Foss And Education, a presentation delivered on Software freedom Day 2011

Foss And Education, a presentation delivered on Software freedom Day 2011
PUP Quezon City

Foss and Education

Introducing the Wiki Concept

There are lots of online collaboration tools and document management systems. Wikis, however, remain a simple way of creating large, shared information repositories.

DokuWiki to be specific, but it’s more the idea and use of wikis in general .

Regular readers will know that I’m the first to jump up in support of Wikipedia (as long as it’s tempered by a critical eye and thoughtful users). And I’ve used wikis more generally, whether in class or in various jobs for document management and collaboration.Hosted wikis like those offered by Wikispaces, wikis embedded in tools like Moodle, and have stood up small wikis for special projects. All good stuff.

More recently, though, personally I’ve turned to scribd.com, Google Sites and Google Docs to manage most of my documentation needs. Used together, they make for a pretty robust solution that lends itself to collaboration.

Sure, Google Docs and Sites could handle this, but this felt like a job for a wiki.Classes that require collaboration on an extensive document or that will be used for longer-term reference or guidance (as this particular set of documents will also be). Needs wiki.

Having a look at  the open source DokuWiki, for a few reasons.

1. It’s free
2. It’s incredibly simple to set up. All you need is FTP access (with write privileges) to a single folder on a web server. The DokuWiki folder and subfolders get copied to the server and the rest of the install happens via an install.php file that is accessible via any browser.
3. It’s fully text-based; there are no databases to install or access and files are stored as text making them readable outside the wiki and easily transported to other wiki instances.
4. It’s incredibly fast.
5. It’s very well-documented.
6. It’s customizable with templates and easily installed plugins.
7. The default installation uses a wiki markup syntax, but a WYSIWYG editor can be installed for novice users.
8. It takes a while to get the hang of creating namespaces (essentially directories) and pages for people used to a non-wiki interface, but once understood becomes quite simple for all users to extend the wiki and clearly organize files.
9. It has basic authentication, roles, and access control lists built in, but can easily be connected to a database or LDAP server for more sophisticated authentication needs
10. It scales very easily.

DokuWiki isn’t perfect, of course. Without a bit of thought, the paths that it displays to each document can be cumbersome and navigation isn’t as intuitive as it should be. However, in the brief time that it took me to set it up and have people (even those new to wikis) working together and building our documents, I was able to ensure pretty immediate utility. We can refine later; the goal was to start collaborating fast on a space that could live and be used by a growing group for months to come and we achieved that goal in a day.

Taking a Look at some educational tools available combining use with gmail:

Taking a Look at some educational tools available combining use with gmail:

Exchange 2010 - When combined with a Microsoft Desktop, the eCAL, and the extreme discounts afforded to education, there simply was no better combination.

Zimbra - Close second, but to get something that competed with Exchange you had to go with Zimbra Pro (I think it was called Enterprise before VMware purchased it). But the education discounts were not very good to be perfectly honest and the collaboration part would have cost just as much as our end to end Microsoft platform.

Google - Tied with Microsoft Live@EDU. I have a love/hate relationship with Google. They are becoming the new Microsoft from 15 years ago which is dissappointing. I like their tools, but increasingly to get the full google experience you need all things google which essentially means Chrome. I feel like shortly they will start making things only work on ChromeOS or Android forcing people to move away from Microsoft and Apple. The two biggest issues we had though was the poor integration with Active Directory (and the moving "student data" into the cloud), and at the time we were doing the evaluation google had experienced several large scale public outages.

Microsoft Live@EDU - Essentially this reduced to hosted exchange. We might actually still move out students into this in some sort of co-hosted (staff in house, students in the cloud) model, but there was no significant cost savings. There still isn't much cost savings to move out students to the cloud because administration would still be the same, and only a tiny incremental portion of hardware would be saved.

One must as a rule in the Tech department to get Chrome out as as standard, or at least a dual standard. There are now active directory extensions so it can be managed almost as well as IE8/9, and with a competent tech group there are not many applications that must run in IE (some activeX sites still require it). There is little reason to not run two browsers *if* you can educate your end users. Right now we run Firefox and IE, but we are about to stop supporting Firefox and swap it with Chrome. Our education push happens later this fall.

As for using IE with gmail, We have not found any problems at all. Disabling compatibility view pretty much resolves any issues at all, and make sure your flash and java are current is all that should be required. I have found that some VLC plugins have recently been causing me grief with Chrome indirectly causing Flash to crash, but I don't quite understand why. I can repeat this with tools like uStream on demand,,, removing VLC resolves it.

Finally, people should  considered the actual Gmail tips? They have some pretty good stuff on there, not to mention the icons for the ninja make people smile every time. :)

https://mail.google.com/mail/help/tips.html


Something else:

Has anyone looked at Karoshi Linux, Moodle or Joomla recently?

Karoshi Linux (now the Linux Schools Project) http://www.linuxgfx.co.uk/demo.html has been around for quite a while, comes with a rather full & integrated suite of features, driven by LDAP, with a Samba PDC to support Windows clients, It sports Moodle, Joomla and standard e-mail. Moodle has all manner of integration modules written for it. Is this not groupware-ish enough for a stand-alone school, or even a small school district?

