udutu – Free, Easy, and Perhaps Unnecessary

udutu – The price is right, free if you don’t use their server.


It’s fairly straightforward to use –

udutu work screen
udutu work screen

You can put it up on Facebook and learners can access it there –

My course on Facebook
My "course" on Facebook

The teacher’s view above and the learners’ below –

Self Assessment
Self Assessment

I like udutu’s encouraging course creators to use the assessment tool for learners to self-assess, rather than scoring with it. It allows learners to repeat going through the materials as often as they want.

I like the ease of use with no coding, and only some figuring out needed. The small “course” I created took 2 to 3 hours and was based on a pre-existing PowerPoint, an udutu suggestion. That’s pretty quick for a first try.

I like the appearance, what the pages look like.

I have two provisos:

  1. For a highly factual content course, it might be a good fit, but for a course with a lot of student input, the kind I usually teach, it could be too prescribed.
  2. As the early WebCT did for me, udutu could provide a kind of scaffolding for teachers new to using the web in their teaching. However, having read Weinberger’s Small Pieces Loosely Joinedhttp://www.smallpieces.com/ – at an impressionable stage in my learning about the web,  I prefer to use separate applications linked to each other. For my fall course, students will be using a class wiki, which will be linked to a class community blog, which will be, of course, linked back to the wiki. Within the wiki and the blog, there will be other links
  • to web applications needed to complete the course
  • to tutorials and information about those web applications
  • to student-chosen links
  • to assignments

To me, this is the most efficient way to set up a class, and it matches the overall web culture, as I understand it. Students will be living, learning and working in that culture in their futures, so why put them in a tight framework in this part of their learning.

So udutu might work for some purposes, but not for my current ones.

MERLOT 2008, Web 2.0, Part 2

I’m home again from the MERLOT Conference in Minneapolis, Minnesota, and found it exciting for a number of reasons, especially as it was the first academic conference I’ve ever attended that had a strong focus on the importance of web 2.0 for teaching and learning. I think the MERLOT members are ahead of many other educators because they are most concerned with distance learning, and the possibilities of web 2.0 are really useful in making online courses rich and lively.

Here are some of the presentations I attended:

The 12/10 Conspiracy: Guiding Faculty and Staff Exploration of Web 2.0  as Learning Tools – Fritz Nordengren gave a highly polished performance using the 12/10  tarradiddle as an amusing shell for valuable suggestions about how to encourage exploration and adoption of web 2.0 applications to support learning and teaching. I found his reference to the PEW Typology of Information and Communication Technology Users especially helpful. I agree with him that people have individual needs and often require individual coaching, and that we are still defining what the basic technology skills are. Very enjoyable and informative.

ZSR Library Presents: Blogs & Wikis @ Wake Forest University – Susan Smith, Lauren Pressley and Kevin Gilbertson, from the MERLOT 2008 program:

Blogs and wikis are valuable communication and educational tools. These technology-enabled instruction tools can supplement or replace the traditional LMS. To provide the faculty with 21st Century educational tools, Z. Smith Reynolds Library offers locally hosted blogs and wikis for classroom use. This service supports the university’s academic mission, as well as allows the library to fulfill its mission of collecting, indexing, and preserving local content. To create a successful program, library staff integrate instructional design and technology training for faculty. This presentation will provide a program overview, explanation of the instruction, and the specifics of the open-source technology implementation.

I like their approach of hosting WordPress – http://mu.wordpress.org/ and MediaWiki http://www.mediawiki.org/wiki/MediaWiki installations on their server for multiple accounts. WordPress is a highly regarded free blogging application; I use the WordPress.com account myself, while theirs is the WprdPress.org version. MediaWiki is the wiki used for Wikipedia; I prefer wiki applications that are totally WYSIWYG while MediaWiki requires some wiki coding. Intelligent and interesting presentation.
Talking with Technology: Asynchronous, Synchronous Communication and Beyond Using Free Software – Takako Shigehisa. Of special interest to teachers and learners of languages. In this excellent presentation, the following applications were introduced: Audacity, which I use in my own Oral Communications course, Photostory3, SkypePowergramo, and Chinswing, plus Gizmo ProjectVoiceThreads and iVisit – A rich selection of very useful teaching/learning tools.
Facebook and Podcasting: Convergence for Freshmen – Peter Juvinall suggests going where the students already are:

Facebook provides a unique opportunity for educators in that it enables a convergence of communication technology. This presentation will cover the benefits of using Facebook as a classroom management solution, the lessons learned from a freshman-level class, and a proper approach to using it in a classroom environment in conjunction with podcasting and traditional means of classroom communication.

