Digital Directions

ALT-C 2009 - A Virtual Perspective

As I was unable to go, I asked a couple of colleagues who went to the Association of Learning Technology Conference (ALT-C) to let me know of anything interesting, so here’s a guest blog post!

 

ALT-C isn’t subject specific, so many new and emerging classroom technologies can often be found… not all take off, but some do.  The following post is by Kathy Trinder and Linda Creanor, so my thanks to them!

 

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A very busy few days this year. Many old contacts reconnected, many fellow education tech twitter-ers met in person, and many interesting and in depth conversations took place in pubs, over pints & pies, at the end of the day.

 

This year I initially put on my researcher hat and attended one session on "The agenda of research culture". I won't comment on these here, but links are available for the abstracts:

 

Activity Theory: what does it offer e-learning research?

 

A Research Agenda for Emerging Technologies in Education:

 

Gathering evidence of the design, use, reuse and redesign of Open Educational Content:

 

SCoPE Online Community to Support Individuals Interested in Educational Research and Practice: A Snapshot of Evolution:

 

 

For the rest of the conference, other than the keynotes by Wesch and Bean (see links to the videos

and other blog posts here and here, and always lots to read about ALT-C at: http://elearningstuff.wordpress.com/category/altc2009/), I have to admit I pretty much just followed the Virtual Worlds theme, of which I was part with my presentation on how Glasgow Caledonian University has been using SL in teaching Artifical Intelligence (AI) in computing.

 

2 years ago at ALT-C few people were using 3D virtual worlds in teaching, and the main conference themes revolved around Web 2.0 tools and how we could possibly use these. However that was the year that I detected a buzz and many whispers about this thing called Second Life. Like many I'd signed up for an SL account the previous year, when it first hit the headlines, but had not done a lot in there. It was highly intriguing to hear that year what had been happening, what all the really early adopters in H.E. had been doing.

 

This year there is a noticeable difference, with several sessions on Virtual Worlds, mirroring the general trend in UK HE of most universities now having some presence in SL or other 3D virtual worlds.

 

We are now beginning to see some real solid teaching scenarios appearing, beyond the pilot project stage, however pilots are still seen as important as we are still exploring what we can do with these worlds, and we cannot yet know their limits as they are still very much in development (though some are calling for an end to pilots and a start to some real teaching. But to me they are technology killers. This is an emerging technology and will be for many years to come. We are not there yet!). There is still much discussion about the technical issues, and institutional barriers this year at the conference. I think most places now are aware of issues and whilst we haven't solved them all we have discovered the more obvious ones are and sharing work rounds.

 

But it could be seen from the presentations given that many different disciplines are now exploring 3D Virtual Worlds. Some concentrated on the technology - 'bots, haptic feedback, tool kits, and integrating mobile & cross world devices; whilst others explored the cognitive - e.g. simulations, drill & practice, etc. About half the presentations though looked more at the affective or soft skills, (particularly in the arts & social sciences), and are more concerned with issues such as identity, gender, networking, and the very social aspects of such worlds.  There was discussion around whether or not the the SL expericne can feel like a 'real' experience ('Yes', but it depends on the student, the scenario, the design and the willingness of all participants to allow it to feel real.) Another question asked was does such a visual medium always benefit or can it kill imagination and creativity ("Which one is *your* Hurcule Poiroit or your Mr D'arcy?").

 

Another strong strand that emerged is that of staff and teachers and how we 'train' staff about these worlds. Do they need to become immersed in order to understand the environment and be able to use it effectively for teaching?

 

Games based learning emerged, I feel, as 'the next big thing'. With the introduction of 3D virtual worlds, who many see as being game-like, this is perhaps a natural progression. Again there is much historical work in this field, but it is being re-visitied because it seems that many of the processes of game play can potentially be used in virtual worlds to help structure learning and teaching.

 

These are all trends that can also be seen emerging across Europe as well as in the UK (I recently attended ICWL VW Workshop http://www.iicm.tugraz.at/ViWo/ViWo2009Workshop).