Now, I'm curious what features Exchange and Zimbra provide that add value to the process flow of an edu organization besides the functional equivalent of email & scheduling. Are the needs pretty basic, or is it the drive for customization that leads bigger schools to big packages with big support?

Also.... at what scale is this discussion? If we're talking an entire school district, then Microsoft pretty much has the school district market sewn up with their discounting & the typical IT budgets of a municipal school district.

For smaller- to-mid-sized individual, independent schools, it used to not be cost effecting to become a Microsoft shop (w/ the lack of per-seat discounts afforded the district-scale organizations).  MS changed their site & district pricing to accommodate smaller districts and/or independent schools.
There's so much that could and should be done, but the sad state of primary & secondary education IT is stuck in a short-sighted quagmire. The small schools can't afford the help to drive innovation, the bigger schools just throw money at the problem.

Google for Education

Using Google as an educational tool.

Students, teachers and staff can share ideas more quickly and get things done more effectively when they have access to the same powerful communication and sharing tools. Google Applications provides email, sharable online calendars, instant messaging tools and even a dedicated websites to faculty, students and staff for free. There's no hardware or software to install or maintain, since everything is delivered through a standard web browser -- anytime, from anyplace.

We have tested this with our students in AABC, as part of the classes conducted by the faculty is online, they are allowed to use the tools of their choice, skype, yahoo messenger or Google.  And with the google package, we were able to maximize learning and introduce our students

You can mix and match from the following services for your entire school :

Gmail - Offer email to your faculty, students and staff with 2 gigabytes of storage per account, search tools to help them find information fast, and instant messaging built right into the browser (chat can easily be disabled for the whole school if you don't want students to be able to IM with their accounts). One good thing nowadays is that Gmail has both video and talk capabilities.

Google Talk - Teachers and students can call or send instant messages to their contacts for free -- anytime, anywhere in the world. Imagine the possibilities for people collaborating on projects from different locations.

Google Calendar - Everyone can organize their schedules and share events, meetings and entire calendars with others. You can even publish the school calendar on your website to let families know about events like back-to-school nights, homecoming and vacation days.

Google Docs - Students and teachers can create documents, spreadsheets and presentations and then collaborate with each other in real-time right inside a web browser window.

Google Sites - Create a class site and edit it the same way you'd edit a document -- no technical expertise required. Your site can bring together all the information you want to share with your colleagues and students, including docs, calendars, photos, videos and attachments.

Blogger-Teaching the use of blogs to enhance their communication skills also is another way of allowing them to express themselves.


With schools who are looking into new productivity tools to enhance classroom learning and participation, using google as a part of your tools in enhancing classroom instruction can be both a transformative and learning experience.

How to sell clients on Linux

By Jack Wallen

(Jack Wallen shares tips on how to pitch Linux to clients. He also explains how convincing a client to go with Linux can have long-term benefits for your consultancy )

This article pas taken from TECH Republic. Something Foss Advocates should consider

In such a Windows-centric world, pitching Linux to clients who are not tech savvy is not as hard as you might think — you just have to know the product and know where (and how) the product fits into the client’s infrastructure. Here are some examples.

A client (an SMB with 25-50 users) comes to you with the following needs:

• Desktop for each user
• Networking infrastructure
• Server for email
• Server for Web
• Server for storage

The client states up-front that keeping the price as low as possible is key. Although this client may not be a cash cow for you, you know they are connected to a plethora of other possible clients, so you want to do as much for them as you can. Here’s how you can break this down to save them money, keep their systems up and running (with little maintenance), and ensure they refer you to their peers.

• Desktops: You will want to keep these machines on Windows; you don’t want to add Linux into the mix in such a way that will confuse the client’s employees.
• Networking infrastructure: This could be a grab bag of any hardware you want.
• Servers: You could go the Windows SBS route, but then you will have to deal with CALS and maintenance, which will raise the cost. Instead, this is where you can deploy Linux. You can either run all three systems on one machine (using a LAMP server with the inclusion of Postfix for email, ClamAV for antivirus, and rsync for storage). That server machine is going to run like a champ, costing the owner next to nothing in maintenance fees. So the client will save the cost of the OS and the CALS, as well as the cost of maintenance calls to effectively keep the server up and running.

However, let’s say that you have a client who shows an interest in Linux as a desktop environment, but he is concerned about that one application he must use that only has a Windows version. The client likes the idea of the stability and reliability of Linux, so he wants his employees using that desktop, but there is still that one application. What do you do? Virtual machines. This is a selling point that many consultants overlook. With the help of VirtualBox, your clients can run (with only the cost of the Windows license) that one application within a virtual instance of Windows on top of a Linux OS. To sell this approach, you should outline the following benefits:

• The stability and reliability of the Linux OS.
• Running the Windows application in a virtual machine means that, should something get corrupted (or break in any way) within the Windows virtual machine, the user can simply close that instance and open a previously saved, working, state.
• The virtual machine could be served up from the Linux server so that any user would have access. This doesn’t mean everyone can be running the same image at once, but it would make deploying an image easy (e.g., copy the image from one virtual machine to another).