Interesting approach, although I’m not sure I’d want all my students on my Facebook account, and not sure they would want me on theirs. Juvinall, however, makes sophisticated use of Facebook Groups and other possibilities. Very interesting and student-oriented approach.
eLearning Strategic MERLOT – Robbie Melton is an amazingly skilled speaker, and I found her strategies fascinating and practical. As the chief academic officer for the 5th largest system of education in the USA, with a 29% increase in online learning this year, she has her institution use MERLOT as an integral part of faculty development. As a teacher of rhetoric, I was deeply impressed by her speaking skills, and personally envious. As a teacher educator, I admired her sensible approach for involving both teachers and students using MERLOT.
Wikis and the Pressure of Public Writing – Dorothy Fuller case study on having groups do collaborative research and writing using wikis was very valuable. Her description of how inhibited people are when editing other people’s text, matched my own reactions to using wikis. This is an important aspect to using wikis for collaboration; we, as a culture, have to learn the ‘skill’ of sharing writing tasks in a public space. An informative piece of research.
Web2.0, the Social Media and Academia: Using Personal Learning Environments to Expand Teaching and Learning – my presentation – described by blogger Lauren Pressley http://laurenpressley.com/library/?p=623 She kindly didn’t mention the technical snafu when the Hotel Hilton’s irritatingly weak wireless system caused my computer to crash, leaving me to talk through the last third instead of showing. My PowerPoint can be found on SlideShare here – http://www.slideshare.net/vinall/merlot2008-vinall-cox-j-presentation

So I learned a lot at MERLOT – check out the richness of the program if you like, – http://conference.merlot.org/2008/Program2008.html – and I met people interested in the web applications I find both useful and fascinating for teaching and learning. Some people I will encounter again on the social network based on Ning called MERLOT Voices – http://voices.merlot.org/
I recommend MERLOT membership –  http://www.merlot.org/merlot/index.htm

MERLOT Presentation on PLEs

I head out tomorrow for the MERLOT International Conference in Minneapolis, Minnesoda where I will be presenting on Web2.0, the Social Media, and Academia: Using Personal Learning Environments to Expand Teaching and Learning.  (The description is second from the bottom here.) I am asking for some help in proving my point – that creating your own Personal Learning Environment is essential for teachers and other knowledge workers.

I’ve worked up a PowerPoint with many links to many free applications and images of what a PLE actually is, but I want to show its value during the presentation. I received  some important help in my learning from  comments when I posted on Visual Literacy here, I’ve received help from responses to some of my Twitter postings, as you can see here, and someone (sorry, I can’t remember who) pointed me to http://aquaculturepda.edublogs.org/2008/07/19/listen-to-the-wisdom-of-your-network/ – which has really inspired me. I really like Sue Water’s use of the phrase “Personal Learning Networks”, and I’m imitating some of her approaches, and this is where you come in.

Please help me show the power of Personal Learning Networks by responding to some or all of the following requests:

  • Add a comment to this post mentioning any part of your own PLE that other teachers might find valuable;
  • If you are on Twitter, follow me, and when I ask for responses, use “Reply” so I can show how the network can help almost instantly; and/or
  • If you have some ideas that might help, “Direct Message” me in Twitter.

I’m presenting Sunday, August 10 at 11:45, Central Daylight Time – an hour ahead of Eastern Daylight Time. (It’s 8:30 near Toronto, and 7:30 there.)

So I’m requesting your help, and, in return, I will post some version of my presentation after the conference is over and I’m home again. So thanks in advance.

MERLOT Member Page
MERLOT Member Page

Jing (for Screencasting) and TweetDeck (for Twitter)

Summertime is playtime, and we’ve had record amounts of rain where I live, so my playing has been indoors. Here are a couple of tools I’ve been playing with.

Jing is a free and very easy screencasting tool. Because I’m thinking about Personal Learning Environments, that’s what I made this screencast on –


My problem is that by covering my full screen, I get a screencast the size of my full screen, which is too big. Twitter helped me get a partial answer. (I’m using TweetDeck because with it, I can see any replies immediately and I can separate the people I follow into different groups, for ease of following conversations.)

