Friday, September 27, 2013

Collaborating in the Cloud: Flat PaikBot and Teaching

PaikBot at a stockton tricking session by @Gronnana
This striking image was created by my student, photographer Glenn Armstrong,  as part of an optional assignment in Art History: Renaissance to the Present, a survey course I taught at the Richard Stockton College of New Jersey in fall 2012.  The assignment asked students to contribute to the Smithsonian American Art Museum's online project, Paikbot Travels, in connection with Nam June Paik: Global Visionary, its 2013 retrospective of the work of Paik, a pioneering video artist.

My goals were to urge the students to explore the web resources typical of a large national museum, and to gain an understanding of some of the ways art and art worlds are changing in the digital age.  To counteract the tendency of large lecture courses to create passive recipients, I designed the assignment to urge students to participate in art worlds - and to be a part of American art history -  by creating and contributing.  We had research projects and presentations, but I wanted them to experience new media as well.

To see more of these images, check out the Smithsonian American Art Museum's Pinterest board for Paiklandia: Paikbot Travels.  The project drew participants from all over the globe.  So proud of Glenn's arresting contribution!

Thursday, June 20, 2013

The Great Wiknik Wikipedia Picnic is coming to Penn Park!



Wikipedia Wiknik Meetup

Every year thousands of contributors to Wikipedia meet all over the world to celebrate.  This year Philadelphia will host one such gathering on June 22:  The Wiknik, a huge picnic in Penn Park allows people who use, contribute to, or otherwise love Wikipedia to meet up, have fun, and share a picnic.  Head out there and bring your lunch, sunscreen, blanket, a Frisbee, and sense of camaraderie!

Friday, April 5, 2013

Another Great Library Goes Online: Netherlands



Research mavens rejoice! Publishing Perspectives reports that yet another of the world's great libraries has made its collection accessible online.  Read this Publishing Perspectives article to learn how the National Library of the Netherlands has made 80,000 titles available, some from the 18th century.  Another 80,000 are in the pipeline to be digitized and made accessible in the near future.  Before you start whining that you don't read Dutch, some of them are bound to be in Latin, if that helps.  The illustrations alone are worth a peek.

I don't read Dutch, either, but as the inimitable Renata Holod taught me as an undergrad, "Don't let the fact that you don't know a language stop you from using a book."   She said, "Get a dictionary.  If it's in Russian, you can learn the Cyrillic alphabet."  I took that advice to heart and I've never looked back.  Now we have online sites like Google Translate to help us get the gist of what we read, although I still recommend breaking out a really good dictionary - and your judgment -  if you really want an accurate understanding. 

But to get a taste of the riches in store for all of us, click this link to see what I found when I typed "English" into the National Library's searchbar on its http://boeken1.kb.nl/  page

So, teachers: Age of Discovery or World History projects? Botany projects?  Geography, anybody?  The resources available to our students boggle the mind. And almost none of it was online even 20 years ago.  Happy hunting!

Tuesday, March 12, 2013

Getting rich off of schoolchildren


If you follow educational technology, by now you will have noticed the competition for school technology dollars heating up.  In Getting rich off of schoolchildren, Salon's David Sirota asks if some big-bucks reform advocates aren't really wolves in sheep's clothing.  

He blasts what he calls the pervasive media myth of "Greedy Teachers vs. Altruistic Billionaire" and questions the motivations of the bumper crop of super-rich technology satraps swooping in to "save" education from venal, moneygrubbing teachers:
The first reason to scoff at this mythology should be obvious: It simply strains credulity to insist that pedagogues who get paid middling wages but nonetheless devote their lives to educating kids care less about those kids than do the Wall Street hedge funders and billionaire CEOs who finance the so-called reform movement. Indeed, to state that pervasive assumption out loud is to reveal how utterly idiotic it really is, and yet it is baked into almost all of today’s coverage of education politics.
If there wasn't huge profit, it why all this interest?  Sirota continues:

This is why the tech site Geekwire predicts another full-scale tech industry bubble, thanks to “K-12 and other education segments now being chased by a mob of investment capitalists.”
I can't help noticing that a lot of the free webinars and other teacher-ed and pedagogical help I'm offered online is really shilling a particular product.  Of course advertisers have the right to market their products.  But when does it cross the line into distorting educational policy?

What do you think?

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