Comments for EdTech Posse http://edtechposse.ca Talking about education, from a Saskatchewan point of view Mon, 13 Feb 2012 18:49:58 +0000 hourly 1 http://wordpress.org/?v=3.2.1 Comment on EdTech Posse Podcast 8.1 – Bring your own camera by EdTech Posse Podcast 8.1– Bring your own camera « Rick's Café Canadien http://edtechposse.ca/2012/02/edtech-posse-podcast-8-1-bring-your-own-camera/#comment-733 EdTech Posse Podcast 8.1– Bring your own camera « Rick's Café Canadien Mon, 13 Feb 2012 18:49:58 +0000 http://edtechposse.ca/?p=100#comment-733 [...] Show notes and link to the podcast. [...] [...] Show notes and link to the podcast. [...]

]]> Comment on EdTech Posse 7.2 – Dean Shareski 106 radio by Edtech Posse invades #ds106 radio space « Rick's Café Canadien http://edtechposse.ca/2011/11/edtech-posse-7-2-dean-shareski-106-radio/#comment-680 Edtech Posse invades #ds106 radio space « Rick's Café Canadien Sun, 27 Nov 2011 02:50:01 +0000 http://edtechposse.ca/?p=91#comment-680 [...] But I won’t miss the recording and I hope you won’t either.  Here are the show notes, and here is the recording of the session. [...] [...] But I won’t miss the recording and I hope you won’t either.  Here are the show notes, and here is the recording of the session. [...]

]]> Comment on EdTech Posse Podcast 7.1 – Civility disobedience by Edtech Posse Podcast 7.1: Civil discourse and digital writingRick's Caf? Canadien | Pedagogy First! http://edtechposse.ca/2011/06/edtech-posse-podcast-7-1-civility-disobedience/#comment-280 Edtech Posse Podcast 7.1: Civil discourse and digital writingRick's Caf? Canadien | Pedagogy First! Sat, 18 Jun 2011 00:58:23 +0000 http://fakerobwall.com/edtechposse.ca/?p=87#comment-280 [...] EdTech Posse Podcast 7.1 ? Civility disobedience [...] [...] EdTech Posse Podcast 7.1 ? Civility disobedience [...]

]]> Comment on EdTech Posse Podcast 7.1 – Civility disobedience by Edtech Posse Podcast 7.1: Civil discourse and digital writing « Rick's Café Canadien http://edtechposse.ca/2011/06/edtech-posse-podcast-7-1-civility-disobedience/#comment-272 Edtech Posse Podcast 7.1: Civil discourse and digital writing « Rick's Café Canadien Fri, 17 Jun 2011 14:45:54 +0000 http://fakerobwall.com/edtechposse.ca/?p=87#comment-272 [...] EdTech Posse Podcast 7.1 – Civility disobedience [...] [...] EdTech Posse Podcast 7.1 – Civility disobedience [...]

]]> Comment on EdTech Posse 6.2 – The tiny stateroom by Greg Padberg http://edtechposse.ca/2010/02/edtech-posse-6-2-the-tiny-stateroom/#comment-46 Greg Padberg Wed, 17 Mar 2010 16:22:05 +0000 http://edtechposse.ca/?p=69#comment-46 I feel I must comment on the topic of caching and youtube in your latest podcast (~60 minutes in). I feel qualified to respond because I built and maintain the internet web caching proxy for Sun West School Division. Caching will not typically reduce the web traffic by 75 or 80% stated. Youtube servers specify to not cache their content by default, but there are various workarounds available. However if youtube content could be easily cached, I am not sure if there would be much benefit due to the “long tail effect”, i.e. having such a variety of content that very little of it gets accessed repeatedly and thus fetched from the cache. FYI,our internet web caching proxy stats from last week (provided by Calamaris proxy log analyzer): 29.65% of the web proxy traffic was used for accessing youtube 18% bandwidth savings due to caching (32027MB of 172GB total bandwidth) 15% average speed increase due to caching Sun West School Division has one large web caching proxy (Ubuntu 8.04 Server + Squid3), we also use the SquidGuard URL rewriter to strictly enforce “safe search” for all Google, Bing, and Yahoo queries. I will be providing more detailed info in my presentation “Sun West School Division Network Overview” at the iT summit 2010 May 3 (same time as Dean Shareski’s session). Greg Padberg Computer / Network Technician Sun West School Division I feel I must comment on the topic of caching and youtube in your latest podcast (~60 minutes in). I feel qualified to respond because I built and maintain the internet web caching proxy for Sun West School Division. Caching will not typically reduce the web traffic by 75 or 80% stated.