Let clients try Linux

If a client wants to play around with Linux to see if it will fit their needs, a really good approach is to give the client a Live CD of a distribution and tell them to boot it up. The Live instance will not change their current OS, and they could get easily get an idea if Linux will work. You can take this one step further by rolling your own Live CD (with a tool such as SUSE Studio) and adding your branding to the desktop, as well as to applications you think the client will want and/or need.

See long-term benefits

There are so many ways to sell Linux to your clients. The biggest selling point is the reliability of the operating system. Will you make a lot of money using Linux? Not directly. But the customers you satisfy will keep coming back and send new clients your way.

Related TechRepublic resources

• The Linux consultant: The Maytag repairman of the IT world
• Linux can do that
• Assess open source products’ solvency for your client’s sake

Ubuntu? Personal and non-Geeky?

‘We positioned Ubuntu as a version of Linux that was personal and non-technical’ 
Mark Shuttleworth, Founder, Canonical and Ubuntu Linux on why he thinks Ubuntu will succeed on the desktop, where other equally famed competitors have failed
Having earned the distinction of becoming the first African to take a flight into space, Mark Shuttleworth undertook a voyage into another unchartered territory. He started the Ubuntu Linux project, with a goal to creating a high-quality desktop and server OS. ‘Ubuntu’—named after an African word which means ‘humanity to others’—has since then become the most popular GNU/Linux distribution. Ubuntu Linux has been positioned as a platform for the masses rather than being confined to the specialists.
Mark Shuttleworth, Founder, Canonical and Ubuntu Linux shared his thoughts with Srikanth RP on the increasing significance of open source, the roadmap for the cloud and why he thinks Ubuntu will succeed on the desktop, where other equally famed competitors have failed.
From an era when open source faced a lot of antagonism, now even competitors are opening up their code. How do you see this shift in terms of the future of IT?
I have no doubt in my mind that open source represents the future of the software industry. This can be clearly seen from the number of customer engagements involving Linux, and from the backing of huge companies such as IBM and Oracle. Even Microsoft today has backed away from its earlier rigid stance. The driver is clearly the success of open source. Today, end-user companies are skeptical of those companies that suggest that open source does not encourage innovation.


Unlike other Linux distributions, Ubuntu has managed to achieve a significant presence on the desktop. What have you done differently?
While Linux as a community has done extremely well in the server and data center space, the real challenge lies in taking Linux to the desktop. When we started the Ubuntu project, we quickly realized that distribution only plays a limited role in the success of the platform.
We focused on substantially improving the experience of the Linux desktop by making it more visually appealing and easy to use. We positioned Ubuntu as a version of Linux that was personal and non-technical. In a way, we have been pioneers in bringing the benefits of Linux to a larger audience. The results—as tracked by independent websites—show that Ubuntu has been steadily increasing in popularity over the past five years.
While Ubuntu is one of the most successful products in the desktop Linux space, it still has a long way to go before it can even think of upsetting the apple cart of a dominant vendor such as Microsoft. Why do you think Ubuntu will succeed (in the long run) where other equally strong competitors have failed?
With our platform, we believe we have significant opportunities to play on the server, cloud and the desktop space. By putting the user at the heart of our design, we have significantly enhanced the user experience.
For example, we have taken initiatives such as the innovative ‘100 Paper Cuts’ initiative organized with the Ubuntu Community which allowed users to nominate minor annoyances that impacted their enjoyment of the platform.
Till date, over 50 fixes have been committed. Industry leaders such as Dell have partnered with us to put Ubuntu on some of their desktop and laptop models. And evidence suggests that the percentage of users that do not replace Ubuntu on the device is growing. This is a time of great change in the IT industry, and we believe that we are in a
position to surprise established players.
How is Ubuntu performing on the cloud landscape?
On Amazon EC2—which is the dominant public cloud offering—Ubuntu is the Number One base OS for organizations building workloads to deploy in the cloud. With our enterprise cloud offering the same APIs as Amazon EC2, you can build your applications to run on either platform.
This means that applications that run on your private cloud can be seamlessly put into the public Amazon cloud, and vice versa. You can even configure the system to ensure that overloaded applications on a private cloud can expand to use resources from the public cloud. We are focused on simplifying user experience—be it the
desktop or the cloud.

YouTube increasingly less of an option in schools

I generally haven’t been inclined to block YouTube in schools.

Despite the countless videos of kids skateboarding, extraordinary amounts of educational content are there for the taking. Like Filipiniana...folk dances.. science materials and even political and soiological topics...

Unfortunately, it looks as though the junk is quickly on its way to overwhelming the good. However theres an uncomfortable trend lately like what Ars Technica is reporting on the so-called carpet-bombing effort to fill YouTube with pornography:

Today, May 20, has been deemed “Porn Day” by denizens of 4chan and eBaum’s World, with an organized group of users from the sites uploading video clips of explicit, adult content en masse in an attempt to overwhelm the search results. In actuality, it appears that content was prematurely uploaded on the afternoon of the 19th. YouTube has already taken some steps to fight back, but it’s disturbingly easy to find stuff you really don’t want to see, and the uploaders are changing tactics.

