Historiann

I was concerned last week when I heard about Google’s plan to share information across all Google accounts.  But then prompted by this story on NPR last night, I dialed up my “Ads Preferences Mananger Page,” and this was the extent of the personal information I found:

Your demographics:

We infer your age and gender based on the websites you’ve visited. You can remove or edit these at any time. Continue Reading »

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Exhibit A from the I Told You So files this week (h/t commenter Indyanna, who tipped me off via e-mail today), “At Waldorf School in Silicon Valley, Technology Can Wait:”

LOS ALTOS, Calif. — The chief technology officer of eBay sends his children to a nine-classroom school here. So do employees of Silicon Valley giants like Google, Apple, Yahoo and Hewlett-Packard.

But the school’s chief teaching tools are anything but high-tech: pens and paper, knitting needles and, occasionally, mud. Not a computer to be found. No screens at all. They are not allowed in the classroom, and the school even frowns on their use at home.

Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don’t mix. Continue Reading »

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After Steve Jobs’s death a few weeks ago, I noted that the encomia for his life’s work seemed strange to me because he was a celebrity CEO who outsourced jobs to China, which doesn’t strike me as a particularly patriotic or environmentally responsible business plan.  Some of you objected.  Well, friends, I’ll let you be the judge as to whether this was unnecessarily harsh.  The Huffinton Post (via RealClearPolitics) offers some choice tidbits from Walter Isaacson’s not-yet-released biography, which was written with Jobs’s cooperation.  Here’s the HuffPo’s reportage on what’s to be found in Isaacson’s tome:

Jobs, who was known for his prickly, stubborn personality, almost missed meeting President Obama in the fall of 2010 because he insisted that the president personally ask him for a meeting. Though his wife told him that Obama “was really psyched to meet with you,” Jobs insisted on the personal invitation, and the standoff lasted for five days. When he finally relented and they met at the Westin San Francisco Airport, Jobs was characteristically blunt. He seemed to have transformed from a liberal into a conservative.

“You’re headed for a one-term presidency,” he told Obama at the start of their meeting, insisting that the administration needed to be more business-friendly. As an example, Jobs described the ease with which companies can build factories in China compared to the United States, where “regulations and unnecessary costs” make it difficult for them.

Jobs also criticized America’s education system, saying it was “crippled by union work rules,” noted Isaacson. “Until the teachers’ unions were broken, there was almost no hope for education reform.” Jobs proposed allowing principals to hire and fire teachers based on merit, that schools stay open until 6 p.m. and that they be open 11 months a year. Continue Reading »

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Alexandra Horowitz blames e-books, but footnote-killing is a longstanding trend among non-virtual academic book publishers for at least twenty years.  Most university presses and tradey U-press lines use endnotes, period.  (And who other than university presses make such generous use of notes, anyway?  Nonfiction trade books usually offer the clumsy and much more paper-consumptive apparatus of citing sources by quoting the beginning of a sentence, followed by ellipses, and then listing the relevant sources.  Are tiny numbers on the page really all that distracting to the average reader?  Srsly?)   

My understanding was that the increase in paper costs nearly 20 years ago led most academic publishers to switch from footnotes (at the bottom of each page) to endnotes (at the back of the book.)  Somehow, I was informed, this saves paper.  I can remember the last time I read a book with footnotes–ironically, it was Anthony Grafton’s The Footnote:  A Curious History (1997), which I re-read with my graduate seminar a few weeks ago, and which for obvious reasons offers footnotes rather than endnotes.  (Horowitz’s exploration on the life and death of the footnote uses and cites Grafton generously, too.)  But I think when it was published 14 years ago, it was already exotic for having resisted a publisher’s insistence on endnotes.

My foremost concern about e-books–or perhaps more specifically with the Kindle, although I hope those of you in the know will inform me if this is true of other e-readers–is that it makes citations by students unnecessarily annoying.  Continue Reading »

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Has the over-the-top coverage of the sadly premature death of Steve Jobs (1955-2011) struck anyone as perhaps a telling sign of anxiety over the prospect of American decline?  Specifically, I’m writing about the decline in technological innovation, but I think it speaks to anxities about the future of the United States in all kinds of global leadership questions as well as the current state of the U.S. economy.

