Why Chromium is Now My Primary Browser

Arjen Vrielink and I write a monthly series titled: Parallax. We both agree on a title for the post and on some other arbitrary restrictions to induce our creative process. For this post we agreed to include our personal browser histories in the post. You can read Arjen’s post with the same title here.

Chromium Logo
Chromium Logo

If you are not interested in Browsers and/or usability, I would suggest you don’t bother to read this post.

I cannot exactly remember the first time I used the Internet. It probably was in 1996 in the library at the Universiteit Utrecht. I wasn’t particularly aware of the browser I was using, but I am quite sure that is was Netscape Navigator with which I did the Altavista searches. I used Netscape throughout my education, only to switch to Internet Explorer 5 when I got my own computer with Windows 98 and a dial-up Internet connection. I then used nothing but IE until I read about Mozilla Firefox in a magazine in 2004. Through Moodle I had started appreciating open source software and I liked working with Firefox and its tabs. I stuck with Firefox for a year or so, feeling quite the rebel whenever a site would only load in IE. At some point I noticed how much faster IE was than Firefox. That is when I switched to Avant Browser, a freeware skin around the IE browser engine which included tabs and some other advanced features. A little while later (somewhere in late 2005 or early 2006) I learnt about Opera. Opera had a lot of appeal to me. I liked how their developers pushed so many innovations in the browser space: tabbed browsing, advanced security features and mouse gestures were all inventions of Opera. I loved how fast it was and how many features they managed to cram in so little megabytes. Its cross platform nature allowed me to stay with Opera when I permanently switched to Ubuntu in the summer of 2006. I switched back to Firefox in early 2007 because of my slightly more hardcore open source attitude and because of its wonderful extensions. The latter allowed me to keep all the functionality that I loved about Opera and more.

About two weeks ago I switched to Chromium. This is Google’s relatively new open source offering in the browser market. I am able to automatically download new builds every day through the PPA for Ubuntu Chromium Daily Builds. Even though it is still beta alpha software, it is highly usable.

So why did I switch? I think there are three reasons:

1. Performance
Since a couple of months my private computing is done with a Samsung NC10. This Intel Atom based netbook is slightly underpowered. You really notice this when you are doing things like recoding a video or doing some CPU intensive image editing. I also noticed it terribly in Firefox. Things like Google Reader, DabbleDB (watch that 8 minute demo!) and the WordPress admin interface were nearly unusable. A cold start of Firefox (the 2.x version that comes with Ubuntu 9.04) takes nearly a minute. Chromium on the other hand starts up in a couple of seconds and is very spiffy with Javascript-heavy web-apps.

I tried to quantify my unmistakable feelings with some benchmarking. I used Peacekeeper, but Firefox could not finish the benchmark and would crash! I then used the Sunspider Javascript benchmark and got a total score of 3488.8ms for Chromium and a total score of 18809.6ms for Firefox. This means that in certain cases Chromium would load something in less than one fifth of the time that Firefox 2.x will load it.

While writing this post I decided to try installing Firefox 3.5 (without add-ons) and see how that would perform. After a sudo apt-get install firefox-3.5 I could start Firefox by selecting “Shiretoko Web Browser” in the “Internet” menu. The total score was 5781.2ms, a major improvement, but still more than one and half times slower than Chromium. Its interface is also still less responsive than I would like it to be.

Another nice aspect about Chromium’s performance is that each tab is its own process. This so called Multi Process Architecture isolates problem webpages so that one Flash page crashing does not affect the other browser tabs, something that happened very often to me with Firefox.

2. Screen Real Estate
Another thing that a netbook lacks is pixels. My screen is 1024 pixels wide and 600 pixels high. Especially the lack of height is sometimes taxing. I have done a lot of things in Ubuntu to mitigate this problem (if you are interested I could write a post about that) and I had to do the same with Firefox.