Youtube servers specify to not cache their content by default, but there are various workarounds available. However if youtube content could be easily cached, I am not sure if there would be much benefit due to the “long tail effect”, i.e. having such a variety of content that very little of it gets accessed repeatedly and thus fetched from the cache.

FYI,our internet web caching proxy stats from last week (provided by Calamaris proxy log analyzer):
29.65% of the web proxy traffic was used for accessing youtube
18% bandwidth savings due to caching (32027MB of 172GB total bandwidth)
15% average speed increase due to caching

Sun West School Division has one large web caching proxy (Ubuntu 8.04 Server + Squid3), we also use the SquidGuard URL rewriter to strictly enforce “safe search” for all Google, Bing, and Yahoo queries.
I will be providing more detailed info in my presentation “Sun West School Division Network Overview” at the iT summit 2010 May 3 (same time as Dean Shareski’s session).

Greg Padberg
Computer / Network Technician
Sun West School Division

]]> Comment on EdTech Posse Podcast 6.1 – No tech after 5 p.m. by Reminder from a former student « Open Monologue http://edtechposse.ca/2010/01/edtech-posse-podcast-6-1-no-tech-after-5-p-m/#comment-45 Reminder from a former student « Open Monologue Tue, 19 Jan 2010 22:29:22 +0000 http://edtechposse.ca/?p=59#comment-45 [...] the latest EdTech Posse podcast (No tech after 5 p.m.), I pointed out that modern media make it easier to connect and know about people around the world [...] [...] the latest EdTech Posse podcast (No tech after 5 p.m.), I pointed out that modern media make it easier to connect and know about people around the world [...]

]]> Comment on EdTech Posse Podcast 5.1 – Icky Flickr people and balancing open-ness by What kind of digital citizen are you? http://edtechposse.ca/2009/01/edtech-posse-podcast-51-icky-flickr-people-and-balancing-open-ness/#comment-39 What kind of digital citizen are you? Wed, 28 Oct 2009 02:48:26 +0000 http://edtechposse.ca/?p=31#comment-39 [...] when Alec Couros had a bad experience with someone favouriting his daughter’s photos on flickr, I was reminded [...] [...] when Alec Couros had a bad experience with someone favouriting his daughter’s photos on flickr, I was reminded [...]

]]> Comment on EdTech Posse Podcast 5.6 – In conversation with Howard Rheingold by attipscast http://edtechposse.ca/2009/06/edtech-posse-podcast-56-in-conversation-with-howard-rheingold/#comment-44 attipscast Wed, 30 Sep 2009 21:39:28 +0000 http://edtechposse.ca/?p=48#comment-44 One of my job responsibilities is to do staff development for educators. I think these same philosophies mentioned in this episode apply there as well. Building a PLN for (no- not "for", but WITH) educators teaching the same topics or facing the same issues helps everyone improve their practice. Nice job on the podcast guys. Keep up the good work. One of my job responsibilities is to do staff development for educators. I think these same philosophies mentioned in this episode apply there as well. Building a PLN for (no- not “for”, but WITH) educators teaching the same topics or facing the same issues helps everyone improve their practice. Nice job on the podcast guys. Keep up the good work.

