National Geographic – Do the folks who take the pictures understand?

National Geographic has a recent feature on North Dakota. The piece was vaguely reminiscent of Poppers’ Buffalo Commons. In both cases, the negative imagery (isolation and bleakness) used to describe N.D. has offended many who live here (e.g., today’s editorial). Perhaps it depends on what one regards as beautiful and whether one regards a low population density as depressing. The complaint here is that low population density has been attributed to negative factors (cold and long winters, flat landscapes, lack of opportunity). Actually, it can be argued a declining population is a sign of progress. For example, farming has become so high tech and functions on such a large scale that it does not require a large number of individuals devoted to the tasks. I guess efficiency and productivity has costs.

It might be argued that these are the best of times in North Dakota. Our state is often on the up swing when other states are experiencing problems. The farmers experienced bumper groups this year and unlike so many years when the crops are large, the prices now are also very high. As I understand the argument, the use of corn to create alcohol for fuels has driven up the price for all grains and influenced the cost of any product directly or indirectly influenced by expensive feed grains. Check out what has happened to food costs as a consequence. North Dakota also has massive coal reserves and some oil. I am not certain I am pleased with the consequences of burning coal and not sure the reason extracting oil in North Dakota is now lucrative is a good sign for the country as a whole, but these industries are booming. BTW – so is wind energy.

We even profit from the down turn in the general economy and the advance of the Canadian against the U.S. dollars. The Canadians are streaming across the border here to purchase inexpensive goods. Hotel rooms were often difficult to come by during the holiday shopping season and all those folks filling up the waiting areas in eating establishments on weekends is annoying – 😉 .

There are some things that bother me about living in a low population state. In some sectors you cannot downsize services to match your population. Small towns are suffering here as in many midwest states. Education in small communities and in the state in general is a good example. I understand this situation through my personal experiences at the University of North Dakota. The reality of critical mass often represents a challenge for us. You need a med school and a law school. You need physics and philosophy departments and fine arts programs. To maintain an institution that offers the necessary diversity of expertise and the breadth of graduate programs necessary to maintain the ranking necessary to compete for external funds is a challenge. If you cannot compete for external funding, you cannot attract quality faculty members and the most elite students and you also have fewer resources to work with. One element in the economics of the institution must be tuition dollars and obviously the more students the more tuition. We know exactly how many kids are out there in K-12 and we know the number is declining. This puts a research institution in a difficult situation – you need to draw students from elsewhere and students don’t come from elsewhere unless you have high quality programs. How do you generate the money to create the level of quality necessary to attract students? You can find mediocre anywhere.

I hope technology is part of the answer. While there is always the danger of assuming the area in which you work is the area to develop, I do think that the opportunities in online education represent a real opportunity for extending the reach of quality programs. I also think I understand the challenges in doing so. Time efficiencies are so often misunderstood. Still, online interactivity has come a long way and quality experiences relevant to many areas of study are now possible and continuing to improve.

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Install MediaWiki on Windows Server

Lifehacker has a nice tutorial on the installation of MediaWiki on a machine using the Windows OS. I run my apps on Macs, but I know there are many who use the Windows platform to serve web content and getting started without guidance is always a challenge. Yes, MediaWiki is the core software associated with Wikiopedia, but you don’t have to projects of that magnitude in mind to use the powerful wiki software yourself.

My MediaWiki installation:

Student class project

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Sorting Out the Agendas

I have been interested in the $100 laptop since I first learned about the project in 2005. When the opportunity to purchase an XO (the name for the first version to ship) as part of a buy one / give one plan became available we made the commitment (Our XO ).

Of late, the grand plan seems to be growing confused. The price point has changed at least temporarily – the $100 laptop is now $200. Perhaps this is inflation, but it is more likely the inability to operate on the needed scale. I understand the buy one/ give one plan was an effort to increase the number of machines to be produced even if all of the machines did not go their target audience. The scale issue comes up in some other ways. Clearly, there is no longer a single plan and there may now be several vendors interested in offering a low price, educationally focused machine (Intel dispute with OLPD – New York Times; Intel quits one laptop per child). There is also the dispute regarding the operating system – UNIX vs/and Windows (Negroponte at CES is positive about eventual connection with Windows). It is even unclear if the OLPC agenda is now focused exclusively on other countries or has been modified to allow some U.S. schools to participate (Birmingham in deal to bring XO to students. (eSchool News)). This last issue is strange – if U.S. sales are to be part of the model, limiting access in any way seems a very bad idea. As a developer, I find it difficult to spend too much time with the machine exploring possibilities without the opportunity to field test ideas (meaning machines available in local schools). I can see no U.S. sales. I can see open U.S. sales. I don’t get a few projects here or there when the original model asked for buy in to support projects elsewhere.

I think competition is great. I think exploring competing educational models is great. I hope other agendas (power/visibility/control, profit, platform exclusivity) do not dilute and confuse the original goal. Let’s get some machines in the field and let other issues work themselves out based on what students are able to accomplish.

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Communicating in Email

I came across a brief Wired post exploring the inability to communicate actual intent in email. The Wired articled referenced “recent” research published in the Journal of Personality and Social Psychology by Epley and Kruger.

