Another Perspective on Book Costs

The cost of textbooks seems to be a theme that catches may attention. My current audiobook (I listen while I do low attention tasks at work) is Anderson’s Long Tail. The Long Tail concerns the opportunities present when a system offers the flexibility to serve many individuals with many unique interests in contrast to providing the same product to many individuals. The sale of used books is an example from the book (both textbooks and rare books). As I understand the author’s perspective on textbooks, the present system works to allow students a way to “rent” books at a reasonable cost. An $80 book is typically rented by a student at a rate of $40 for the semester. The distribution system (the bookstore buybacks and online methods for exchanging used books) provide the means to rent an expensive product at this low rate to relatively small groups of students.
Anderson does discuss related topics – custom printing “on demand” to reduce the cost of maintaining an inventory of books within the tail, etc.

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Personal Portals

A TechTalk post entitled “Turning Google Into A Portal” caught my attention. I have a Google Personal Home Page, but like so many things I experiment with I have not paid much attention to the site in some time. Google offers modules that you can add to your personal page to satisfy personal interests. The idea is that one might create a personal portal – a collection of resources that fit how one uses the web – and then set this as the “home page” within your browser of choice. Modules are added and positioned according to personal taste. When you launch your browser, you encounter the information sources and tools that suit your needs.
Google Portal

My existing portal is provided by NetVibes. I now find myself facing a dilemma – each of my portals has unique capabilities. Maintaining two personal portals defeats the purpose of a portal. What is the point of having two “to-do” lists? Which one do you update? Decisions, decisions!!
netVibe Portal

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Isn’t It Ironic

If the initial news regarding the online behavior of Congressman Foley was not disturbing enough, now it appears that some, possibly even House Speaker Hastert, were aware of the allegiations and failed to pursue the matter (CNN). It is always a horrible thing when those in the public trust (educators, clergy, elected officials) take advantage of their positions and turn out to be perpetrators. Worse yet in this case, others in authority appear to have excused the inappropriate behavior of their colleagues.

I wonder if there is a message in this situations that our legislators should consider? Technological barriers are not likely to be the key to confronting the realities of online victimization. Superivsion and education are crucial. In this case, our leaders supervisory skills seem to be somewhat lax. Perhaps the recognition of a problem requires that the complaint involve someone of the other party.

Hastert denies charges.

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Beyond Boundaries 2006 – Prensky

sUND started a technology conference, Beyond Boundaries, five years ago. The conference has grown enough that it is attracting higher ed folks interested in technology from outside the immediate area. A mix is important for generating new ideas.

The opening keynote was provided by Marc Prensky – the digital immigrant/native guy. Past posts would indicate that I find the distinction annoying, but I am on my best behavior today. I understand the value of creating a simple way to brand complex ideas. We all need to challenge ourselves with new ideas. I was reading Jenkin’s book Convergence Culture last night and an idea raised in the final chapter made me think. The opportunity to create content and to exercise control over the content we encounter (e.g., blogs) can allow those with deeply held beliefs to express a position, but also surround this personal position with information sources that are perfectly consistent. There is a danger in hanging out with like-minded individuals. One can create a personal environment that eliminates cognitive conflict because what you encounter within your environment are messages similar to your own. Who’s on your blog list.

I agree with much of what Prensky has to say. It is my sensitivity to being old that is probably my problem. I like Prensky’s idea that teachers should not feel like they have to master technology tools. Rather, what they need to do is understand the tools and the issues that might arise around tool use. Let the students learn how to use the tools.

Blogged with Flock

prensku

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Berkeley Lectures Online

Berkeley, self described as one of the preeminent public research and teaching institution in the nation, has decided to offer a variety of course lectures online. The range of topics is narrow (no educational psychology yet) but I took a look at several examples from biology (I have an undergraduate major) and information systems (perhaps the closest area to my present interests – one was with Sergey Brin – the Google guy). I must admit I cannot listen to Brin locally (I thought his name was spelled Sergi).

I think you should listen to a few examples with the intent of drawing personal conclusions regarding what such content might be good for. What might be of value in putting “regular” classroom content online? Perhaps you might ask the question this way – would I prefer these lectures in place of the lectures I might encounter on my local campus? If I was in a related course, would I watch both the local and the Berkeley lecture? Would I watch any of these lectures if I were a member of the general public and not a student?

My answer – sometimes. I found the access to the Brin presentation to be of personal value. Perhaps each of us would have that reaction to one video. Maybe one is enough.

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Criticism for Colleges of Education

eSchoolNews (Sept. 19) offers an article summarizing criticisms of colleges of educations based on a recent study. You may have read a similar article in your local paper. Among the many criticisms – school administrators find new hires poorly prepared to deal with a number of practical issues (including the integration of technolgy).

Access the full report – Check out Part II – pursuit of irrelevance (look carefully – there is a link to the pdf).
There is not a great emphasis on this report on the development of skills in the classroom use of technology. Principals and alumni are asked to rate how effectively teachers are able to integrate technology – 46% of principals and 41% of alumni responded with the top two categories of readiness. These values make more sense in the context of other issues that were raised. The only issue associated with lower ratings was preparation to work with students with limited English proficiency.

The overall tone of this analysis is very negative – we need more and more qualified teachers, teacher preparation is poor, those going into the profession are less capable than those entering other programs, teachers need more field experiences, teachers need better grasp of their content area, etc. It is the combination of demands and deficiencies that is disheartening. It is almost as if future teachers need more of everything and then the challenge becomes attracting students with the dedication and finances to take that challenge on.

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