On the local level... terrible scandalous videos of movie personalities and political personalities have also mushroomed... thus showing much of a lesser moral fibre in display.....

What this means is that we need to train our teachers and provide them with easy tools to deliver appropriate content to their students. No more, “Hey kids, put together a PowerPoint presentation and feel free to search for some resources on YouTube.” YouTube does make it incredibly easy to embed video on the web and now has tools for excluding those “related videos,” which are all too often a source of said junk.

Therefore, we need to train our teachers to place videos on their own websites or blogs or, better yet, use a site like Fliggo to really isolate useful video content from the rest of YouTube. How many of your teachers know how to embed a YouTube video in a blog? There’s no need to throw out the baby with the bath water in terms of online video, but there is a real need for increased vigilance and helping teachers find new ways to clearly direct instruction around useful video.

Another good thing to consider is to teach Netiquette (net Ethics) to students so that they would be able to appreciate the whole ambit of the net as well as clinging to even a small semblance of respect and ethics for the privacy of others and the better interest of the Public and learning

Microsoft, Linux Foundation issue joint letter opposing proposed software-licensing principles

Truth can, indeed, be stranger than fiction — as is evidenced by a May 14 letter on software-licensing policies that was signed by both Microsoft and Linux Foundation officials.

The letter, which the two sent to to the American Law Institute (ALI), was designed to “express our shared concerns with the group’s draft Principles of the Law of Software Contracts,” according to a blog post by Horacio Gutierrez, Microsoft’s Corporate Vice President and Deputy General Counsel.

(Yes, that same Horacio Gutierrez who is known for claiming free and open-source software violated 235 of Microsoft’s patents.)

According to Gutierrez’s latest blog post, while Microsoft and the Linux Foundation have been almost always on opposite sides of the software-licensing fence, they both agree that the ALI Principles — designed to provide guidance to judges and others charged with interpreting software-licensing agreements — could do more harm than good. Gutierrez blogged:

“While the Principles reflect a lot of hard work and thought by the ALI, Microsoft and the Linux Foundation believe that certain provisions do not reflect existing law and could disrupt the well-functioning software market for businesses and consumers, as well as create uncertainty for software developers.

“We have asked the ALI to allow more time for comment from interested parties reflecting the wide range of software developers and users.”

The joint letter to the ALI specifically highlights the policy body’s call for a non-disclaimable “implied warranty of no material hidden defects” as being onerous to both Microsoft and the Linux Foundation. (The Linux Foundation has been objecting to this proposed implied warranty and its possible negative effect on free and open-source software since at least August 2008.) Microsoft and the Linux Foundation both are advocating that by making this warranty disclaimable, vendors will be more willing and able to offer customers their applications and services under a variety of software-licensing models. (That’s my best attempt at explaining this; I’m sure folks more conversant with legal language will be able to chime in as to exactly what the pair want….)

Update: Linux Foundation chief Jim Zemlin explains the warranty issue in a May 18 blog post this way: “The principles outlined by the ALI interfere with the natural operation of open source licenses and commercial licenses as well by creating implied warranties that could result in a tremendous amount of unnecessary litigation, which would undermine the sharing of technology.”

Raymond Nimmer, a professor at the University of Houston Law Center and co-director of the Houston Intellectual Property and Information Law Institute, wrote a strong critique of the ALI draft principles, where he also objected to the proposed implied warranty

Nimmer blogged on May 11: “(I)f the (implied warranty) ‘principle’ were followed, the software industry would be subject to a rule that does not apply to any other industry. Why discriminate against one of our few burgeoning industries?”

The ALI’s annual meeting — where the final vote by memebers on the proposed draft of the Principles is expected — takes place this week.

The Teacher is the curriculum

Telling Teachers they are they are the curriculum

I have recently attended a teachers seminar-workshop held by the Computer Professionals Union today at the University of the Philippines at Balay kalinaw.

Its good to be at UP once again....savouring the breeze, the shady trees and of course Khas food haus with the traditional beef briani for lunch with Gene Morada of G.ho.st.

The Theme of the workshop ws “Workshop on the trends and developments in Science and Mathematics”. When I arrived, a listened to inputs by various succes stories on how they used ICT as a tool in enhancing teaching in math and science.

Most of the questions on the open forum was actually centered on either the lack of support from LGU's or supervisors. I however noticed several things.... the teachers paradigm and mindsets were still the repository thing. Meaning they had to grasp it on hand and serve it on spoons to their students.

Of course part of what the previous speakers were telling them that there were options available to them, they just need to look for them.

The same questions and tone of clarifications were going on.

Of course, Gener was next to talk. ICT tools and web 2.0. Gene explained the use of the web to education and the need to use the web to enhance the interest of students and the usage of social networking sites. Also he introduced the value of cloud computing thru G.HO.ST which is actually the best tool for students who dont have their own PC's.