The Wired article refers to Epley and Kruger in stating:

The researchers took 30 pairs of undergraduate students and gave each one a list of 20 statements about topics like campus food or the weather. Assuming either a serious or sarcastic tone, one member of each pair e-mailed the statements to his or her partner. The partners then guessed the intended tone and indicated how confident they were in their answers.

Evidently, those receiving the messages understood the tone at about chance level.

I think this and the explanation of the researchers (we are egocentric and know what we want to convey and assume that the message says that) is interesting and should be part of the message when talking with teachers about email. Evidently, we often lack the metacognitive ability to differentiate the meaning in our head from the meaning on the screen until we receive the reply indicating we have been misunderstood.

I wanted to read the original work and tried to locate the authors and theme in Google Scholar. The Wired article does not provide a reference.

I found Kruger, J., Epley, N., Parker, J. & Ng, A. (2005). Egocentrism over e-mail: We communicate as well as we think? JPSP, 89, 925-935. The article does deal with egocentrism and email, but the Wired piece leads with comments from the experiments and seems to imply newer work.

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CES 2007

This is the week for CES – the massive Computer Electronics Show that serves as an opportunity to become acquainted with new technology tools and software.

For those who think I only follow Mac projects and prophets, here is a link to the Bill Gates keynote (use this page to select your connect speed). Gates is not the showperson that Jobs is, but his vision cannot be disputed.

If you don’t care about the next big thing (or one more thing), it appears that CES offers some other opportunities. The show will also allow Negroponte and others the opportunity to advance their ideas for the application of technology to the solution of serious world problems.

Stay tuned.

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Here is my response

The Gates Tip Line includes a recent post in which the host asks for replies to a teachers negative analysis of Prensky’s comments (I did not see the phrase “engage me or enrage me”, but this is the type of comment that Prensky uses). The host was disappointed with the lack of response to the request for responses to the teacher. I attempted to add a comment, but the options appear to require that you identify yourself through a commercial blog service or OpenID. I will add my comment here. By the time I read the comments, some had already made the effort to reply. I have excerpted one comment I would like to address:

The teacher’s statements above fly in the face of what the last two decades of psychological research have found (which (surprise!) support constructivist models of learning rather than a transmission model of education!). ‘Guide on the side,’ not ‘sage on the stage.’ As much as possible, discovery- and inquiry-based learning rather than lecture and regurgitation.

I don’t like phrases like “regurgitation”. These discussions should be about data and sound judgment. We can leave the defamatory phrases to the politicians. If you mean memorization, say so. I do agree that education should attempt to require more than memorization. Lecturing, like books, is an information delivery system. Hopefully, learners are capable of using information, however they encounter it, as the starting point for learning. The constructivist model, as I understand it, suggests we all understand by attempting to interpret experiences (including lectures I assume) based on our existing personal knowledge.

I would sincerely like to be made aware of the research mentioned here (please provide references). If you have followed my recent and past comments, I have not read what I consider quality research supporting the “child-centered” position. I have read many books and articles on the topic and I have myself added to this material, but these are not research papers. As I have said, I can direct you to reviews of research by Sweller; Chall; Mayer; and Lesgold that are quite critical. You have to consult these reviews for the specific studies that are available. So, there are many studies arguing the negative side of this debate.

Perhaps this is a matter of differences in definition – constructivism and child-centered are difficult to operationalize. I am not attempting to bait anyone here, but since blog hosts are appealing to general readership for help and information. If we can switch the discussion to the data, please help by offering references the rest of us can review. I have already read negative reviews, where are the positive studies?????

Chall, J. (2000). The academic achievement challenge: What really works in the classroom. Guilford.

Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41, 75-86.

Lesgold, A. (2001). The nature and methods of learning by doing. American Psychologist, 56(11), 964-973.

Mayer, R. (2001). Should there be a three-strikes rule against pure discovery? The case for guided methods of instruction. American Psychologist, 59, 14-19.

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An Inconvenient Truth

This post is chronologically inaccurate, but the order in which you are reading this material is possibly more interesting.

Front sidewalk

I took this picture a few minutes ago. This is my front sidewalk. In a way, it is a remarkable image. What you see is water between the snow banks. This is January 6 in Grand Forks, North Dakota. According to the Weather Underground, the average high for the day is 15. The temperature at 3 today was 41. My little story would have been more spectacular if this was an all-time record, but alas this was not the case. In 1990, it made it to 43. I was here for that day as well.

I purchased An Inconvenient Truth from the iTunes music store before Christmas. I own an iPod Touch and the plan was to watch the movie while on the road over break. I finally watched most of the movie today while I worked out. This documentary is very compelling and I highly recommend it. I would like to say it was enough to get me to move from the powered elliptical to a self powered stationary bike, but this would not be true. I have written on the topic of this documentary before, but each time I am exposed to the information I feel the need to comment again (see this TED talk). I guess it was the connection between the content of the documentary and the view out the window of the health club that prompted this post.

Of course, any single event offers little proof of a trend. However, it seems to me that I have experienced a large number of record temperatures. The data are there. As I looked for the records for the day (43, -31), it occurred to me that student projects might be derived from these data. For example, I wonder how many record temperatures were set in the past 5 years.

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