From my perspective, Jobs is an odd person to lionize.  Don’t get me wrong–he helped develop and sell a number of remarkably nifty gadgets, but he wasn’t the inventor.  He was the CEO of Apple–a company that moved most of its manufacturing to China.  Continue Reading »

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All new! This time with sparkles!

Do you ever get the impression that there truly is nothing new under the sun in education?  Do you ever think that we end up re-inventing the wheel, year after year?  Well, this American Radio Works documentary “Don’t Lecture Me” won’t disabuse you of those suspicions!

I promise, I sat down Monday night to listen to it with an open mind.  Although it teased me that it would show me how lecturing in college classrooms is a complete waste of time compared to the New! Improved! Revolutionary! way to teach developed by some physicists, I came away with the valuable insight that I’m already doing these things, and I bet you are too.

First of all, did you know that lecturing to your students for 50 or 75 minutes in a monotone voice without permitting any student questions or interaction isn’t the best way to teach your subject?  Amazing.  This is what this program defines as “the traditional college lecture.”  The takeaway point is that there needs to be active learning in the classroom, viz., expecting students to read books outside of class; asking students to write brief responses to their assigned readings in class; asking students to answer questions or solve problems when you are explaining key concepts (or “lecturing”) to them; and asking students to explain key concepts to each other during class.  Did you know that exactly zero percent of college professors in “traditional universities” do this right now? Continue Reading »

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Toldyaso! I SO told you so.

Guess what?  Online “academies” for K-12 students?  Not such an awesome idea!  Grace Hood has an alarming report on KUNC radio on the money paid to the for-profit company K12 Inc. to administer “COVA,” the Colorado Virtual Academy (click here to read or listen to it):

At a time when public schools are seeing deep cuts in funding, there’s a growing market for companies running online elementary, middle and high schools. The largest for-profit company overseeing these programs in Colorado is Virginia-based company K12 Inc. While public schools are struggling to survive, K12 Inc.—with the support of state tax dollars—is reporting double digit profits. Meantime, it’s not measuring up to state academic standards.

To be fair, the kinds of students who end up seeking an education online are not those who are having success in traditional schools.  But instead of spending the money on human teachers to teach classes in bricks-and-mortar schools, let’s instead send $22 million a year to Virginia for an “online academy:”

Student enrollment at COVA has grown to about 5,000 thanks in part to marketing by K12. But despite the allure of flexibility and education from home, COVA is finding a relatively high number of students are dropping out. Last year the school reported a 12 percent graduation rate. That’s compared to a 72 percent average for all public high schools statewide.

Let’s try a thought experiment that I saw on Corrente recently in a post by Lambert (sorry–can’t find the exact post):  substitute the words But despite with Because of.  So:  Because of the allure of flexibility and education from home, COVA is finding a relatively high number of students are dropping out.  Continue Reading »

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Via commenter Susan, who sent this along with the comment “faculty need to be accountable, but not computers. . ,” In Classroom of Future, Stagnant Scores:

The class, and the Kyrene School Districtas a whole, offer what some see as a utopian vision of education’s future. Classrooms are decked out with laptops, big interactive screens and software that drills students on every basic subject. Under a ballot initiative approved in 2005, the district has invested roughly $33 million in such technologies.

The digital push here aims to go far beyond gadgets to transform the very nature of the classroom, turning the teacher into a guide instead of a lecturer, wandering among students who learn at their own pace on Internet-connected devices.

.       .       .       .      .       .      .       .      

Hope and enthusiasm are soaring here. But not test scores.

Since 2005, scores in readingand math have stagnated in Kyrene, even as statewide scores have risen.