From TweetDeck, Alana James answers my request for help.
From TweetDeck, Alana James answers my request for help.

Alana’s advice allowed me to reduce the size of my Jing screen, but it only showed part of what I had captured. I wanted the whole image, but smaller. I have asked for help on Twitter several times previously and most often got a reply, so I consider it an important part of my PLE. It’s a place where I can ask and answer questions from peers.

So I’m playing, and thus learning how to use these tools, so when the weather is sunnier and/or I’m busier, I’ll be proficient and efficient in using them.

Visual Literacy and Visual Thinking

What is visual literacy and is it different from visual thinking? I’ve been pondering that for a while now. I have absolutely no training in art or any form of visual literacy. I assume, I hope with some degree of accuracy, that visual literacy means, in parallel with textual literacy, knowing the history and current usage of images and colours so you can interpret them within a community of knowledgeable users. As I said, I’ve never studied art or visual stuff, but Jay Cross says 80% of learning is informal – and that’s where I’ve learned anything I know, visually.

Jay Cross on Informal Learning
Jay Cross on Informal Learning

My informal learning sources have been

  • my genetic mix: I love colour but have a kind of dyslexia with maps and other wholistic, non-linear images;
  • my ongoing attempts to understand visuals both moving and still;
  • my husband, who studied film, including art, at BU, and continues to read and explore museums and other visual worlds;
  • colleagues who have formally studied art and/or graphic design; and
  • books such as Robin William’s The Non-Designer’s Design Book, which I highly recommend.

So I’m a autodidact in visual content, kind of in the position of “I don’t know art, but I know what I like.”

And what I like is simplicity and contrast. When I look at Jay Cross’s graph on informal learning, above, I can understand the information immediately. When I was early into the web and both Yahoo and the upstart Google were young, I chose which to follow by appearance.

Early Yahoo & Google
Early Yahoo & Google

For me, there was no problem choosing – I went to the visual simplicity of Google. I found the Yahoo page overwhelming and confusing. But I don’t think that’s visual literacy; I think it’s just the way my perception works. Other people may well prefer the complexity and detail of Yahoo’s page.

Currently I’m working on preparing a presentation for MERLOT in August so I’ve been looking at what’s online about PLEs, (Personal Learning Environments) – part of my topic. I found this wonderful wiki filled with visualizations of PLEs – http://edtechpost.wikispaces.com/PLE+Diagrams My favorite is Dave Tosh’s –

Dave Toshs PLE
Dave Tosh's PLE

I like it because he uses icons and different shapes to help convey the meaning, before text comes into play. I like the contrasts and repetitions  that help me sort out the information. Whenever a representation simply positions relatively similar shapes filled with text in different parts of the page, my dyslexia kicks in and it’s so much work to decipher it, that I give up unless it’s really, really important to me.


That’s not the whole story (or even very much) of my take on the importance of visual thinking. Even we visual illiterates can use visual thinking, which I take to mean sketching and laying out information visually as a form of drafting, as part of composing. Mostly when I write, I just start writing, letting my words lead me to a structure that I then use to shape the second draft. Even outlines with their phrases and indenting didn’t work for me. I was solidly text-based, figuring out what to say by writing, sometimes in journal-style, without worrying about correctness or structure. Then I would mine this ore for the thoughts I wanted to shape and present to readers.

Over my adulthood, the culture has become much more visual. Over the previous century photography, visual and audio recording, and the increasing use of graphic design have led to our receiving more information visually. Visual composers use sketches and storyboards; they think visually. Even text-based people now add images to their written pieces, use PowerPoint, and sometimes venture into short videos. Plus, with the advent of the possibilities of word-processing, text has also become a visual experience that affects how people read.

When I started preparing the PowerPoint expected for my conference presentation, I found, as I have previously, that I was having trouble writing my way into composing my content for a visual medium. I needed to do something visual to help me compose my presentation. A delightful coincidence occurred. I was inspired by Michele Martin‘s PLE mindmap.

Michele Martins PLE Mindmap
Michele Martin's PLE Mindmap

and in my Twitter explorations, I discovered Wisdomap. Michele’s inspiration and the stumbling onto a new web app to play with led me to create my own current PLE mindmap –

Joan Vinall-Coxs PLE
Joan Vinall-Cox's PLE

And here’s what the whole Wisdomap screen looks like –

The Wisdomap Screen
The Wisdomap Screen

I really like the added features – I can attach videos, images, files and sites to my mindmap for a richer collection of information. And, when I had some problems with this beta app, they responded quickly and sorted out the bugs.

