Posted by Danny on Monday, November 23, 2009 at 2:10 pm
This post is written defiantly on paper, in green fountain pen ink, amidst the high-pitched whine of computer monitors and the low-pitched rumble of the subway beneath the building. My computer is dead. It won’t reach the BIOS so I can’t jiggle its software guts from the command prompt or safe mode, and I don’t have time to qualify myself to noodle around with the hardware where the real problem probably resides. My laptop is useless for accessing my online class, so I’m in the computer lab at OISE, contacting the people who need to be contacted, downloading my readings for the week, and gradually pushing through the shock of being without my personal computer into a state of giddy, Luddish novelty that will in turn give way to the awareness that my paper-crunch and correspondence and peripheral device-charging are going to take place in this room, probably for the next two weeks.
It’s a good room! The lights and noises are ugly, but I’ve got space to work, it’s clean, it’s got broadband, and it’s free. I could be so much more unplugged than I am, and the disrepair of my computer could be so much more devastating to me, my family, my education, and my prospects than it is. When my big paper for Student Experience in Higher Education is finished, I’ll have time to try and resurrect Caligula, and if my data is really gone, I’ll be able to panic and writhe then, responsibly. This is such a petty catastrophe.
The potential for online education to obviate barriers of finance and geography continues to drive my research interest, but it remains that for most of the people who stand to benefit from it, online distance education won’t be delivered to personal computers with big, bright screens in private rooms with lovingly-tailored sound systems and a clean bathroom and ready food only seconds away. It probably won’t even be delivered to computer labs as nice as this. I feel like that expectation could probably be planned for, pedagogically. When I’ve got time, I want to look into the design of public computer terminals and quantify the tradeoffs between (say) the savings on fluorescent lighting costs vs. incandescent on the one hand, and student comfort, tenacity, and health on the other. Is the present arrangement of computers and monitors in a sort of wall-less cubicle system ideal for students working in parallel, with screens blocking face-to-face interaction, or could other configurations benefit learning by fostering local collaboration that could subsequently enhance or transfer to work online? I’m not asking this rhetorically–it may be that face-to-face obstructions prevent more disruption than collaboration of a sort we’d deem valuable, or that instant-messaging interfaces will frustrate this kind of thinking entirely as they become more transparent to the way we communicate.
I wish I could make better use of my time and actually explore some of this stuff.
Posted by Danny on Sunday, November 1, 2009 at 5:33 pm
I recently attended my first research meeting hosted by Clare Brett, which concluded with a discussion about the problem of sustaining online communities that form around distance education classes after they’ve ended. It was mentioned that students often request the spaces and accounts remain open so that shared resources, links, and discussion transcripts continue to be accessible (and long-distance friendships continue to be facilitated), but inevitably and usually quickly, attendance dies away and the community effectively dissolves.
This might not be such a tragedy—these environments came into being to serve a particular purpose, as did the communities that formed within those virtual spaces, and upon completion the students who took part supposedly (hopefully) achieved the growth of skills, experience, and knowledge they came for. Nonetheless, even if everyone was given a complete transcript of all posts, chats, documents, and perhaps even the contact information of the other students, there would be a sense of loss when the doors finally closed. Without the physical infrastructure and associated costs necessary to maintain these virtual spaces, those doors probably could be kept open. So why, ultimately, isn’t this successful?
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Posted by Danny on Saturday, September 5, 2009 at 6:09 pm
Several things of interest to folks who are generally interesting:
Fellow Torontonians who have an interest in looking upwards with the aid of powerful, optical apparatus might be interested in the public viewing opportunities being made available by the David Dunlap Observatory in Richmond Hill. (Also, I’d love an excuse to make an evening of it, so you should let me know.) It would be interesting! The DDO houses Canada’s largest telescope (a not-paltry-at-all-really-thank-you-very-much 1.88 metres of aperture feeding a reflector assembly and eventually the hungry, hungry brain connected to the retina in one of your lucky eyes), and until mid-October, will be hosting Saturday (math- and jargon-decaffeinated) lectures followed by public viewings. The price is $10 for adults, $5 for impressionable youth, and adult fare can include one free ticket for such a youth, so, really, it’s peanuts for the cosmos. The talk schedule and ticket information are available here. Events: through to October 17.
Next, for those of you who want to attend a TED conference in person but have lost your last $6000 in the seat-cushions of your private jet and can’t be bothered to fish them out, consider taking a look at TEDx, a brand-compatible way to have the full, engaged TED experience, but without the money maybe, even. In all seriousness, the program is essentially a toolkit that TED puts out for groups (like schools, libraries, nerds like me, etc.) to present the talks recorded at the official venues and facilitate the cerebral orgy that needs must follow. I hosted something like this at home in January 2008 (calling it TED-Local, clever me), and while going through official channels was probably unnecessary for something of that size and ambition, more intense folks than I have taken it to the next level, nay, to the max. TEDxTO, like TED, is full, but, also like TED, will provide a webcast so that we can watch its cognoscenti watch TED’s cognoscenti, and then talk about it (the TEDxTO cognoscenti, that is—if we wish to form a sub-sub cognoscenti, that’s our prerogative, and we can thereafter discuss the discussions about the presenters, and even present those discussions ourselves in the form of a webcast, if we want; it’s fractal). Admittedly, there are also 13 fresh speakers hosted just by TEDxTO, so the process isn’t wholly without added value. I will be going to this meet-up, and folks should join me. (Thanks, Stian, as ever, for hooking me up.) Event: September 10, hazily from 12:00 through 9:00.
