Friday, February 8, 2013

FOE is DOA


So my first MOOC didn't go that well.  After a confusing and frustrating week, Fundamentals of Online Education (FOE) went down in flames.  Technical issues and course design flaws bedeviled the course from the start:  videos failed to load, groups couldn't form because students crashed the Google Docs forms the instructor set up, it was hard to navigate to the course elements, and students complained about the reading load and pacing.  Ironically, Fundamentals of Online Education was the first Coursera course ever to be suspended.  Georgie Tech and Fatimah Wirth, the instructor, evidently have slunk off to do a redesign, and the course will be offered again at some unspecified date.  To learn more, check out these articles:

Salon's report: "The Internet Will Not Ruin College"

Chronicle of Higher Education: Georgie Tech and Coursera Try to Recover from MOOC Stumble

I feel for Fatimah Wirth.  I just hope she already has tenure.

Wednesday, January 30, 2013

Greetings from the MOOCpocalypse!*

I'm ready for my MOO-c, Mr. De Mille.


I've joined a MOOC (Massive Open Online Course), Fundamentals of Online Learning, and the first week has been a whirlwind, starting with the technical issues:
Says our instructor:

It has been an exciting few hours. The course has just started and some of you have managed to delete entire rows and columns in Join A Group Google spreadsheet , removed people from their groups, crashed the Google server, and rebuilt the page back up.

This is exciting for me because you are figuring out how to work with each other. I am also excited to see that you are personalizing your groups.
 Ultimately the Google Spreadsheet idea had to be abandoned, and the instructor, Fatimah Wirth (of the Georgia Institute of Technology) had us form groups in forums.

Interesting to see how people worked together.  Scores of groups were started.  To attract like-minded participants, some chose informative group names ("Humanities and Social Sciences Higher Ed") while others inadvertently warned away prospective members ("How do I Join a Group?").  Or maybe not:  maybe the technically forlorn gravitated to the comforting company of other confused people, just like in September where the awkward kids find each other clumped together in the far corner of the schoolyard.

I clicked into several tempting but already-full groups (curses!).  I tried to stay away from groups where it seemed like the members were challenged by the basic forum technology "I'm so confused!" "Me too!" I don't want to sit through a lot of plaintive spam and mis-posted threads.  I also stayed away from groups where the people gave little info about themselves: I wanted people who were at least a little familiar with being part of an online community.

Choosing a group made me think through what I want out of this MOOC, and out of my group:
  • International - I want to learn from people who teach and learn in educational systems outside of the U.S., and who have different perspectives from me about technology, education, and what is the ideal dinner.
  • Serious - I want articulate group partners who care about the subject and will do the work.
  • Sense of humor - no trolls, a little fun here and there.  Witty is good.
  • Friendly:  I want a group that's not likely to start flaming each other.
  • Functional: I want an active group that has a steady volume of on-topic posts, and a core that won't drop out and leave me stranded.
  • Diverse - my interests are broad - I don't want only K-12 teachers, or only university types, or only corporate trainers. I want to learn from other pedagogical perspectives.
I chose a group that called itself "Spain, Latin America, and the Rest of the World."  The organizer seems energetic and personable and has done other MOOCs before, and has a background in both education and the corporate world.  So far there are three of us, but with 40,000 people the boards are *very* active so that's probably changed as I write this.

Interestingly, a thread has already started about privacy concerns - will we have our identities stolen? Who owns the rights to work we post?  Good questions.  Some have expressed a lack of confidence in the instructor, given the first-week glitches.  I'm not feeling that way - MOOCs are new for all of us, and I'm with her: it *is* very exciting.

MOOC on!

*Had to steal that tagline from my friend - sorry, Ian, it was just too good to resist. 

Thursday, December 27, 2012

Drowning in Email? The Email Charter Aims to Save Our Inboxes



In grade school, every kid learns how to write a letter:  heading, date, salutation, body, closing.  They're taught to address an envelope properly.  Later, they might learn how to write a business letter, and be instructed in the use of the subject line ("Re:"), "Cc:" "Bcc:" and "Enclosures:" lines, and to put "Attention" on the envelope so it gets to the right department or person.

It's not unusual for me to receive over 100 emails in a day, and a lot of these are complete time wasters.  I'm not alone.  We're all drowning in email.

It's time for us to start teaching how to write and use email the right way.  But how? Business letter conventions evolved over time, and email -as both a convenience and a festering plague -  is pretty new. 