 

For the abstracts of the sessions I attended in SL, please see the links here:

 

Second life processes - 3 short paper(s)

300 Bioscience and forensic science students get a Second Life®

Rose Heaney, Stephanie Henderson-Begg, Olivia Corcoran

 

317 A fusion of mobile technology and Second Life in a learning environment to support the transition from school to university

Jane Magill, E Magill, B Canavan, A Devlin, M Pomerantz, J Trinder:

 

 

308 Dreams into [virtual] reality

Kate Boardman:

 

 

Visual redesign - 3 short paper(s)

155 Designing Engaging Visualisations to Support History Learning

Nic Earle, Shelley Hales

 

 

163 A Case of High Engagement: Applying immersive online gaming to History research skills.

Alex Moseley

 

313 Moving in 3D: The X, Y, Z of learning through doing in immersive, virtual environments

Helen Farley, Caroline Steel

 

 

Second life technologies - 3 short paper(s)

75 Designing game-based learning activities in Second Life

Maria Toro-Troconis, Martyn Partridge

 

 

206 If we dream it, will they come? The self-efficacy of students new to Second Life Learning

David Moffat, Kathryn Trinder

 

 

251 Virtual Reality: designing learning environments in Second Life

Fay Cross

 

 

Guest post by: Kathy Trinder and Linda Creanor, Caledonian Academy, Glasgow Caledonian University

 

 

Network Learning Hotseat Seminars

The Networked Learning Community will be holding their Seventh International Conference on Networked Learning in Aalborg, Denmark 3rd & 4th May 2010.  In the run-up to the conference, there are several online hotseats using discussion boards to facilitate a week-long debate by some of the leading thinkers in the field.   The first session is due to commence on 28th September 2009, with Caroline Haythornthwaite, a specialist in e-learning  from the University of Illinois.  The schedule is as follows:

• Caroline Haythornthwaite: Learning in Social Networks and Networked Learning – starting September 28th, 2009
• George Siemens and Steve Downes: Impact on Learning of Networked Technologies - starting October 26th, 2009
• Charalambos Vrasidas: Networked Learning and International Development - starting December 7th, 2009
• Grainne Conole: Theories and Methodologies for Research in Networked Learning - starting January 18th, 2010
• Gabriel Salomon and Rupert Wegerif: Globalisation and Interculturality in Networked Learning - starting February 15th, 2010
  And finally during March and April (dates to be announced) there will be hot seats hosted by the conference key note speakers:
• Yrjo Engstrom and Etienne Wenger.

The hot seats are free to attend. All you need to do is sign up at the conference community website and join the online hot seat debates. Social networking sites are becoming increasingly popular for academic conferences.  Last Year, LILAC09 took its first steps using a wiki as I discussed last year in this blog plost, whereas ALT-C used CrowdVine and LT2008 ran a Ning site to promote online social interactions.
In this particular instance, the Network are using the Jomsocial plugin for a Joomla community site to organise pre-conference events and  online discussion.  Typically, conferences have used such sites to facilitate rather than direct discussions, which can lead to very low, or very high uptake depending on the persons registered, their interests and motivation.  The use of 'hotseats' this year gives a bit of scaffolding to organise the discussions.  The conference guidelines for running a hotseat suggest that:

• The chair will present an introduction to the main topic of the seminar and its broader context and relevance to the networked learning conference.
• The chair of the seminar will bring together 2 or more discussants (co-presenters) who will lead a certain perspective on the seminar theme based on their own work/ research.
• The chair will moderate and organise the online seminar discussions.
• The chair is also responsible to bring the various discussion threads together and summarise the findings in relation to the theme of this seminar.

 So, hopefully the online events will not only facilitate and promote discussion, but also generate interest for the actual conference itself for those who can or cannot attend.

2009/10 Conferences

For those with a brand-new academic diary this summer, here are some dates for forthcoming conferences in 2009/10:

LILAC will be from 29-30 January 2010 in Warwick, with a submission deadline coming up very soon on 18 Sept 2009.  This conference will mark the 10th anniversary of the HEA's subject centre network.

The dates for the 25th annual BILETA conference are 29-30 March 2010, the week before Easter.  The University of Vienna are hosting the event in the Austrian capital.

The 45th ALT conference will also be the week before Easter from 29-31 March 2010 at Clare College, Cambridge and the SLSA will be in their 20th year with their conference in Bristol at the University of the West of England (30 March - 1 April) immediately before the Easter weekend, so it promises to be a busy Easter again!

All the law conferences seem to have some significant milestone in 2010, whether this be 10, 20, 25 or 45 years!