I actually was supposed to talk about school experiences using ICT. Something like best practices. But I felt that I need to tell them something. So I asked them to affirm the following:

The teacher is the curriculum

I am the curriculum

I am a teacher

I will empower my students

I am empowered

I dont know if indeed they felt their statements. I thought them that in order to be empowered they must be able to learn the tools in order to help students. Students nowadays learn more through collaboration than spoonfeeding. It is by introduing collaborative tools like Google services like Blogger, picassa google groups,as well as other web based tools. The concept is that we allow the students to be able to share and ciritique their peers objectively would enhance not only their skills but their responsibility as well.

I hope that the teachers realize that unless they learn that it is only by self-empowerment they can enhance their level of teaching and not on relying on what their supervisors, principals can tell them or what DEPED or TESDA or CHED can tell them.... They can do better because they know what their students need.... thus that is the very key to empowerment and enhancement of education at the very grassroots level. That is the message that they should understand in that seminar.Tools are there....they must be empowered to use these tools as a way to empower themselves and their students.........

OS Migration this year

A survey reveals that 84 percent of IT pros don’t have plans to upgrade to Windows 7 in the next year and half of respondents are considering alternatives, but it pays to parse a few nuances.

Andrew Nusca has the details on the survey, which was conducted by Dimension Research and commissioned by KACE, a systems management appliance company. The survey (Techmeme) had 1,142 respondents and 99 percent of them had Windows installed at their companies.

The spin here is that it’s somehow bad that most IT professionals won’t jump to Windows 7 in the next year. However, Windows 7 is still in beta and hasn’t been released yet. Of course, 84 percent won’t upgrade to Windows 7 in a 12 month time frame. If you go April to April and Windows 7 is launched in October-ish that means IT pros would have just six months to make the leap. In the OS upgrade world that speed just doesn’t happen.

Cast in that light, this chart below looks pretty impressive to me.

So within two years 59 percent of IT pros will upgrade to Windows 7. The good news: That’s some pent up demand. The bad news: Vista is the reason there’s pent up demand.

But what really caught my eye is the secondary headline about Windows alternatives.

The headline: 50 percent of IT pros are considering a move from Windows. Operative word: Considering. You’d be dumb not to consider a move. In fact, I’d argue that the other half of IT pros aren’t doing their job: You should always assess alternatives.

Of the 50 percent considering a move away from Windows 14 percent are actively making a jump. That’s up from 11 percent in 2008 and 9 percent in 2007. Your choice: Determine whether the money quote here should be:

1. Of 50 percent of folks considering a move from Windows, 36 percent stayed.
2. Of 50 percent of folks considering a move from Windows, 14 percent are bolting. Alternative OSes gaining steam.

The truth is probably in the middle.

And another nuance to ponder. Apple’s OS X is the most likely platform to replace Vista or Windows 7 with 27 percent eyeing the Mac platform. The rub: That percentage is down from 29 percent in 2008.

Perhaps the headline should be that Vista, Windows 7 and OS X are in decline—for Ubuntu.

Check out the chart:

In any case there’s a lot of fun with numbers that can be played with this survey.

CHS students trained with FOSS as alternatives

Engaging Students with FOSS.

TESDA has recently given 50 scholarship slots in computer hardware servicing NC II to our school, the Asian Academy of Business and Computers. This was part of the 175 recently given slots of Pangulong Gloria Scholarships courtesy of TESDA.

Previously, we held an assessemnt on PC operations NC II around October of last year, we used open office and mozzila firefox as part of the test pakage for our students. Most of them (90 %) had passed the assessment and were declared “competent” (TESDA uses the term COMPETENT instead of passing).

Last Month (April) we also held assessments for our students in Computer Hardware servicing NC II every weekend. 94% (67 students) were declared competent in this category.

Currently our 2 classes of Computer Hardware servicing NC II are being trained to be both familiar with proprietary and FOSS software.

Touching on the merits of FOSS,most students were surprised how come LINUX and other FOSS Operating systems never have viruses.

Running on their third to fourth week, most students are still having their doubts as to the workability of linux. Perhaps after they have done installing and maintaing the computers they will have as projects.. they may realize that indeed Linux and other FOSS products are good technical alternatives to proprietary software.

Our trainors, linux Guru Brian De Vivar and hardware guy John Lopez are both doing their stuff in training these students to learn to use better alternatives like Ubuntu Linux and Mandriva Linux.

Unlike other Computer Hardware servicing students from other schools, our graduates will be both familiar with proprietary and FOSS.

No more yahoos for Geocities

Yahoo pulls the plug on GeoCities

Yahoo paid $3.57bn for GeoCities in 1999

Yahoo is to close its personal web hosting site GeoCities later this year.

In a statement, the firm says it will no longer be accepting new customers and will focus on helping "customers build new relationships online".

Yahoo bought GeoCities for $3.57bn at the height of the dotcom boom in 1999.

At its peak, GeoCities boasted millions of active accounts, but it has since fallen out of fashion, with users migrating to social networking sites.

Yahoo says that existing GeoCities accounts will remain live for now, although it stresses that users should start looking for alternative sites.

"You don't need to change your service today, but we encourage anyone interested in a full-featured web-hosting plan to consider upgrading to our award-winning Yahoo! Web Hosting service," the firm said in an online post.