I first began using email in the late '80s at the University of Pennsylvania.  Faxing and voice mail were pretty new, too, and while this may be hard to believe, phone messaging had only just established itself as standard practice.  (A few quaint cranks still sniffed that they never left messages on answering machines, but their numbers were dwindling.)  I wasn't sure why the guy in charge of our brand new humanities computing was making such a fuss over "electronic mail" (and some other thing he called the World Wide Web), but I gave it a shot.  I still remember the thrill of receiving a note from a prof at Temple University with whom I was organizing an event.  We called each other on the phone to celebrate: e-mail worked!

A year or two later, I was using it regularly.  No more rushing to make early phone calls to catch Europeans in their offices.  No more worrying about whether the fax had gone through when the power went out in Tegucigalpa every afternoon.  It made working internationlly so much easier.   Eliminating phone tag was another big plus.  Inboxes at the time were manageable - I remember being shocked to learn that a friend had 80 messages in hers.  I can't help feeling the stab of nostalgia when I think of it. Only 80?

Fast forward a couple of decades.  My inbox contains 5000+ emails, and that's in just one of my half-a-dozen other email accounts, not counting the messages in Facebook and Yahoo.  This isn't entirely voluntary - every time I work as a contractor or an adjunct, I'm given an e-mail account that I'm required to use for communications with my department and with students. The nature of my work means I'm on a lot of mailing lists.  I tried dividing my account into an email for lists and a personal email.  That worked great, until I lost 60,000 airline miles because I got busy and skipped checking my "lists" account for a few weeks.  Filters, too, don't solve the basic problem of overload.  It's like trying to filter a tsunami.

So I went back to a single main account.  Since then, I've spent entire mornings deleting old emails, left over from the days when I didn't realize storing stuff in my inbox or folders was going to turn into a Sorcerer's Apprentice situation.  I've made rules or myself (e.g. I delete any list emails that I haven't read within 24 hours) and I break them regularly.  This makes me very cranky.  I mean, I've flamed my own mother for sending me heartwarming e-mail or nonsense about using my car door remote through my telephone.  I'm feeling like old Watson in the painting up there. 

So I sat up and took notice when I saw http://www.emailcharter.org  There have been many attempts to instruct users in netiquette, but so far it hasn't been standardized - no Emily Post of the Internet has emerged.  In the meantime, people like TED curator Chris Anderson have tried to create some rules for keeping our inboxes under control.  The Email Charter was put together after a TED post by Anderson in 2011.  The Charter has 10 proposals, such as "Respect Recipients' time," "Slash surplus CCs," "Cut contentless responses" and "Celebrate Clarity" (this last, ironically, is about using a meaningful subject line.  And yes, you are detecting an unfortunate fixation with alliteration).  Oddly,  there's no mention of avoiding the plague of leaving header after header after header in the body, of or sending out emails with all the recipients' information clearly visible in the To:  or Cc: line instead of using a Bcc: to protect their privacy.  But it's a valiant start.

Check it out and let me know: What is the one email etiquette rule you wish everyone would follow?

Illustration:  John Singleton Copley, Watson and the Shark, 1778, oil on canvas.  The National Gallery of Art, Washington, DC.  Source:  Wikipedia.org

Tuesday, October 30, 2012

Facebook for Teachers: Everything You Didn't Know You Need to Know (and Everything You Do)


Ever wonder how to use Facebook for your teaching? Ever wonder if you should?  Has a student tried to friend you?  If you've ever scratched your head over these questions, you'll want to check out this article on Mashable, the very thorough The Teacher's Guide to Facebook.  It tells you how to maintain your privacy and discusses when it's appropriate or not to friend students.  But it goes beyond that to explore ways to use Facebook for teaching and other common situations like running activities or clubs. 
How have you used Facebook in your teaching?  Have you ever friended a student, and did that work out well or poorly for you? We'd love to hear from you!

Thursday, October 11, 2012

And now for...a guitar solo on a plant?

Science teachers might want to check out the video below.  It would make a pretty engaging project about electricity, assuming (and you're the experts here) it wouldn't electrocute your students.
Booooooom.com, an art and creativity website, had a contest in which people were asked to make a homemade machine.  As it happened the winners both produced machines that make music.  Here's one of the winning entries from Buenos Aires, Argentina:

Kraft test drummie & Robert Plant from NormanBates on Vimeo.