To be sure, test scores can go up or down for many reasons. But to many education experts, something is not adding up — here and across the country. In a nutshell: schools are spending billions on technology, even as they cut budgets and lay off teachers, with little proof that this approach is improving basic learning.

Read the whole thing, if you haven’t already.  This gets to one of the big issues embedded in the War on Teachers I’ve been railing about here for the past few years.  Continue Reading »

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Artwork by Stefani Rossi and Chloe Leisure

Over at The Clutter Museum, Leslie M-B has a great analysis of the moonbeams and sparkleponies of something called “lecture capture.”  What is “lecture capture?”  It sounds like a digital recording of a professor’s lectures that has all of the pitfalls and no advantages beyond old-fashioned video taping, except that the “product” can be posted on proprietary software.  It doesn’t take a technoskeptic like myself to see “lecture capture” as “intellectual capital capture” that can contribute mightily to the further adjunctification of our profession and the dumbing-down of public higher education.  Leslie explains:

This past week I received an e-mail alerting me that, because I teach in a particular classroom, I can have access to lecture capture this fall.  The e-mail, from the campus’s tech folks, reported that of students with access to this technology, 70 percent watched at least one capture per week, and 78 percent of students said they would like more classes to use lecture capture.  The lectures get posted to iTunesU and also to Blackboard (emphasis Historiann’s here.)

Those of you who know me well know that I have been an evangelist for the use of certain kinds of technology in higher ed–particularly blogs, wikis, c0llaborative mapping, and certain uses of mobile devices–but I’m deeply uneasy with lecture capture technology because I think it’s a step backward from the best uses of technology for instruction.

Lecturing and lecture capture are by their nature unidirectional. Yes, both lecturing and lecture capture could be made interactive–lecturing by peppering the class period with questions and activities, and lecture capture by adding some kind of commenting or discussion function wherever the audio and video are posted.  I have yet to see anyone use institutionally sponsored lecture capture in this way.

The lectures can be shared most easily within corporate repositories–Blackboard and iTunesU–rather than to open-source, not-for-profit educational repositories.  Yes, iTunesU has some fabulous stuff on it, but I’m not ready to share there.

It’s also too easy for the university to repurpose content in online courses that could be adjunctified. I’m not sure what the policy is at my current institution, but I signed away a lot of intellectual property rights at my last one.  In an age where people seem to think that education is just a matter of “delivering content” that translates into mad workplace skillz, I’m uneasy about providing the university with any multimedia content that could be aggregated into a enormous-enrollment course taught by a grossly underpaid and underinsured Ph.D.

Just go read the whole thing.  (I would just reprint it all here if it weren’t for my pesky respect for Leslie’s intellectual capital, my disinterest in “capturing” it for my own profit, and for Fair Use doctrine.)  In particular, instructors considering a flirtation with Satan Hirself should read this part: Continue Reading »

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Via Corrente, another Colorado blogger Michelle Nijhuis writes perceptively about the differences (encore!) in women’s and men’s labor when an idealistic heterosexualist couple decide to live their low impact dream inside a solar-powered yurt or straw-bale home:

Here’s what happens: A couple arrives in our valley, young, strong, in love, and full of plans to build an ultra-energy-efficient house out of straw bales, rammed earth, adobe bricks, or, heck, used bottlecaps. They set to work with equal enthusiasm, buying land and setting up temporary quarters in a yurt or a tipi. The weather’s good, the views are great, and the new house is humming along.

But at some point, the weather turns, or the project slows. Or a baby arrives, and everything gets more complicated. For whatever reason, their brio fades, NOMWITTH (“Not one more winter in the tipi, honey.”) sets in, and what was once a joint project becomes a battlefield, XX vs. XY. In mild cases, help is hired, the house gets a roof, and all ends well. In more serious cases, one person — inevitably XX — splits town for a fully-furnished condo with central heating, leaving XY alone with the low-carbon dream.

So why is it always XX who bails out on “the dream?”  Is it that the solar panels can’t power up their hair dryers and curling irons and they miss watching E! and HGTV?  Continue Reading »

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