Later in the year, ALT-C is to be held on 7-9 September 2010 in Nottingham, shortly followed by SLS in Southampton (13-16 Sept), who already had their centenary conference recently in 2009.

As usual, the UKCLE diary contains many other events and has an RSS feed to keep you up to date.  Listed elow are 10 forthcoming events:

Time for some Google (and others) Bashing?

Heidi Schuster from the Max Planck Institute spoke about the use of Google in academic institutions (but also equally applicable to any corporate employer or government agency).Outsourcing of often undertaken by both the employer and the employee if software or services are not available in-house, so to speak.  However, this means that data is then transferred and stored on external servers – sometimes for free, but the real price that’s paid can be seen in Google’s terms of service that grant extensive rights for Google to ‘use’ this data.  Heidi pointed out that this is not unique to Google, but the services offered by Google are increasingly taken-up by academics and their institutions.  Many universities outsource their student email (although not usually staff email) if only to save on server space and bandwidth.  The presentation also looked at the issue of Google Inc having their headquarters in the US – i.e. outwith the EU and beyond the jurisdiction of the data protection legislation applicable to member states.  The EU’s Safe Harbour List offers some solace for Google users, but may not for users of other services.

The presentation made me think about my own use of Google – with echoes of the keynote speaker’s comments on the convergence of several great (or not quite so great, but certainly useful) functions and services.

Gmail – an alternative email address (but I’d stop short of having my university mail forwarded there).

Google Docs – collaborating with co-applicants and authors; and as (yet another!) obsessive-compulsive back-up, which probably isn’t such a good idea, but goes alongside the USB, CD, email a copy (to gmail? duh!) versions of anything I think I might accidentally delete or lose somehow.

Blogger – used for teaching and as a dissemination portal for some projects.

Google Analytics – let’s me know who’s reading this (and my other) blogs.

Google Talk – not used this for teaching (yet), but might be useful.

Google Groups – I tend to use the VLE rather than this for teaching, but it can offer some benefits.

Google Calendar – again, I don’t use it for teaching, but it’s great for collaboration with other institutions and for research projects.

Google Scholar – quite useful when I don’t really know what I’m looking for, and for when I’ve forgotten my Athens credentials!

Desktop search – this data doesn’t leave your machine, but it will if you wish to link multiple machines and perform only one search when all the indexing goes off to a Google server.

YouTube  – somewhere to stash various clips and other stuff so I can access them from anywhere (usually for a last minute conference presentation alteration).

Picassa – Similar to Flickr in the sense of somewhere to stash photos for last minute conference presentation alterations!

A cautionary tale, but nevertheless reminded me of how much I use one service provider.  My only defence is that I was using other service providers until Google bought them, that some services are specialised and I don’t have alternative choices, and finally the lazy option of the convenience – I don’t need to register elsewhere for a similar service.

Let’s all blog (and bring down a government)!

Jaspal Kaur gave an interesting presentation within the ‘Internet Content’ stream, just before lunch.  Her PhD research at Aberystwyth is looking at citizen written media and ‘amateur’ investigative journalism conducted through the use of blogs and other social networking tools in Malaysia.  This country has a highly regulated and controlled official media – it also has a good level of information technology infrastructure: 3G and broadband are increasingly common in households.  The denial of the 2/3 majority government in the March 2008 elections was widely reported as caused by an increase in the use of new media and ‘cyberdissidents’ who spoke out against the previous government and who carried increasing credence.

Some of the resources mentioned by Jaspal might well be useful for academic blogs – the New York blog Huffington Post promotes citizen written blogs, and Reporters Without Borders is almost a handbook for blogging and avoiding censorship (maybe not quite what Digital Directions needs), but nevertheless a useful resource for hints and tips on style, content, how to target your audience etc.

There appears to be a large number of citizens using new media in Malaysia.  Over 500 thousand use LiveJournal within a population of 27 million.  Their website illustrates that just short of 20 million LiveJournal accounts have been created since 1999, although many will be unused.

CLC – The Dynamics of Law in a Rapidly Changing World

The Commonwealth Law Conference is also held every two years, primarily for lawyers and judges.  Again in Hong Kong, it was attended by seventeen Chief Justices and numerous other senior judges, advocates and lawyers from around the Commonwealth.  The CLEA conference chooses to host its own conference in the same city in order to benefit from any overlapping delegates, and also to take advantage of the visiting judiciary to judge the biennial Commonwealth Moot.  I was pleased to see Hertfordshire students representing the UK – the WINNERS were judged by three Chief Justices, a daunting task for any lawyer, let alone a student I’ve no doubt!