So I’m thinking with visual tools; both my Wisdomap page with my PLE mindmap and associated materials, and my PowerPoint presentation allow me to think visually.

However, I believe this doesn’t mean I’m visually literate, just that I can (and need to) use visuals in my composing, in my thinking. Peter Elbow, I think, wrote that the person that benefits most from writing a textbook, is the writer him or herself. Even poorly written textbooks (and there are many) make the author think through the information and put it into context, thus learning it more deeply. Writing is a way of learning. Writing theorists universally encourage the keeping of journals and engaging in free-writing, informal writing, to think with and learn through. I think learning the habit of informal visual thinking is an important addition to free-writing as ways of thinking and learning.

Using visual tools to think with, using them informally, is increasingly a neccessity in this increasingly visual age. You don’t have to be visually skilled and/or literate to think visually informally; you just have to figure out what works for you and find those tools.

Quality and Authority

Tony Karrer, in his blog eLearning Technology, explores a question that is often raised about the quality of information added on social media web sites. After watching the Wikipedia “debate” and hearing groups of academics, mostly communications teachers, boast about forbidding its use, I have come to believe that they aren’t talking about quality but about authority.

It takes time and effort to learn about how the social media work and how they can add to the impact and efficiency of knowledge workers. But to simply partake in the chorus of rejection without seriously exploring the possibilities is, IMHO, irresponsible. In my own explorations of the web and how it can be used to help learning, I have noticed two academic reactions. One is the quality card being played, without examination or research, but with confidence. The other is a collection of the most amazing intellectual explorations of this new media environment. I cite the work of Professor Michael Wesch:

This brief video should be studied by all knowledge workers, especially academics who study and teach communication skills. This video, to my mind, displays the excellent intellectual quality of Wesch’s work.

Wesch is an academic, and his work on YouTube can be labelled as good quality because he’s an authenticated authority. The quality of his teaching can be seen in his studying the context of his students, (because it’s a different era from even 10 years ago):

One final citation of Wesch and an anecdote. I stumbled across an hour long video of Wesch presenting at the University of Manitoba. The video is worth several hours of study in what it reveals about teaching, the social media, and students’ learning. – http://umanitoba.ca/ist/production/streaming/podcast_wesch.html

After I watched this video, I went to Twitter (http://www.commoncraft.com/Twitter) and asked if anyone knew which kind of wiki he was using with his class, as I was intrigued by one aspect of it. The same day Michael Wesch himself answer my question. Now that’s good quality communicating! And there are others, academics and non-academics, who are providing work/information of excellent quality using the social media. They are sharing, but you have to find their work, and be capable of recognizing its quality for yourself.

The people who question the quality of work avalable on the social media are actually talking about whether the information is accurate and up-to-date. What they are revealing about themselves is that they are neither accurate nor up-to-date. What we should be teaching and practising in this new communications era is critical thinking, so we as idividuals can distinguish quality without being confused by authorities, who might not be presenting good quality information.

Autodidacts and Web 2.0: Are Universities Still Needed, Part 2

As I thought again about being an autodidact and what universities could do for learners, I realized that universities have been part of my Personal Learning Environment. (If you are an autodidact, you have to have your own PLE. For years mine only included books and other people. Now it includes bloggers, social bookmarking, the way I’ve organized my computer, other people in person, and books, probably in something like that order;->)

That wasn’t true for my undergraduate degree, or only partially so. I took the courses I had to and the ones I believed I could pass. But while I can recall nothing from my Astronomy for Humanities Students except the professor’s disdain for Astrology, I did learn which is which. Of some importance I guess;->

What I learned in the courses I thought I could pass was that some courses (in my stronger areas} that I took because they gave me a nice schedule, could open up into new insights, understandings and interests. I came to appreciate that courses could have hidden treasures for me, that some academics had an approach and a breadth of knowledge that I could learn from, that they weren’t just showing off their knowledge so they could win some obscure “I know more than you – ha, ha” game. I learned that, sometimes, struggling through ideas and information allowed me to construct a complex web of understanding that was deeply meaningful to me in my life. It was a thrilling discovery. That and a mate who habitually reads, questions and wants to know more, have made me a learning addict (and an autodidact).