The closure of GeoCities spells the end of Yahoo's free hosting, although other services - such as e-mail accounts - remain unaffected.

Rupert Goodwins, editor of the ZDNet website, said the closure of GeoCities was the end of an era.

"I think GeoCities was the first proof that you could have something really popular and still not make any money on the internet.

"It was a fascinating experiment in the pre-industrial era of the internet, but after the initial exuberance on what the web could do, it turned out to be more complicated than just giving them free hosting.

"You need to give users tools to actually do things and make things simple, one of the reasons sites like Facebook and MySpace are so popular," he said.

A Modest Proposal For empowering Communities

Government PC's ensnared by BOTNETS

PCs inside a botnet can be forced to carry out instructions

Almost two million PCs globally, including machines inside UK and US government departments, have been taken over by malicious hackers.

Security experts Finjan traced the giant network of remotely-controlled PCs, called a botnet, back to a gang of cyber criminals in the Ukraine.

Several PCs inside six UK government bodies were compromised by the botnet.

Finjan has contacted the Metropolitan Police with details of the government PCs and it is now investigating.

A spokesman for the Cabinet Office, which is charged with setting standards for the use of information technology across government, said it would not comment on specific attacks "for security reasons".

When we look at a similar network last year they were in the hundreds of thousands. Now were looking at mega-size botnets. Yuval Ben-Itzhak, chief technology officer for Finjan

"It is Government policy neither to confirm nor deny if an individual organisation has been the subject of an attack nor to speculate on the origins or success of such attacks."

He added: "We constantly monitor new and existing risks and work to minimise their impact by alerting departments and giving them advice and guidance on dealing with the threat."

How does a botnet work?

It is the second time in a year that PCs inside government departments have been hacked to form part of a botnet.

On this occasion, the machines were infected with software which allowed them to be taken over and enslaved in the botnet due to vulnerabilities in web browsers.

At the mercy

Once a machine has been compromised, it can be instructed to download further software, which puts the machine at the mercy of malicious hackers.

STAYING SAFE ONLINE Use anti-spyware and anti-virus programs On at least a weekly basis update anti-virus and spyware products Install a firewall and make sure it is switched on Make sure updates to your operating system are installed Take time to educate yourself and family about the risks Monitor your computer and stay alert to threats Hi-tech crime: A glossary

The compromised PCs are capable of reading e-mail addresses, copying files, recording keystrokes, sending spam and capturing screen shots.

Once a single machine inside a corporate network has been made part of the botnet it puts other machines on the network at risk.

The Cabinet Office would not give details of what the compromised machines had been instructed to do, nor the names of the different government departments that had been infiltrated.

The cyber criminals, who have not been caught, were selling access to the compromised machines, thought to be mainly PCs inside companies, on a hackers' forum in Russia.

One thousand machines were being sold at a time for between $50 and $100.

Finjan reports that the botnet is under the control of six criminals who are able to remotely control the infected machines.

Different organisations

Almost half of the infected machines were in the US. Six percent of the botnet, about 114,000 machines from 52 different organisations, were from the UK, among them a single PC inside the BBC's network.

Many of the infected machines will have been caught by routine information security policies at firms, as it was in the case of the BBC, but Finjan says many of the botnet PCs are still active.

We are aware of this botnet and are taking appropriate action Metropolitan Police spokeswoman

More than 70 different national government agencies from around the world were caught up in the malicious network.

Yuval Ben-Itzhak, chief technology officer for Finjan, told BBC News: "When we looked at the network domain names to see where the [compromised PCs] come from we were surprised to see many government networks, including UK government computers.

"Obviously we reported it and they have now dealt with it. There were six UK agencies with at least one computer in each department that was running the bot.

"I'm not at liberty to name the actual agencies - but this isn't a unique story to the UK, they were running in many other non-UK, government bodies too."

Government bodies

A number of different government bodies are responsible for IT security and deployment across the UK.

They include the Central Sponsor for Information Assurance, the National Technical Authority for Information Assurance, and the the Centre for the Protection of National Infrastructure (CPNI), the government body which is part of the British Security Service and responsible for providing security advice to organisations that make up critical services in the UK.

All of the infected machines were Windows-based PCs and the vulnerability was targeting security holes in Internet Explorer and Firefox.

Mr Ben-Itzhak said: "What is unique is the number the size of the network. When we look at a similar network last year they were in the hundreds of thousands. Now were looking at mega-size botnets."

In contact

A spokeswoman for the Metropolitan Police said: "This is an ongoing investigation. We are aware of this botnet and are taking appropriate action."

Large botnets can be used to co-ordinate attacks to knock parts of the network, or specific websites, offline, called a Distributed Denial of Service attack.

Last year, the CPNI told a Cabinet Office-commissioned independent review that stopping such attacks was difficult.

It said: "The attacks are relatively low in sophistication, but have been highly effective due to the large number of compromised machines involved.

"It is difficult to defend against a sophisticated Distributed Denial of Service attack without impacting legitimate business use."

The CPNI recommended that the best defence against these attacks was appropriate monitoring of the network.

