Online Learning: Advance or Catch Up & GO!

In NC online students can graduate early, or catch up we learn about the North Carolina Virtual Public School program that allows students to take online courses, recover missing credits, earn college credit or get to college faster.  When the courses started last year enrollment began at 4,968 whereas this summer there are nearly 13,000 students taking part.

The classes use technology such as Skype software that allows for Internet phone calls, live video chats, real-time assessments and live messaging for the coursework, and allow students the flexibility to work from home or school.

North Carolina Superintendent of Public Instruction June Atkinson delivers a quote that many schools would do well to consider:

“A student’s address does not determine a student’s access,” Atkinson said. “Just like we have social networks, we need schools to be a part of a student’s social network. This is just one step in the progression of redefining the place called school.”

My “Space” & Social Roadworking

Two recent articles highlight tech advances that will transform the way we drive and park our cars.  The New York Times, John Markoff writes, Can’t Find a Parking Spot? Check Smartphone. Ready for testing in San Francisco, a new system of electronically tagged and WiFi’d parking spaces will try to curtail some of the desperate circling motorists using only blind luck to currently find an empty parking space.  As evidence of the problem requiring this solution, Donald Shoup, a professor of urban planning at the University of California, Los Angeles, studied one LA business district and calculated that

“cars cruising for parking created the equivalent of 38 trips around the world, burning 47,000 gallons of gasoline and producing 730 tons of carbon dioxide.”

Another study of New York traffic “reported that 28 percent to 45 percent of traffic on some streets in New York City is generated by people circling the blocks.”

Streetline, the company behind the new approach, glues a 4-inch-by-4-inch piece of plastic to the road for each parking space and provides software that shows open parking spaces on Web sites that can be accessed through wireless devices like smartphones. Tod Dykstra, chief executive of Streetline, says

“The broader picture is what we’re building is an operating system for the city that allows you to talk to or control all the inanimate objects out there to reduce the cost and improve quality of city services.”

Call me a parking skeptic, but the broader picture I see involves goes something like: instead of two people racing and chucking U-turns to secure the same space, we get 17 Kamikaze commuters checking their iPhones and PDAs as they converge on the the same spot.  I reckon it’s a good “unintended consequences” exercise.

The second article comes from London’s Telegraph and describes a related use of WiFi, but this time it’s our cars who get to use the bandwidth.  In Listen! It’s your road speaking, we learn how wireless masts attached to street lights turn the road into a high-speed network allowing cars to communicate with each other.

Hermann Meyer, chief executive of ERTICO, the partnership behind the project, said: “At the moment cars receive information on their radios and GPS, but we want cars to also transmit information both to the road infrastructure and to other cars around them. We are aiming to improve traffic flow.”

Sounds like Road 2.0 or maybe the realization of the Information Super Highway? Expanding this example of Tech’s Appeal to Digital Crumbware is a natural, but not only do the traffic authorities know exactly what we’re up to, but as our travel syncs with Whim Commerce and we get the 21st Century version of the old Burma Shave signs… individually targeted to your sense of humor, of course.

Google Street Views Aussie

Just like everywhere else it’s debuted, Google’s Street View Maps are creating a stir in Australia (and stir and stir).  Especially fun is the video Google’s made for the Aussie market:

Useful resources on Street View and the buzz are the wikipedia entry and a typical page with top-sightings.  Also the Daily Telegraph has been covering the story and its readers have left comments and voted:

It would be interesting to get the demographics of the users such as age and whether they have an iPhone…

An interesting quote from “father of the Internet” and Google “evangelist” Vint Cerf might be a good inter-generational topic for discussion:

“nothing you do ever goes away, and nothing you do ever escapes notice… There isn’t any privacy, get over it.”

What do you think?

Spector Spyware as Big Mother

As I consult with several groups, one common thread is a serious consideration of how to support 1:1 mobile learning while confidently keeping the students who are bent on pushing the boundaries from getting into too much mischief.  As the Big Mother theme highlights, schools and systems identify their philosophy of education with the stand they take on the “Clamp Down” to “Free Reign” continuum.

Essentially I am a pragmatic idealist.  I believe the foundation of a school must be based on trust and belief that given the opportunity, people – students and staff – want to do the right thing.  That’s the idealist part.  On the pragmatic side, we come from all backgrounds, personality-types and motivation levels, so the foundation of trust includes the corollary that breaking the community’s trust carries grave consequences.  With freedom comes responsibility.

Add to these points the belief that The New WWW (Whatever, Whenever, Wherever) provides a greater temptation for today’s students than previous generations ever faced.  When a mobile device enables immediate gratification or stimulation 24/7, making helpful choices needs to be a metacognitive task.  So one option I’m encouraging clients to consider is a compact with students to install Spector Spyware (or such) onto their tablets and laptops.  Not, as the Big Brother it’s designed to be, but as what you could call a “Jiminy Clicket” (or not).  Students will know that their online actions can be replayed and will be – not to catch them out, but for them to review and reflect upon.

The point isn’t to see if students ever Stumble Upon (or search) naughty bits, but to help raise their awareness that, for example, 2/3 of their time spent researching is clicking links and 1/3 skimming text.  Or that the combined time spent peeking in on YouTube is greater than the time spent writing an essay.  Maybe that real-time interruptions like MSN, chat or friends’ updates from social networks, combined with all the above, leave nothing longer than 3 minutes for focused concentration.

Thus the key is not to use spyware as a threat, but as a non-judgmental witness who records what we get up to.  When it’s all too easy  to amuse or intrigue ourselves, a little help from friends might be a useful strategy.

How are others addressing this challenge?  I’d love to hear about places taking the highroad, not battening down the network, and how they go about it.  This is especially tricky on a systemic level, beyond the culture of the classroom where students are “left to their own devices.”

Chris Jordan Runs the Numbers

I love sharing Chris Jordan’s work. Everyone – students, teachers, people at a presentation – everyone is awed.  And I think the response comes from the dual effects of the statement and the technique.  Always inspiring is his Running the Numbers.   Jordan plays with our perception by presenting what often seems to be a slightly blurry image that ultimately reveals fine detail of its true subject.  His newest work, Constitution 2008 is a good example of this long-shot to close-up revelation:

“Depicts 83,000 Abu Ghraib prisoner photographs, equal to the number of people who have been arrested and held at US-run detention facilities with no trial or other due process of law, during the Bush Administration’s war on terror.”

Below, Jordan lucidly speaks for himself in his TED presentation.

Besides Chris Jordan’s impressive contribution, I think his work is an exemplar of The Greek Sculpture Question: when information can be so easily copy and pasted in our digital era, what new criteria can education come up with to assess more authentic understanding and interpretations such as Jordan’s?

Here’s the TEDTalks version in case YouTube is blocked. Also, an online gallery or several series and the Bill Moyers’ show on Chris Jordan.

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How Web hits from iPhones far exceeded their market share.  The fact of being able to do something isn’t the same of the facility of doing it easily within an intuitive environment.

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ringtones, any color so long as it’s …

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