I have spent my life trying to figure things out. Both my graduate degrees unlocked new understandings for me, and both were part of my PLE. I signed up for each because I had a question that the books and the people around me couldn’t answer. Both times, some of my courses were blind alleys to endure, and many were quests that left me with new treasures. And both times, I chose what I wanted to learn about and continued my learning outside my studies as well as inside.

So my attitude towards universities and learning is that of a frustrated idealist. I know I learned deeply and richly because universities have been part of my life, but why are the pockets of innovative and exciting learning/teaching about communications so few and/or so hard to find in this era of explosive change in communication tools and concepts?

Personalizing Web Access

Sometimes a bunch of experiences mash together and inspiration results. A couple of day ago I received a comment on one of my posts – #2 by Virginia Yonkers where she said “Try working on another’s computer! Just as we have idiosyncrasies in the speech, how we do math, writing (think of handwriting), we develop different patterns for tools and how we use them. If we can see how to modify a tool or how it is used to achieve our goals, we are more motivated to ask for help, persist through problems”. That has been my experience in my own learning.

Later in the day I was working with some people who were not that efficient at using the web and wanted to show them what I regard as an essential web tool, del.icio.us, the social bookmarking application. I reached out to the laptop, not my own, to try to open up my del.icio.us account so I could show them why it was so useful. Two problems:

  1. Although this was the same model as my laptop, the owner doesn’t use a mouse, and I do. I have to think to use the trackpad and that slows me down and klutzes me up;
  2. The owner’s desktop looks different and so do the applications because she has them set larger than I do mine, also disorientating.

Both of these reminded me of Virginia’s comment, and an often overlooked factor in encouraging people to expand their web efficiency. I think knowing how to set up and manipulate our tools is essential to any skilled artisan, knowledge workers included. Which computer we use is important, but knowing how to set up our PLE (Personal Learning Environment) or, the term I prefer, our PLWE (Personal Learning and Working Environment) is foundational. To work efficiently and effectively, you need to streamline your access to the different software and applications you are going to use. You need to fit your tool to your use.

Because I have a laptop, I can travel with it and use it for presentations. Because I am on it for several hours almost every day, and because I am impatient, I have researched and developed my own idiosyncratic setup.

Working SetUp

So let me explain, starting at the top left:

  1. I use Apple and Firefox because experts I know talked about how easy and handy they were, and that has been my experience too; I like them.
  2. I have my applications dock on the left side where I am less likely to “bump” into it. What can I say; it works for me.
  3. Most importantly, I have a personal toolbar, right under the address bar, where I keep all the links I regularly use. I use the Bookmarks feature to put these in the order I want them in, and to shorten their names so I can squeeze more on. I add other links I frequently use too, but allow these to be beyond the “>>” at the right end of my personal toolbar. When I click on the “>>” a long list of these medium important links appears and I can choose from them.
  4. Most of my “Saved for possible future use” bookmarks, I don’t put in the Bookmarks feature of my browser (Firefox) because they are then tied to my computer, and when I get a new one (yum!) or have a crash (the pain! the pain!) or use another computer (awk-ward!), I don’t have access to them. Instead I use an online application for social bookmarking, usually del.icio.us, (although I’m also checking out diigo). I can access my del.icio.us (or diigo) accounts from any online computer, provided I can remember my user name and password. (Not always that easy ;->) So I always have access to the links I’ve saved. Saving to del.icio.us is easy using the (circled) icons (which I dragged onto my address bar from the del.icio.us site) to the left of the URL field. The checkerboard, when clicked, opens my del.icio.us account so I can find previously saved links.  The  tag icon that says “TAG” on it, when click opens a small field in front of the site I’m saving, and allows me to add tags so I can easily re-find the site when I want it.
  5. I have a Google toolbar even though it takes up screen space on my small laptop screen because it has an icon, circled, that allows me to open a new tab with one click. I like having lots of tabs open so I can switch from site to site with ease, which brings me to my final PLWE essential >
  6. When I took the screenshot above, I had seven (count ’em!) tabs open in Firefox. Often I have more because it makes my work easier. When I finish this draft, I will add links, and what I usually do is open the site I want to link to in another tab, copy the link address, return to my draft and add the link. Multiple tabs – I love ’em!