I was honoured to be able to give a presentation in the legal and judicial education stream, alongside Mark Bishop (ILEX) and Edward Chan SC (Hong Kong bar).  Mark gave a reminder that legal education is not just HE – it is also FE and post-qualification in terms of CPD for lawyers and training for judges.  Addressing competency standards and training, Mark gave insights into the registered status available to legal executives in Hong Kong, also mentioning comparative approaches in New Zealand as well as within the UK.  He also addressed non-legally qualified tribunal appointments whereby knowledge and values must also be accompanied by robust and objective decision making in line with the Latimer House guidelines.

Edward Chan is the chair of specialist education for the Hong Kong bar association.  He gave a historical summary of how lawyers qualified in Hong Kong.  Prior to 1969, no legal education was available until the establishment of a 3 year LLB by the University of Hong Kong.  Their first graduates saw the creation of a 1 year postgraduate certificate in law (PCLL), also devised by the university.  A report commissioned by the government recommended that the LLB change to a 4 year course, which commenced in 2004.  Their first cohort are now embarking on one of 3 PCLL courses run by different universities, but which have a substantial steer from the bar and law society.  Interestingly, the PCLL typically has more overseas students than it does Hong Kong LLB graduates.  It is possible to undertake a conversion examination in three particular modules: HK constitutional law, the HK legal system and HK land law (where certain peculiarities exist in relation to co-ownership which is possible without the use of trusts).

Discussion took place in relation to the current economic climate, and that some students would perhaps opt for the shorter 1 year bar pupillage rather than 2 years articling, as both are unpaid.  That current UK graduates are being paid to delay starting their traineeships was also mentioned as the audience included the presidents of both the Scottish and England & Wales law societies.

The second Legal Education stream “Teaching Commonlaw Principles to non-English Mother Tongue Students” at CLC featured an inspiring talk from Joanne St Lewis (Ottawa).  I expected this session to address the francophone province of Quebec, and possibly the dual primacy of the constitution in two languages (which it did, in part), but it also addressed the aboriginal customs and practices in Upper Canada.  Because there is no cultural Inuit word or concept of ‘guilt’, then these persons are likely to plead guilty when asked, as a natural response with no understanding of their actions or meaning.  Joanne gave good examples of how commonlaw principles and values have been mixed with local traditional values and customs in Upper Canada.  Law was often used to eviscerate cultural practices during colonisation, yet Canada appears to have retained and integrated many of these.

Lastly, Nic Swart (director of the Law Society of South Africa) noted the 11 official languages of South Africa (a number only exceeded by India).  Here, problems exist not only in interpretation, access to justice and an individual’s right for a court case to be conducted in a language that the person understands; but, there is also an issue for the courts.  When giving judgment, the decision must be widely understood, not just by the parties but also by other equivalent and superior courts.  Discussion ensued as to whether cultural education is required for both law student and the profession in terms of varying values and meanings – and whether it is acceptable or even ethical to chose one particular language in court due to, perhaps, a benefit in the interpretation or meaning that might not be available in other tongues.

For interest, the next CLEA and CLC will take place in Hyderabad in India, April 2011.

A CLEA view from Hong Kong

The Commonwealth Legal Education Association’s conference takes place every two years, and this year CLEA was in Hong Kong at the City University.  The weather wasn’t particularly clear, but the conference certainly was!  The Dean of the Law School opened with a quote that ‘to educate a student is to educate an individual; educate a teacher and you educate a community’.  The Chief Judge of the High Court (Justice Geoffrey Ma) then spoke about how a legal education should be akin to the ‘pursuit of the unattainable’ in the sense that when the law is not clear, predictable or easily applied, then a lawyer should have a guiding instinct.  The source of his presentation arises from a House of Lords judgment by Lord Goff in Spiliada Maritime Corporation v. Cansulex Ltd:

‘‘[J]urists are pilgrims with us on the endless road to unattainable perfection; and we have it on the excellent authority of Geoffrey Chaucer that conversations among pilgrims can be most rewarding”.