According to Booooooom, Cristian Martínez’s submission is a modified toy affixed with metal sponges, car antennas, and crocodiles clips. He is accompanied by his friend Isis Abigail on an oscillator, using herself and a plant as variable resistor. I love how Isis’ really goes off near the end.

Tuesday, September 4, 2012

"Ah, More, Infinitely More..."


For September: Who knew Walt Whitman is as fresh today as in 1874?  Listen:

"An old man's thought of school,
An old man gathering youthful memories and blooms that youth itself cannot.
Now only do I know you,
O fair auroral skies--O morning dew upon the grass!
And these I see, these sparkling eyes,
These stores of mystic meaning, these young lives,
Building, equipping like a fleet of ships, immortal ships,
Soon to sail out over the measureless seas,
On the soul's voyage.
Only a lot of boys and girls?
Only the tiresome spelling, writing, ciphering classes?
Only a public school?
Ah, more, infinitely more;
(As George Fox rais'd his warning cry, "Is it this pile of brick and mortar, these dead floors, windows, rails, you call the church?
Why this is not the church at all-- the church is living, ever living souls.")
And you America,
Cast you the real reckoning for your present?
The lights and shadows of your future, good or evil?
To girlhood, boyhood look, the teacher and the school."
--Walt Whitman, "An Old Man's Thought of School," composed for the inauguration of Camden NJ's Cooper public school, 1874

Image: Cooper public school ca. 1910.  Source:  http://www.dvrbs.com, a non-profit site that promotes music, the adoption of senior dogs, and provides a trove of information about Camden, NJ.

Saturday, September 1, 2012

Game Changer: The QAMA Calculator



A calculator that won't give you the answer has me doing math for fun.
 
First, a confession:  I'm innumerate (well, OK, maybe semi-numerate) but I'm not proud of it, any more than you would be if you were illiterate.  A series of unfortunate or just plain indifferent educational experiences, punctuated by the occasional Year of Living Math Hell (you know who you are, Mrs. L and Sister A) left me stumbling through every math occasion like a carny at a coronation.  The "A's" and "B's" I got were achieved by sheer terror and memorization, the half-grasped concepts rapidly forgotten like so much vermicelli in the drain basket. 

By the time math started to get challenging, right around the second half of Algebra I, I couldn't sustain even that and got the first C of my life.  Next year was even worse- D in Algebra II and Trigonometry - and I gave up.  I got put in Calculus in college with predictable results, so I never took a math class again. 

Years later, to prepare for the GREs, I taught myself what I needed and passed with a respectable score.  That's when I started to have an inkling that maybe I wasn't stupid in one part of my brain. Maybe I could learn math, and I hadn't had the right teacher.   I continued teaching myself, performing well as I moved on to jobs where I had to handle large budgets, work in Excel, perform estimates and projections and so on. 

But it wasn't fun.  I always felt anxious.  I checked and double-checked and triple-checked my work.  I did a good job, but there was no pleasure in it.

So when I saw the QAMA Calculator, which won't give you the answer unless you first give it a reasonable estimate, I hoped it would force me to develop that facility with numbers, the feel for them that I've noticed and envied in my math-adept friends.   I ordered it.  Immediately.

Ripping open the package a few days later, I was a little daunted by the instructions, but I jumped in and tried a few triple-digit multiplication problems.  As promised, I couldn't get it to give up the goods (the product, for all you smug math mavens) until I thought and thought some more and came up with an estimate close to the real answer.  Then voila! the answer appeared.

This is major:  I can't tell you the sense of triumph and affirmation I felt when I finally got it right.  I tried another one, and another.  A lifelong math avoider, suddenly I WAS DOING MATH FOR FUN!  Do you understand what this means?  In a matter of minutes the QAMA had me challenging myself for the pure game of it.

The QAMA website warns that you have to use it all the time for it to work - that every child in a classroom should be given their own calculator so they estimate EVERY time they do math.  It won't help build that wonderful fluency with numbers if you make them share or only trot it out occasionally.  This makes sense.

But still - for me to actually look forward to doing bills and estimates because I get to use the QAMA is nothing short of miraculous.  I'm starting to get cocky.  I'm bandying numbers about, striding around, standing a little taller.  I'm tossing them off like there's nothing to it.  I'm starting to get it. 

What if the QAMA was in every classroom?  Do you think it would be a game-changer?