So there you have it, some of my secrets for making my work efficient and easy to manage, for setting up my PLWE, my “tool”. All learned, I’ll add, over years of chatting with others and reading about what the possibilities are in this ever changing web world.

How To Get Efficient at Using Your Computer

Well, that may be a title for a book rather than a post, but I have many very smart friends who declare themselves Luddites or troglodytes when it comes to anything beyond email. I keep thinking that there must be a way to entice them into learning more about the computer and the web.

I know I don’t help them by whizzing around the screen and doing stuff in front of them (but knowing that doesn’t always stop me from doing it). I know telling them how easy it it just causes the, voiced or unvoiced, response, “For you, maybe” and cynicism. I created my thesis, Following the Thread, as an exploration of how I managed to move from hating and fearing the computer to my current absorption with it. I discovered some things:


  1. I was forced to use the computer as part of my job. Having no choice is very motivating.
  2. I learned from my students. I could make “deals” where I earned my teacher “cred” by coaching students in their writing, and they earned their learner “cred” by showing me how to use wordpro and the web. (It worked in the mid-Nineties but it might not as much now.)
  3. My college had ongoing half-day hands-on tutorials that I could take over and over till I “got” it. I think was especially useful because using the computer and the web required a fundamentally different understanding, and I needed a lot of guided repetition before it started to make sense to me. In a way, it was like learning a new language where it takes a while to “think” in it. Before I could get “fluent”, I had to grasp the pattern, and it was radically new. (I find it interesting that many ADHD sorts “get” this new pattern faster than the more academically inclined. My most helpful students were often dyslexic and really struggled with writing, but they grasped computer and web understandings very quickly.)
  4. Having real-life projects drove my learning. I found weekend courses on creating web sites excruciating, but I was happy to work on material for my teaching all weekend till I figured out how to make stuff work. (I soon discovered a great passion for WYSIWYG, the essence of user-friendliness in my opinion;->)
  5. Having a loose network of friends with expertise in different aspects of using the computer and the web allowed me to ask for help when I was stymied for too long. Joining the committee that created P.D. events to help teachers learn how to use the web for teaching (and volunteering to share what I knew) was a great leap forward for me, because I had a more structured network of experts to get help from.

Because I was one of the pioneering teachers on the web, these approaches helped me learn, however, I think the landscape and culture have changed, and some of the approaches would no longer work.


What changes in this list might work now?

  1. Having a strong reason/desire for having to use the web is essential. If a group decides to use a wiki, or a family decides to set up a Ning network, or friends start using Facebook or Flickr, that might be the kind of pressure that encourages learning. Work demands are always “encouraging”.
  2. Learning for social reasons also creates a situation where you can learn from others; asking questions from your fellow learners or the group’s “experts” works really well. (I remember, when I was learning wordpro, just asking my cubicle neighbour the same question over and over, and she graciously answered me over and over.)
  3. Repetition is highly under-rated as part of academic learning, but dancers, musicians, athletes understand its value. If you want to learn something that’s difficult, repeat it as often as you can. Using Slideshare, you can repeat watching presentation as often as you want.
  4. Agree to take on web projects that stretch you. (Make sure someone can answer your questions; ask either someone you know or make sure you know where the “Help” button is – it might help.)
  5. Having a network of people you work or play with is still very helpful. The biggest change since the early stages of my computer and web learning is all the help that is now available online. Search for sites to learn from and bookmark blogs that offer on-going tips for whatever it is you want to learn. If you follow a few blogs regularly, and comment occasionally, you may find yourself part of a “community” and comfortable asking questions in comments or by email.

My blog is aimed at providing helpful information for those who are learning more about using the web. Finally, I suggest you set up a del.icio.us account, if you haven’t already, and an RSS reader, either Bloglines or Google Reader to use the web to help yourself learn about it.

Zemanta Pixie

Talking to Editors

A tag cloud with terms related to Web 2.

Image via Wikipedia

Last night felt like summer in downtown Toronto. I was one of two speakers to the Editors Association of Canada in the beautiful Women’s Art Institute, and enjoyed giving my rather rushed presentation. (There’s a rigid deadline when the building must be cleared.)

I always enjoy presenting, especially about how useful and easy it is to use web 2.0 (aka social web) applications. I put the PowerPoint (visuals only) up on SlideShare for those who want to review the info.