Posted by Danny on Saturday, August 22, 2009 at 2:17 am
Because Byron’s the cool sort of cat what wonders about things and then fiddles with them until he has answers, he’s been playing with Wordle’s graphic representation of word frequency to see if he can capture and distinguish the flavour of diverse news publications by feeding in a week’s worth of copy. It’s a neat smudging of quantification and art: the data could be presented with more rigour and reliability if he’d used a more basic frequency calculator and set rules about what text gets included (advertisements, classifieds, etc., which might be irregularly available or partially OCR’d across the publications he surveyed), but the benefit to this approach is that the presentation essentially distils the visceral impact without wholly discarding the medium—you’re still sort of looking at the emotional impact of the newspaper, just without all the syntax and filler and communication that honestly we probably can’t afford in this economic climate anyway. His write-up and gallery are available here. I really, really like the decision to match the colour schemes of the papers to the Wordle clouds generated.
Over brunch a few days ago, we talked about expanding the scale and rigour of this project so that the newspapers would be monitored over a period of perhaps a year. The benefit would be a normalisation of the subject matter reported—relatively isolated events that snag media attention briefly but totally, like Michael Jackson’s death, say, would tend toward more appropriate representation in the cloud. Based on Wordle’s current customisation options, here’re my suggestions for such an enterprise:
- Collect a snapshot of each publication’s content from a uniform position (like the front page, or from each article featured on the front page) at strictly regular intervals, as close to simultaneously as is practical.
- Aim to use a capture technique that extracts information from images as well as text. For example, generating a PDF of the webpages and then running the same OCR software over them would tend to liberate information from static image advertisements.
- Begin the project only after deciding upon a universal “ignore list” of common words to filter out interface noise (if we’re not interested in that data). Looking at Byron’s gallery, some words I might filter would be “news,” “am/pm,” “video,” “home,” “articles,” etc. Possibly include the names of the newspapers themselves in the list.
- Ensure that the final presentation of the Wordle clouds be generated according to the same rules and with the same settings (except colour scheme). This way tags at a particular size could be more reliably correlated with their frequency across publications.
If anyone’s interested in working with us on this (and assuming that Byron’s still gung-ho after the one-week trial run), it might also be fun to collect a bunch of hypotheses from you folks about what sort of trends you expect to see in terms of register, emphasis, reading-level, etc. This isn’t science, but it could still be a fun experiment.
Posted by Danny on Monday, July 20, 2009 at 11:06 am
If anyone’s still out there, you’ve probably had enough Blueberry music. I’m going to be posting a longer article shortly, but I wanted to bring your attention to some handy resources for ebooks, as I’ve just found them. First, there’s MobileRead, which I haven’t just found, but which contains this directory of free ebook lists and author websites. It’s geared mainly to non-academic reading in multiple formats (PDF, Mobipocket, EPub).
They seem to have a small selection of individually-published open ebooks, though I’ve added links to Lawrence Lessig’s author page and Matt Mason’s The Pirate’s Dilemma, so it’s possible that there are other open books to be had which have yet to be catalogued here. It’s a wiki—if you know of something tasty, you should add it to the directory.
In other news, I’m gearing up for thesis research and adding resources to my daunting pile of “oughtta-read-this-before-you-go-talking-to-other-people-dammit” books. It turns out that MIT Press includes a lot of CC books and article series, among them the following that are of interest to me and maybe you:
Iiyoshi, T & M. S. Vijay Kumar (Ed.). (2008). Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, Massachusetts: The MIT Press. (Link) I’ve been using articles from this collection since my first project in 2008; it’s full of tasty goodness.
Willinsky, J (2006). The access principle: The case for open access to research and scholarship. Cambridge, Massachusetts: The MIT Press. (Link) I haven’t read this yet but it looks pretty good, if you’re into the OA thang. Leslie Chan gets a mention.
Also, The MacArthur Series on Digital Media and Learning is available as well from the MIT Press. I’m particularly excited to look at Davidson and Goldberg’s The Future of Learning Institutions in a Digital Age, not surprisingly.
If anyone’s still out there, you’ve probably had enough Blueberry music. I’m going to be posting a longer article shortly, but I wanted to bring your attention to some handy resources for ebooks, as I’ve just found them. First, there’s MobileRead, which I haven’t just found, but which contains this directory of free ebook lists and author websites. It’s geared mainly to non-academic reading in multiple formats (PDF, Mobipocket, EPub).
They seem to have a small selection of individually-published open ebooks, though I’ve added links to Lawrence Lessig’s author page and Matt Mason’s The Pirate’s Dilemma, so it’s possible that there are other open books to be had which have yet to be catalogued here. It’s a wiki—if you know of something tasty, you should add it to the directory.
In other news, I’m gearing up for thesis research and adding resources to my daunting pile of “oughtta-read-this-before-you-go-talking-to-other-people-dammit” books. It turns out that MIT Press includes a lot of CC books and article series, among them the following that are of interest to me and maybe you:
Iiyoshi, T & M. S. Vijay Kumar (Ed.). (2008). Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, Massachusetts: The MIT Press. (Link) I’ve been using articles from this collection since my first project in 2008; it’s full of tasty goodness.
Willinsky, J (2006). The access principle: The case for open access to research and scholarship. Cambridge, Massachusetts: The MIT Press. (Link) I haven’t read this yet but it looks pretty good, if you’re into the OA thang. Leslie Chan gets a mention.
Also, The MacArthur Series on Digital Media and Learning is available as well from the MIT Press, but start here for information and links. I’m particularly excited to look at Davidson and Goldberg’s The Future of Learning Institutions in a Digital Age, not surprisingly.
Danny Fekete is studying education at the Ontario Institute for Studies in Education, appropriately. 