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Posts Tagged ‘slideshare

The article linked in this tweet offers some reasons why Slideshare is ending:

  • After LinkedIn bought Slideshare, it ended the human curation process.
  • LinkedIn removed the re-upload to update a file but keep the URL feature.
  • SlideShare was not easy to monetise.

I used to use SlideShare. One of my presentations was even highlighted by its editorial team.

But I jumped that ship years ago and not for the reasons in the article. Most presentations are not the best way to learn deeply. Having access only to those presentations sans a potentially engaging or charismatic speaker only makes things worse.

If SlideShare ends, one might say that its fate was inevitable even without being bought by LinkedIn.


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It is the weekend and time for something light.

I liked factoid 7 for the unfortunate but funny #hashtags. Factoid 6 is also impressive in that it either illustrates the rise of Twitter or how it has also been invaded with spam and spambots.

I wonder what the Twitter factoids might be for schooling or education.


Slideshare source

Here is a concise Slideshare that highlights just ten ways to use Twitter in an educational context. It is not high on entertainment, but I would wager that teachers would find the ideas useful.

I am pooped from conducting a workshop at NIE yesterday but looking for more “punishment” by conducting part two and three off site this week.

Here is what a video game-based learning workshop to teach self-directed, collaborative, and blended learning looks like.

And if you like pretty-looking things that might not have meaning for you, take a peek at my opening briefing. Slides created with Haiku Deck.


Slideshare source

Shortly after I shared my 10’CMT keynote on SlideShare, the editorial team there selected it as a featured presentation and tweeted it to their followers.

As a result of this publicity, there was a huge jump in views, from 30 views with no publicity on my part, to 900+ views thanks to SlideShare’s notification.

It is tempting to be flattered by the canned email message, tweet, and surge in views. If I was a marketer, advertiser, policymaker, or bean-counting administrator, I would advocate that approach and trumpet the news.

But doing that only scratches the surface and tells an incomplete story.

Views are just page hits. I would guess that an international audience did not understand the 10’CMT context and topic and did not go beyond a few slides. Did they learn anything? Not likely.

Instead, I am encouraged by the feedback I received in person and via Twitter (two examples below) on the immediate impact of the keynote.

I put the presentation there only after the keynote was over to archive it and to add a drop to the bucket of shared information.

I do this because I have noticed how presentation files of courses I no longer facilitate still get hundreds and even thousands of views by people all over the world. These are not featured presentations but a sought after by people who want to learn something.

In examining the analytics that SlideShare offers, I can also track who embeds or uses my presentations. In the case of my 10’CMT presentation, I see that those that liked it probably did so for its design or aesthetics.

The cynic in me would point out that I played the system by designing slides that suited the look and feel of featured SlideShares.

The educator in me says that I have provided more than one lesson with one presentation. Other than my SOFA points, I have practised some design concepts and pointed out the merits of quality over quantity in the quest to learn.


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A week ago, I did the keynote address for 10’CMT. I am archiving the same slides in SlideShare.

The SlideShare version lacks the interactivity of the Google Presentation. It also does not have the temporary #10cmt Twitter feed of the Google Sites version (embedded feed works with Safari, Firefox, and non-dev versions of Chrome).

None have the storytelling components because I did not audio record myself. That is not necessarily a bad thing!

I have a rough “transcript” that I might add to the SlideShare version for those that like that sort of thing. But I do not think that is necessary yet. I hope some of the slides speak for themselves.

The creator of this SlideShare calls this the end of teaching.


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I agree with the content but not completely with the title.

As catchy as it may sound, this is not the end of teaching. It is the start of real education.

I am getting ready for my TEDxYouth@Singapore talk on 19 Nov. The event details are here. I hear that registrations have closed.


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I am sharing my presentation as a sneak preview (higher quality Google Presentation is here). Like most of my material, you will not get the full story unless I tell it.

Truth be told, even though I am comfortable speaking in front of a large group, I do not enjoy lecturing as much as I do facilitating and interacting with a class. It is a step backwards in pedagogical time. But TED is often about storytelling and not teaching or preaching.

It has been said that preparing for a TED talk is getting ready for the talk of your life. It certainly feels like it. I’ll just say this: Butterflies and bricks. You can fill in the blanks.


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The first thing an audience of a talk, seminar or conference asks for is a copy of the presentation. Whenever I can, I share my SlideShares, Google Presentations or Prezis as openly as possible.

This simple presentation is for the Japan Association for Promotion of Educational Technology (JAPET) delegation which visits NIE tomorrow. In the spirit of open sharing and sharing under the Creative Commons, I am making my slides available here.

But sharing has its issues.

Some people may not be comfortable with sharing information. If that was the case, then we should not host visitors in the first place.

I think that it is not a case of if you share information but how you share it.

I think the presentation slides should be as helpful as possible, so I try to embed links in them. But I do not think that the slides alone should tell the story or provide all the information. That is what I am there for. That is why most of my slides are heavy on images and light on text.

There is one important exception to that rule. There are many excellent presentations in SlideShare that are designed to convey information in the absence of a presenter or a voiceover. Those presentations are standalone.

Whatever the presentation, the resource should be open so that you have an immediate and an extended audience. The immediate audience might benefit now and the extended audience later. You just don’t know exactly when or how with your extended audience.


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This SlideShare probably raises as many questions as it does answers on digital literacies, but that is not a bad thing. After all, what counts as “digital literacies” is as emerging or as amorphous as “21st century skills”.


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I could probably look at John Connell’s revised slides on “Good eLearning and Bad eLearning” and pick up something a bit different every day.

For example, there were lots of quotable quotes, mostly by famous people, but my favourite was probably the simplest one in slide 63: Young people across the world today are possibly less bound by received wisdom than any generation in history. It reflects how connected the world is today and begs the question of how education must change.

My favourite slide is also the one that hints at the changes (slide 75):

What should education look like?

  • A place where learning is the focus rather than teaching
  • A place where faculty and learners learn together
  • A place for social learning (and solitary learning!)
  • An entry-point for collaborative learning
  • An immersive environment stretching far beyond the campus walls
  • An open-learning environment built on negotiation and mutual respect
  • An extended community resource

I also like the creepy treehouse syndrome as described in slides 77-79. This is when a professor requires his/her students to follow him/her on Facebook or Twitter. I do not make my student teachers friend or follow me. I just let them know that I have a treehouse, creepy or otherwise, that they are free to visit.

But if you want a few answers to what good e-learning is, you have to read the summary at slide 90:

Good e-learning:

  • is built on careful consideration of the purpose of the learning
  • recognizes the changing relationships between teacher and learner, and between learner and information
  • avoids the worst features of creepy treehouse syndrome
  • recognises the cultural, ideological and political impact of education
  • permits the learner genuine and increasing autonomy in their learning as they grow and learn
  • enables learners to nurture rich, heterogenous personal learning networks
  • makes room for conviviality in learning

That is a tall order. No wonder we have a fair bit of bad e-learning, a lot of e-doing and not so much e-learning!


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