Additional reporting by Daniel Emery.

Portable Ubuntu Linux

Want a Portable ubuntu on top of Windows?
By Adrian Kingsley Hughes

I like finding risk-free ways to try out Linux distros because I can show them to folks who are curious about Linux but not yet ready to throw the Windows discs into the trash can. One way to try Linux while keeping your Windows installation intact is to use Portable Ubuntu.

Check out the Portable Ubuntu gallery

Portable Ubuntu is a great idea. It’s a stand-alone 440MB package that you download to your PC (Windows only, no Mac flavor) and extract onto your PC or portable flash drive so you can take the OS with you when you’re on the move (you need 2GB of space for the extracted files). To get the ball rolling you then fire up Portable Ubuntu via the Command Prompt (under Vista and Windows 7 this needs to have admin privileges). However, if you’re expecting to see a full Linux desktop you’re out of luck. What you get is a nifty toolbar that looks and feels like Ubuntu’s own launcher.

From here you can launch all your favorite Linux applications, and these run as though they are Windows-based apps.

Portable Ubuntu is really nice and well thought out. Not only are all changes you make to the Linux distro saved automatically, but you can add and remove Linux programs to suit your needs.

Note: To make changes to the OS you need the root password, which in this case has been set to 123456 (you might want to change that).

Portable Ubuntu is a great bit of kit for those wanting a portable OS solution or wanting to try out Ubuntu. For Linux newbies it’s a good way to take Ubuntu for a test drive without having to commit an entire PC to the project


Adrian is a technology journalist and author who has devoted over a decade to helping users get the most from technology. He also runs a popular blog called The PC Doctor.

Having Good Functional Running Old PC's

A lot of us have old PCs stuck in the corners of classrooms, machines we just can’t afford to replace and whose owners just can’t do without. At the same time, a lot of us are acquiring netbooks and inexpensive hardware instead of investing in the latest and greatest “Vista-capable” computers. Normally for FOSS people like me its a YEHEY think to put in Linux in those running Boxes.

Some people have issues however if indeed there appears to be a need to install Xubuntu on a 7-year old computer when it’s running just fine on Windows 98 or Windows 2000? From a security point of view , there are risks in running these dated operating systems, however,what matters to us is just to keep people who are using these computers functional (since they have grown used to it, considering that many people in these spaces are creatures of habit). Perhaps the machines are only used for word processing or accessing specific applications with minimal Internet access (if a computer only hits your student information system and sits behind an adequate firewall, chances of a breach are pretty low).

There are time that Students or even your teachers bought netbooks for themselves and had XP Home installed, no matter how many times you suggested they buy the Linux model. To that end, there is some very lightweight software available to maximize the utility of aging machines or low-end netbooks (and it runs on Windows!).Chris Dawson and Tech Radar featured a cool roundup of ultra-light applications for aging PCs. We will highlight some of the apps that would be most appropriate for educational settings:

1. Word Processing - AbiWord 2.6
   Boasting most of the same functionality as Microsoft Word 2003, AbiWord is free and light on its feet. Needing only a paltry 16MB of RAM, it runs on Windows 2000 upwards. You can grab an earlier version for Windows 98 if your machine is really wrinkly. [Also a great choice on Linux; it isn't a full office suite, but it's a very fast word processor]

2. Graphics - IrFanView 4.23
   Forget about Photoshop and even its open source rival The GIMP - IrfanView’s the photo editor to choose on underpowered platforms. With support stretching back to Windows 95 it opens and saves dozens of image formats, with batch editing, cropping resizing and other basic photo manipulation tools built in.

3. Coding - NoteTab Light
   Looking for a seriously lightweight coding tool? NoteTab Light does the job. A text editor that’s optimised for working with HTML and CSS, it has features like code snippets, HTML tidying and auto-correction. It’ll run happily on Windows 98 upwards - Windows 95 too if you use the help file patch.

4. Video - VLC Media Player
   Judging media players is difficult as they’re only ever as fast and reliable as the data you try to squeeze through them. VLC Media Player is portable. though, has a small footprint and - though it will struggle to play full HD video on older systems - it’s perfect for DVDs and MP3s on Pentium class computers. [This will take care of all of your video needs on Linux machines and Macs, too, regardless of file type]

5. PDF Reader - Sumatra PDF
   PDFs have become the industry alternative to printed documentation - but Acrobat Reader, Adobe’s free tool for opening PDFs, is something of a resource hog. Enter Sumatra PDF - nimble on its feet and stripped of bells and whistles, it’s a fast loading alternative to Adobe’s offering. [Think Preview on a Mac]

6. Instant Messaging - Pidgin
   Multiple messaging clients scoff your system resources, so switching to a single, universal IM tool makes sense. Pidgin does the job well, with support for AIM, Google Talk, Yahoo!, MSN and more. [I'd only recommend this one on those netbooks, by the way; IM is just too risky on older machines]

So in the view of using old machines and making people be functional. Keep these tips on hand and God Bless

Cloud Computing in School with Google Docs.