Following my own presentation about online learning in a commonwealth context, I was pleased and surprised to see a Second Life presentation from Angel Adrian (Bournemouth) and Clare Chambers (UWE).  They have been using virtual worlds to support their teaching and label their students as the X-Box generation – a term subsequently adopted by the conference whole-heartedly as much interest was sparked in the field of alternative delivery methods.  The attributes (which I failed to note all) of this x-box generation include arrogance, competitiveness, and other qualities not necessarily seen in abundance for previous generations.

Michael Furmston (Singapore Management Univ) presented ‘some problems with assessment’ and brought up the topic of cricket (again, a recurrent conference theme!) players, chess masters, American presidents and judges – the reason being, how can we rate their skills and can we apply such a method to students?

Categorisation is a rather easy task – most academics can quite easily spot an essay worth a first, 2.1, 2.2 and a third.  Many will also be able to say whether an essay is a good or weak example of each category, but when we take a greater number of categories (i.e. 1 to 100) it is less of an easy task.  Whilst Michael was speaking, I was reminded of a SWAP workshop last year run by the HEA with Richard Kimbell (see a previous blog post) who discussed a comparative pairs methodology.  Indeed, Michael went on to discuss a similar method being used to grade American presidents – Lincoln came top of the list consistently in a variety of different polls.  However, Washington and G. Roosevelt varied as to whether they came second or third.  A comparative pairs methodology would give more than just an ordinal ranking – it would indicate just how far ahead Lincoln is above the contestants for second and third place, who are almost on a par.  The best, and the worse US Supreme Court Justices were easily identified by a team of voters with knowledge of the legal system – the ones in the middle were less easily and more inconsistently delineated by individuals.  For those who need to know, the top cricketer was consistently named as Donald Bradman.

The take-home message, I suppose, is does it matter that the standard in one year is different to the next?  Or, whether one university differs to another or even subjects differ in standards?  If it does matter – what can we do, and what are we doing about it?

Swethaa Ballakrishnen (Harvard) offered some interesting points from her research into the evolution of South Asian legal education.  The relatively recent National Law Schools (5 year degrees with highly competitive entry) are embarking on a reversal of previously defective rote learning and weak legal education.    Swethaa noted that pre-independence, many lawyers educated in India were taught by professors educated in Britain, and indeed, many post independence statesmen held law degrees, although may not have practiced.  Arguably unfair, this new five year degree does promote a competitive edge for candidates early in their educational career.  It creates an elite degree, which is perhaps warranted in a legal system that offers automatic entry to the bar once qualified: there is no differentiation between solicitors/lawyers and advocates/barristers.  The presentation also covered issues regarding the syllabus; it appears that it is not perhaps what law to teach, but rather teaching law differently that is required.

Michael Sayers, the secretary-general of the Commonwealth Association of Law Reform Agencies (www.calras.org) spoke about the work of this association in over sixty different jurisdictions.  Current broad topics being addressed or reviewed across the Commonwealth include issues relating to science and technology, climate and ecology, and aging.  Many other types of reviews exist of course, but these appear to be a global trend.  Michael suggested that academics not only fit the bill for potential law commissioners, but they are equally well equipped in relation to four other ‘C’s:

Consultees – this is relatively common, especially for green papers.  Positive (as opposed to just negative) comments are equally desirable and of use to commissions, yet often forgotten about.

Communicators – academics are, apparently, good at getting the point across.  I’m pleased that commissions think so!  They naturally do so in both teaching and research.

Consultants – often commissions are in need of either paid or unpaid specialist input.  Academics may often have the time and resources to assist, and this form of external engagement is of benefit to the law schools and universities in general.

                Commitment – teaching a curriculum keeps an academic up-to-date.

This presentation reminded me of someone’s suggestion (my apologies for forgetting who!) at a UKCLE event.  Michael asked at the start of his presentation, who had responded to various types of consultation documents as an academic.  I recall a suggestion that current consultations (or even old ones) could be used as a class exercise to draft a response: it could even (and perhaps should) be sent as a response.  The only draw-back is that I doubt, even with sixty jurisdictions, that there would be a convenient consultation every semester A to coincide with land law (for example).  Indeed, older ones could be used repeatedly and might even be worth assessing, but a constitutional law module could make use of any consultation in terms of process and the right to respond etc.  Student law societies could even do so outwith the curriculum.