In Firefox I used Tiny Menu, chose small icons, used no bookmarks and combined many toolbars into one to make sure that I have more content and less browser. To my surprise I had to do nothing with Chromium and still got a bigger canvas with a bigger font in the address bar! Compare the screenshots below to see the differences: 

 

Screenshot Firefox (click to enlarge)
Screenshot Firefox (click to enlarge)
Screenshot Chromium (click to enlarge)
Screenshot Chromium (click to enlarge)

 

Chromium shows more of the page and accomplishes this by doing a couple of smart things:

  • There is no status bar. I could have turned the status bar off in Firefox, but I need to see where a link is pointing to before I click on it. Chromium shows this information dynamically as soon as you hover over a link. When you don’t hover it shows nothing.
  • The tabs are moved into the title bar. It looks a bit weird for a while, but it uses some very valuable space.
  • Some things only appear when you need them. The bookmark bar, for example, only shows up when you open a new tab.

3. It is a fresh look at what a browser should/could be
Most of my time behind my computer is spent using a browser. More and more of the applications I use daily have moved into the cloud (e.g. mail and RSS reading). It is thus important to have a browser that is made to do exactly those functions.

The developers of Chromium have looked at all aspects of a traditional browser and have rethought how they work. A couple of examples:

  • The address bar is actually a tool with four functions. It contains your web history, typing some terms will execute a search in your default search engine (saving me two characters compared to how I search in Firefox), you can type a normal web address and you can use keywords to search. If I type w chromium in the address bar it will search for chromium in Wikipedia. The keyword search also works in Firefox, but Chromium has a prettier and more clear implementation.
  • When you open a new tab, you see a Dashboard of sites you use often (a variant of another Opera invention). That page also conveniently displays recently closed tabs with a link to your browsing history. The history page has excellent search (it is Google after all!) and has that simple Google look.
  • The downloads work in a particular way. They automatically save in a default location unless you tick a box confirming that you always like to open that type of file from now on. This takes a little getting used to (I like saving my downloads in different folders), but once again the download history is searchable and looks clean.

In conclusion: Chromium is a browser in which some hard choices were made. No compromises. That means that I, as a user, have to worry about less choices and settings and can focus on being more productive. Making tough interface design choices can be a very successful strategy: witness Apple’s iPod.

For now I will be using Chromium as my primary browser and will use Firefox when I need certain functionalities that only Firefox add-ons can provide.

I am looking forward to what the browser future holds!

10 Things to Like About Moodle

It was always my intention to write a post summarising last April’s Moodlemoot in Loughborough in the UK. It was a highly enjoyable event with many Moodle luminaries present and there was much to write about.

However, I doubt I will ever write that post, so I have decided to share the presentation that I did titled 10 Things to Like About Moodle. It tries to describe the factors that have contributed to making Moodle such a success in the seven years of its existence. The audio is sometimes a bit hard to understand (too much hand-waving on my part), but overall it should still be valuable to many people.

[slideshare id=1262865&doc=09040710thingstolikeaboutmoodleslideshare-090408032056-phpapp01]

Download the slides as a 3.5MB PDF file.

Free Software in Education and Implementation Scenarios for VLE’s (in Dutch)

Van twaalf tot achttien
Van twaalf tot achttien

About one and half years ago I wrote two Dutch articles for Van twaalf tot achttien, a magazine catering for teachers in secondary education. These articles were the first in this magazine to be published under a Creative Commons licence. This means that I can publish them on this blog and that you will be able to reuse what I have written (as long as you comply to the license agreement).

The first article is titled Vrije software in het onderwijs is een must (Free software in education is a must). It tries to explain not only the benefits of free software (yes, free as in speech, not free as in beer) but also touches on open standards and open educational resources. The article has a companion webpage which is still available here.

I have always believed that is very strange that our government subsidises many schools and teachers to create learning materials, but that these organisations and people are not required to share these materials under a free license. This has mainly to do with a lack of awareness of this problem and I am hoping that this article increases knowledge about the importance of free licensing of software and content.

Note how the designer who laid out the page wasn’t very interested in the contents of the article. His or her thought process must have gone something like: “Ah an article about software… let me find an image of a CD… yes, great Adobe Creative Suite CS2”. Really fitting for an article that talks about the Gimp!

The second article was co-written with Leen van Kaam (at the point of writing a colleague at Stoas Learning). It is titled Scenario’s voor de implementatie van een Elektronische Leeromgeving (ELO) (Scenarios for the implementation of a Virtual Learning Environment (VLE)) and describes a maturity model for implementing virtual learning environments in secondary education. It can be used to set goals and manage expectations in schools and should make it easier to understand why certain parts of a VLE implementation are successful and other are not.

