point where in the same way when they start school the expectation is you've [the parent] got to find a school uniform, provide them with something to write with and probably these days a calculator, and in secondary school some sports gear - well, you add to that some IT." The statement came in an interview with Will Woodward who reports that "parents could be required to provide their children with high-speed internet access under plans being drawn up by ministers in partnership with some of the country's leading IT firms."

http://education.guardian.co.uk/schools/story/0,,2235303,00.html

Talks continue with companies such as Microsoft, BT, Sky, Virgin and RM to help close the widening achievement gap between pupils from the richest and poorest families. More than one million UK children have no access to a computer at home. The issues will be discussed at next week's BETT show on educational technology at Olympia. Last year Jim Knight announced at BETT a Home Access Taskforce following a study by Intel. Dell and RM on "universal home access".

The implication is that access to the web is now accepted as part of a learning environment. Jim Knight made the case for better web access-
"Obviously you need to make that affordable, you need to make that universal otherwise you just advantage those who can afford it. To some extent that's the case at the moment, where 50% of homes have got IT broadband, but they are hugely powerful educational tools ... we know from the research evidence the difference that information technology can make."

Much educational design has been intended to restrict access to unreliable information and to avoid time wasting through networking. Products at the 2008 BETT will include Autology, based on corporate technology from Autonomy, which is limited to 12,000 websites believed to be "credible". As reported in Personal Computer World, Bloxx will demonstrate how to "block bandwidth-hogging social-networking sites" and also block "proxy servers that allow crafty students to get on the web."

http://news.bbc.co.uk/1/hi/education/6245899.stm

www.bloxx.com

www.autology.com

http://www.pcw.co.uk/crn/analysis/2206425/safe-bett-innovation-3724662

There has yet to be any official statement in 2008 about the future use of open source software in UK schools. Many people at home are using Firefox and Open Office even if Linux is rare on the desktop. This is one way that web access is easier to afford. The statement from Jim Knight seems still mainly concerned with negotiating for discounts from existing sources, suggesting that "the government could in effect procure millions of new customers for them".

Last year BECTA, an advisory body, suggested delay in accepting Windows Vista and new versions of Office. There was also some support for Open Source. Asked by ZD NET about alternatives to Microsoft, Stephen Lucey said "The majority of functionality is not used in schools' typical use. But if schools make use of the additional functionality in Office 2007 then it is a decision for them".


http://news.zdnet.co.uk/software/0,1000000121,39285734,00.htm

However, in October 2007 BECTA complained about Microsoft to the Office of Fair Trading claiming "alleged anti-competitive practices by Microsoft in the schools software marketplace and in relation to Microsoft's approach to document interoperability." The licences available sometimes have the effect that cost differences are not easy to identify when considering choices. "Document Interoperability" is probably a reference to the Open Document Format used in Open Office and supported as an international standard by ISO. However there is no apparent change in approach to open source. "Open source is a separate issue, and schools can make their own decision," said a Becta spokesman to ZD Net.

http://news.zdnet.co.uk/software/0,1000000121,39290148,00.htm

"This is a mini-step in the right direction, but what Becta is actually doing is keeping Microsoft in front of the market to the exclusion of alternatives," said Mark Taylor of the Open Source Consortium pressure group."They're in danger of looking a bit silly, giving the market a non-recommendation and showing a lack of direction."


There are critics of the BETT event who notice the costs involved for the major stands at Olympia. Graham Brown-Martin on Handheld Learning describes BETT as "an event where the combined investment of all the participating companies, attendees, etc could probably fund the provision of a million learners with a device and connectivity. Or even a couple of new schools." There is some enthusiasm for the event, but then Brown-Martin answers his own question. "Where would we be without the annual pilgrimage to Olympia following the holiday season?" Possibly at the Consumer Electronics Show in Las Vegas, seen as a bit more "glamorous". The Handheld Learning article continues to make a case that it is consumer electronics driving the home adoption of ICT as the Web is known in education.


http://www.handheldlearning.co.uk/content/view/43/2/

I would certainly agree that the most interesting stands are not always the largest. Open Source software will probably be on the balcony of the smaller hall, somewhere near Open Forum Europe. But BETT is now the only UK computer event that fills most of the space at Olympia. There is now a trend for companies to organise their own events that sometimes appear to be a closed world. BETT may be the only chance in 2008 to compare the new approaches to "Rich Internet Applications" from Adobe and Microsoft. Both are moving away from a web based on text. Video and animation are seen as a way forward. Computerworld has reported that during 2008 Microsoft will compete with Flash through Silverlight.

http://www.computerworld.com/action/article.do?command=viewArticleBasic&articleId=9053739&pageNumber=2

At BETT 2007 Microsoft announced Grava, for creating content. My impression was that this was a sort of bundle of Expression tools adjusted for education. There has not been much news since that I can find.

http://connect.microsoft.com/Grava/content/content.aspx?ContentID=4256

Adobe are promoting Creative Suite so there will be some familiarity in schools. There may be more emphasis on coding at BETT as the future of applications depends on support from developers.

Moodle and other open source developers will be there. My guess is that a high proportion of developers will be considering open source options. the BECTA concern with "Document Interoperability" is only part of this discussion.

http://www.theregister.co.uk/2007/11/27/broadband_summit_berr/

Jim Knight is not the only UK government minister concerned about bandwidth. Chris Williams in The Register reported a "next generation broadband summit" hosted by Stephen Timms, Competitiveness Minister at the Department for Business, Enterprise and Regulatory Reform (BERR). Knight takes the view that the meeting decided "that they definitely need to start thinking around what to do about the UK's creaking internet infrastructure at some unspecified point in the future (perhaps)." There will be a vision statement and a further meeting later in 2008. Ofcom chief Ed Richards made it clear that the regulator won't be intervening to encourage early investment. He said: "Ofcom's role is to deliver a robust regulatory framework allowing industry to deploy when there is a clear business case for doing so."

This is the same sort of approach that minimises a role for government as such in providing a web environment for learning. My own opinion is that statements such as "the UK will be not too far behind in the knowledge economy by such a such a date" are actually to be welcomed as something relevant might then happen. At least UK parents have been warned about the dangers of the digital divide. They have only themselves to blame.

OhmyNews have published my story on Online Information and the Wikipedia.

More on this later.

At the Online Information show I was looking for a chance to photograph the book - Everything is Miscellaneous. The FT must have had one stand too many as this one was unattended.

More photos at Flickr

There is a post about e-books on the InfoToday blog

I think e-books or access to content online has indeed made it for academics and related readers. More on this later.

I still can't find any London paper based reviews for 'Everything Is Miscellaneous' by David Weinberger. I realise I am repeating myself but I hope to raise this with the publishing panel around lunchtime. I asked the question on the Guardian Books Talk and the explanation so far is that London reviewers don't recognise hardbacks published in New York.

I think they should have a case by case sort of approach. This book in an earlier version was a keynote for this event. Now not much sign of interest in the book. Still on Amazon UK and video of similar content is on Youtube.

There is one photo so far on Flickr tagged onlineinfo2007.

Mine is not turning up. Not sure why.

There is web access in the press office. They have let me in as a blogger. Things are looking up.

Yesterday one of the free seminars close to the exhibition was about how to source business information from BRIC, Brazil India Russia China or emerging markets in general. It was seen as a problem that so much information is not originally in English.

As I understand it, the Wikipedia policy at the moment is to address the problem that not enough languages other than English are well represented. But here on the locally/globally blog it turns out that some people seek out English anyway.

There could still be symbiosis between various forms of structure and approach. The word "symbiosis" keeps turning up. No news yet on the voting for Japanese buzzwords.