My final review is a presentation from Selina Goulbourne (Holborn College) who spoke about a review of Islamic law teaching in conjunction with the UKCLE (see link and also here).  As with Swethaa’s presentation, Selina criticised the use of rote learning as it does not encourage the student to see the law in context, or perhaps fully understand the principles of the law.  Selina is looking at undergraduate and professional education and making comparative analysis of jurisdictions with and without an Islamic tradition.  Also mentioned was the potential difficulty with the translation of Arabic texts in non-Arabic speaking states such as Malaysia.

BILETA Programme

The draft programme for BILETA is out today, and the conference will take place in Winchester from 21-23 April 2009... so it should be a nice spring break in the cathedral city!

The Keynote speakers are:
Jeremy Phillips, Intellectual Property Consultant with Olswang, Solicitors and Research Director of the Intellectual Property Institute.

and Dr Richard Clayton of the Cambridge Computer Laboratory, University of Cambridge 'It’s time to repeal Internet Legislation'.

There are several parallel sessions covering the usual topics of privacy, regulation, e-commerce, education and cybercrime.  There's also a brand-new session on Health and IP.

The annual conference dinner and reception will take place on the evening of the 22nd April in the refectory set in the grounds of Winchester Cathedral. The conference team are hoping to arrange a short pre-dinner tour of the cathedral, as was done when the conference was held in Durham.

Bookings can be done through the UKCLE website.  For anyone not sure where Winchester is, then Southampton and Heathrow airports are not too far away, and there are main-line train services from London, the midlands and north.  The university is a 10 min walk from the station.

For anyone coming early, the AGM will be on the Tuesday evening (official 9:15 start on Wed!) and there's usually an informal dinner afterwards.

See you there!

Twitter-Knitters and Conferences further afield...

A recent blog entry by John Kirriemuir amused me, as I've yet to spot a twitter, or indeed a knitter, at any conference!  Perhaps I'm not paying enough attention to the delegates or attending the 'right' events...

However, I thought I'd make mention of a few conferences still to come this academic year - if anyone attends, please let me know if you see any knitters!

The Commonwealth Law Conference (CLC) will be holding their biennial conference in Hong Kong, also the Commonwealth Legal Education Association (CLEA) are in Hong Kong for their biennial conference at which myself and Patricia McKellar will be holding an e-learning workshop.

Itechlaw will be in Seattle in May and the International Journal of Clinical Legal Education Conference will be in Perth, Australia, in July.

LILAC gets WIKI with it!

The forthcoming LILAC 09 conference is getting very social and sophisticated with a wiki for use by both presenters and attendees!  Their wiki site already has details of the papers which can be commented upon in advance and each speaker will have their own wiki page to develop and manage.

For the wiki novice (or complete beginner), there is a handy User Guide to get you started; and if you're a Presenter - here's how you can add tags, new pages and customise your profile.

Of course, blogs and wikis aren't new for conferences - recently Tony Carrer posted on his blog about Conference Wikis, and has some good examples on his blog if you're interested to see how well they can work.

The ALT-C 2006 had a conference wiki that didn't really take off, although one particular ALT-C 2008 workshop organised a wiki for a Digital Divide Slam - for those (including me) who don't know what a 'slam' is:

A slam is a brief performance piece/ creative work that captures people's experience of the digital divide. The vivid expression of your ideas and the impact of your performance is more important than sophisticated use of technology. We need to have the performance captured digitally because we can't all be in the same place.
Your slam can include text or audio narrative or poems, drawings or cartoons, song, dance, mime. We are delighted to accept anything that you can capture in digital media and publish or link to from this Wiki, and that someone can view within a reasonable time, typically 1-3 minutes.

Some conferences, such as Hertfordshire's Blended Learning Conference 2008 have used a Ning social networking site for both pre and post discussions of events.  The Learning Technologies 2008 Ning Site is open for all to acess, and seems to be a good example of how Ning can be used.  A quick search indicates that there could be approx 1,400 conference sites in existence on Ning.  The ALT-C 2008 conference used CrowdVine, which is a similar idea that can be viewed here and even some YouTube clips were generated of the Gala Dinner.

The Cetis 2008 conference also had a wiki, but seemed to use Twitter more effectively on the day as shown by their Twitter Account and their Tweme (twemes are twitter messages from anyone who adds a particular tag to their twitterings).  Likewise, ReLIVE08 twittered with delicious and flickr built-in.