Hope you enjoy the read!

How Wikipedia Works: And How You Can Be a Part of It

How Wikipedia Works
How Wikipedia Works

Kevin Kelly has written:

The Wikipedia is impossible, but here it is. It is one of those things impossible in theory, but possible in practice.

I couldn’t agree more: the scope of Wikipedia’s success is stupefying to me. The project can teach us many things about how we can utilise small inputs from many to create something grand.

Ayers, Matthews and Yates have written How Wikipedia Works: And How You Can Be a Part of It and made it a free cultural work by licensing it under the GNU Free Documentation License. The complete book is freely available online at http://howwikipediaworks.com/.

They have managed to truly deliver on both meanings of the title. The book gives an in-depth explanation of how Wikipedia literally works (i.e. the syntax, the software, categories, templates and more) and how it can work as a community based collaborative effort (through philosophies, guidelines, processes and policies).

After reading it, I now have a much better understanding of the project as a whole, including the other Wikimedia projects, while also understanding that there is much more to learn about the five pillars of Wikipedia which summarise Wikipedia as a website, a mission and a community:

The book is very valuable for educators. One of the best chapters outlines how to evaluate the quality of an article. By using different techniques, including looking at the history of a page, checking the backlinks to an article, taking account of the warning messages and verifying the sources, you can quickly judge the value of the information (for more on this see Researching with Wikipedia). Teaching students how to do this could push the discussion about allowing students to use Wikipedia as a source for research to another level. Even more interesting is make working on Wikipedia an assignment for your students. If I was teaching in tertiary education right now, I would be sure to do this. It will teach students more valuable skills than an essay only written for the professor’s eyes could ever do. There is group of Wikipedians happy to help and set up these kind of projects.

In short: read this book!

Finally two random (but Wikipedia related) links that I enjoyed and want to share with you:

  • Pediapress. A print on demand service for selections of Wikipedia articles. Create your own books by picking the articles you like to have in it and have it shipped to you for a very reasonable price. Selections by others are available through their catalogue. Try Educational Technology for example.
  • An interesting essay, found through the book, about avoiding instructional creep:

    The fundamental fallacy of instruction creep is thinking that people read extremely long, detailed instructions. What’s more, many bureaucracies also arise with the deliberate intent to be alternatives to regulations; this is almost always noticed by the other side, and tends to antagonize.

    Something to always stay aware of!

Dutch Moodlemoot in Amsterdam 27-05-2009

The Dutch Moodle users group (Ned-Moove) organised the fifth Dutch language Moodlemoot in Amsterdam last Wednesday. It was a successful event with nearly a hundred people attending and two excellent keynote speakers: Helen Foster and Martín Langhoff. Helen is Moodle’s community manager and Martín is an important core Moodle developer and currently architect of the school server in the OLPC project.

The programme of speakers was better than in any earlier Dutch moot, with tracks about education, business, digital pedagogy and sysadmin/development tracks. Nowadays events like this leave digital tracks and can be relived in a way through the Twitter messages, blog posts and shared slides. My ex-colleague and friend Marcel de Leeuwe wrote an interesting (Dutch) blog post about his experiences at the moot that includes his slides and my co-Ned-moove-board-member and friend Arjen Vrielink did a conceptual talk about Moodle networking. Many of the other speakers have put their slides online at the Moodlemoot 2009 website.

Moodle in the Netherlands finally seems to be taking of outside of secondary education. About half of the visitors did not come from the educational sector:

Sectors/Visitors at the Dutch Moodlemoot
Sectors/Visitors at the Dutch Moodlemoot

My own presentation was less about Moodle and more about learning this time. I talked about instructional principles that can be used to make sure you deliver top quality blended learning. The slides and audio are in Dutch and can be downloaded as a 5.3MB PDF file or viewed here:

[slideshare id=1513758&doc=090527willitblendslideshare-090531151216-phpapp01]

All in all a great event. I am looking forward to next year, it will most probably be in Belgium.