]]> Comment on EdTech Posse Podcast 5.6 – In conversation with Howard Rheingold by A Space for Learning (or The Value of Doing Things Half-Assed) « Lisa’s (Online) Teaching Blog http://edtechposse.ca/2009/06/edtech-posse-podcast-56-in-conversation-with-howard-rheingold/#comment-43 A Space for Learning (or The Value of Doing Things Half-Assed) « Lisa’s (Online) Teaching Blog Mon, 24 Aug 2009 03:03:21 +0000 http://edtechposse.ca/?p=48#comment-43 [...] had less success adapting it to teaching. Students resist for many of the reasons discussed in the EdTech Posse podcast, including their K-12 “training”, their desire for a more dictatorial class structure, [...] [...] had less success adapting it to teaching. Students resist for many of the reasons discussed in the EdTech Posse podcast, including their K-12 “training”, their desire for a more dictatorial class structure, [...]

]]> Comment on EdTech Posse Podcast 5.5 – Teaching outside the limits of space and time by Hazel Owen http://edtechposse.ca/2009/06/edtech-posse-podcast-55-teaching-outside-the-limits-of-space-and-time/#comment-42 Hazel Owen Sat, 27 Jun 2009 06:09:34 +0000 http://edtechposse.ca/?p=44#comment-42 Hi guys (hope you don't mind the 'familiarity'...you seem pretty familiar as I have been listening to your podcasts for a while now). Just wanted to jot a couple of thoughts down in response to this podcast, which I listened to while running along the waterfront in Auckland a couple of days ago. A lot of what you were saying hit a note of accord and I found myself grinning like an idiot (not a good look). Did think there were a couple of points I'd like to add into the mix, though. For example, you were discussing the optimum length of a course and one aspect that I don't think was mentioned directly was motivation (extrinsic or intrinsic), although there was discussion about how interest in a subject can shape the learning experience (irrespective of duration). Alongside this factor is the notion of whether a learner is 'ready'...if they have developed the necessary cognitive framework that can be built upon with this next set of thinking and/or skills. If the learner is in just the right spot then an hour may be all it takes to turn the tide; something that just falls into place that makes sense of everything else. I think that this may be the case irrespective of whether it's a content based or process based course. The other thing that really struck my imagination was the embedding of one discipline with in another that really 'smokes the tyres' of the learner. The example was the art class with embedded math. Awesome. We did something similar (but not as sophisticated) at Dubai Men's College where we had a project-based ICT enhanced blended-learning programme over 40 weeks. Math, English, academic literacies, ICT literacies, and Arabic were all integrated into the incremental, experiential learning course. Students would gradually produce one artefact over 10 weeks, building cumulatively another 'bit' each week, and the focus was very much on the process - the learning journey - rather than the end product. I reckon I've drivelled on for long enough. Many thanks for your thought-provoking, entertaining podcasts (and I love the dogs :-) Cheers. Hazel Hi guys (hope you don’t mind the ‘familiarity’…you seem pretty familiar as I have been listening to your podcasts for a while now). Just wanted to jot a couple of thoughts down in response to this podcast, which I listened to while running along the waterfront in Auckland a couple of days ago. A lot of what you were saying hit a note of accord and I found myself grinning like an idiot (not a good look). Did think there were a couple of points I’d like to add into the mix, though. For example, you were discussing the optimum length of a course and one aspect that I don’t think was mentioned directly was motivation (extrinsic or intrinsic), although there was discussion about how interest in a subject can shape the learning experience (irrespective of duration). Alongside this factor is the notion of whether a learner is ‘ready’…if they have developed the necessary cognitive framework that can be built upon with this next set of thinking and/or skills. If the learner is in just the right spot then an hour may be all it takes to turn the tide; something that just falls into place that makes sense of everything else. I think that this may be the case irrespective of whether it’s a content based or process based course.

The other thing that really struck my imagination was the embedding of one discipline with in another that really ‘smokes the tyres’ of the learner. The example was the art class with embedded math. Awesome. We did something similar (but not as sophisticated) at Dubai Men’s College where we had a project-based ICT enhanced blended-learning programme over 40 weeks. Math, English, academic literacies, ICT literacies, and Arabic were all integrated into the incremental, experiential learning course. Students would gradually produce one artefact over 10 weeks, building cumulatively another ‘bit’ each week, and the focus was very much on the process – the learning journey – rather than the end product.

I reckon I’ve drivelled on for long enough. Many thanks for your thought-provoking, entertaining podcasts (and I love the dogs :-) Cheers. Hazel

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