In short, pretty well. Google Docs has gotten faster and more robust and served brilliantly for any school's word processing needs. Wherever possible that the average K-12 student could live within their browser quite happily. With Google Docs (my online suite of choice because I’ve really bought into the Google ecosystem, but Zoho provides great tools as well), presentations, spreadsheets, and documents are utterly simple to produce. Despite the changes to Google’s marketing and sales of their Apps suite, their educational version of Google Apps for your domain remains free.

Blogger (and countless other tools) make it easy to produce documents online and share them as needed; Google Docs provides great sharing and collaboration tools as well.

Googlegroups also is good because it allows collaboration between teacher and student. An editions to the work would be highlighted and any desire to return to the original version of the document can be made by the author of the text.

This proves critical when a student has to prepare or edit a document that he has but is unsure of the LAN ecology in which he is using. To assure that his documents will not be virus infested, using an online document application wherein his file is uploaded, he is able to simultaneoulsy prepare the text, email it to share/collaborate with a etacher and simultaneoulsy in real time see the comments and remarks made by his teacher on the paper. A real help for the teacher who may be mobile.

Gdocs is also a remarkable tool as it allows the teacher to create an online exam in Google forms. After creating the exam he may simply email the form to his students and who will answer and send the form back to the teacher who may maximize the results.

Google Docs, thus is one of the applications that uses cloud computing and is very advantegous to the educational sector.

One of the things im thinking of giving consideration (although majority of my students come from class CD and E families) is having an internet access point for WIFI notebooks. Some of my students, especially from the short term courses that I offer, accidentally bring in their notebooks from work. It would assist them in having online portfolios for their multimedia, visual graphics and animation classes. So what does this mean for students and teachers using cheap netbooks? It means that even for schools who turn to netbooks as an inexpensive way to get more computers into students’ hands, some dedicated facilities for more sophisticated computing are important. It also means that a bit of flash storage, whether an SD card or USB drive, could allow some multimedia files to be handled client-side or moved between dedicated PCs and the netbooks.

In the end I am hoping that I would be able to create more opportunities that would have students from class B and C families coming in and bring notebooks as one of their tools in school.

What should we do with those computers lying on our desks: a question for every School Manager on the Primary, Secondary and even on the Tertiary Leve

BusinessWeek ran a great article recently focusing on one school in San Francisco that was rethinking exactly what computers in schools meant. As the article quite aptly pointed out,

“Schools are enthusiastic about the technology’s promise, but short of the money and trained faculty to extract many of its benefits…In many schools, PCs have failed to aid students’ learning or improve test scores, or equip them with the analysis and communications skills that today’s workplace demands, according to studies. The problems include a reliance on paper lesson plans that don’t factor in technology, and inadequate teacher training and technical support.”

Most of us realize how easy it is to throw computers into a school to meet requirements of various regulatory types and call this 21st Century Learning. Actually using these effectively in the classroom is another matter entirely.

“If you’re just sprinkling the technology on top of the curriculum, it’s not as compelling,” says. Intel’s [Eileen Lento, a government and education strategist]. “Then you just have some expensive pencils.”…Other times, school boards buy computers to prove their technical savvy to politicians and parents, without thinking through how kids will actually use the machines. “

If we aren’t giving kids anything more than glorified typewriters or web skills that extend beyond Google and Wikipedia, then we certainly aren’t going to help them be competitive in a technology- and information-driven world. Rather, as is clear from the article, it’s time for some very serious thought on the part of educators as to just what purpose computers in a classroom will serve.

Ironically despite the Fact that the Philippines is a BPO (meaning Business Process Outsourcing) country, most of its Public primary and secondary schools do not use Computers for class room instruction.

Although there are only selected public (meaning state owned )primary schools that has computers for classroom instructions there must be efforts on using focused computer applications to identify students’ strengths and weaknesses in math and literacy and use the data from these applications to modify instruction. The particular applications we’ve chosen also automatically provide some differentiated instruction for students who don’t require a more serious intervention.

At the secondary level, we’re still defining curriculum around the technology. At the moment, students are becoming adept at research online and most have solid skills with productivity apps, but we still have a long ways to go genuinely integrating the tools and training teachers to build technology-driven lessons instead of merely having kids type their papers.

In college, only those who are specializing in ICT are trained with computers, most other specializations end up with students using Google or wikipedia for “research”, for the lack of the term. More than ever today, instruction with the use of computers must be utilized to ensure that students problem solving skills be more enhanced in today's competitive world, and not just to use html to design and code more designs onto one's Facebook or Friendster page.

We still aren’t having students use collaboration tools or access enough primary sources online. We still don’t have enough students actually finding and communicating with human contacts who can provide them with interesting, relevant, and useful information. Our students taking Spanish aren’t talking over Skype or Gmail voice/video with kids in Spain or Mexico, or our students taking Arabic cant even communicate with somebody in the Middle East or Malaysia. You get the picture. We have many ways to go. Those who have ideas can feel free to email the author or even write articles or blogs about them.

(Blogger's note:I've read and was inspired and borrowed Chris Dawsons article with “what to do with computers in the schools” and set the scene in the Philippine setting to see the trends in ICT education in the Philippines. )