Currently unable to do school and work-related research due to the fact that several websites I need to access are 404. I'm assuming this is due to "mydoom" wreaking havoc, but who knows.

That's one thing for certain 'bout the 'net. It's "all your eggs in one basket" -- (i.e., when it's offline so are you) -- model makes it difficult at times. As with any endeavour, contingencies and "work arounds" may help, but it's still a pain.

Given that "technical difficulties" are precluding the contribution of 'net-based research to this space at this time, let me tell you about a movie I saw last night.

Butterfly Effect, with Ashton Kutcher.

Have to say I was very impressed with the movie. It's one of the most original (even more so, given it's "Hollywood" pedigree) I've seen in a long while and the performances -- especially Kutcher's -- are first-rate.

It offers a new twist on the "change the past, change the future" theme, and I thought it was extremely well done and highly recommend it as something to do while/if you've some time to kill.

For instance, while you're waiting for your webserver to come back online ;-)

This week I'm charged with leading the discussion for CTL 1922H @ OISE/UT.
My focus is on "learning (or 'education' as I like to call mine ;-) objects" and ancillary issues:

• Definition ("semantics and syntax") of objects themselves
  
• Copyright and intellectual property concerns (see CreativeCommons for the antidote)
  
• Reusability, Standards and Specifications
  
• Repositories
  

As I checked in, via the 'net, on the "usual, object-theorist/practictioner, suspects" (David Wiley, Terry Anderson, Stephen Downes and Norm Friesen) in preparation for this week's discussion, I was really excited to see how much the "conversation" has matured in the time I've been following it.

The conversation, and the tools for recording it -- specifically blogs: repositories of knowledge themselves -- seem to now have a purpose and practicality which makes it more relevant to both knowledge-building and performance improvement efforts.

The development of the Creative Commons -- since I first referred to it here last spring -- is a very good case in point.

Compare the movies here for a "then and now" look at CreativeCommons

The CC has legs -- you can tell by visiting the site, it has an energy and excitement which constitutes the "critical mass" I referenced as a key determinant of success in my OSOSS-based model for the SMART Education Object (SMARTeo).

Unless and until "the inmates are running the institution" in terms of the production of the "tools" (i.e., objects) of learning -- it won't work. It's obvious to my eye that CC is working.

Don't believe me? Check out -=:[EletroBel]:=-