Mountebank Blog

The University of the Future

Red LightningJust finished John Varley’s excellent new novel Red Lightning, and one passage really deserved quoting. The narrator is a seventeen-year-old (maybe eighteen at the point of this passage), just graduating from Burroughs High School on Mars.

His description of his plan for his college education is a near-perfect match to what my favorite art historian has been saying in several posts.

As usual in SF, Varley is commenting more on what’s going on now, then what will be going on then, and the approving nature of that comment made me want to quote the whole passage, even though it’s a long one:

Blame it on the web, like so much else. These days you could attend classes virtually. The universities resisted it, but eventually they were confronted by a de facto situtation, and gave in. You no longer have to go to Boston to attend Harvard. If you know enough to log on to online classes you can become a web freshman. No entrance exam necessary. Hooray for equality!

Of course, there’s equal, and then there’s equal.

And there’s practical, and there’s impractical. There’s nothing to prevent you from attending an advanced seminar at the Sorbonne, everything but some highly select honors courses is webcast these days. That doesn’t mean you will understand what they’re talking about. so all but a few supergeniuses start out in the traditional way, with Physics 101 or Introduction to African History, and work their way up. When you think about it, it’s good for everybody. The geniuses can proceed at their own pace, and they can do it from Manhattan or the rudest sheet-metal hut in Calcutta. People who never had a chance to see so much as a blackboard in the past are now able to get an Ivy League education, if they’re up to it. Excellence can now actually select itself in academia, at least until the point where you actually arrive on campus and are faced with prejudice and politics and academic bullshit. Or so I’ve read, in researching the pluses and minuses of web school. Mostly pluses, to my way of thinking, the big one being that I could stay on Mars for a few more years, at least, just like that boy or girl in Calcutta doesn’t have to figure out how to pay for transportation to and lodging in Paris.

But eventually, the different levels of equality come into play. You can get a degree from Stanford and never leave your igloo in Nome, but it’s not quite the same kind of degree you’d get if you lived in the ivy-covered dorms. The sheepskin itself will look identical, but simply by googling the student you can find out if her or she actually attended in the flesh. So, people being what they are, an Attending Degree, or AD, was more prestigious than a Web Degree, or WD.

But there’s a remedy for that, and so far as I can tell it adds up to what Mom calls “that rarest of human institutions: a meritocracy.”

You can start out as I plan to, attending classes via the web. You get graded like everybody else. Then, if you look like Hah-vahd material–that is, if you are smarter than some of the legacy admissions already there–you will be invited to attend in corpore. Doesn’t matter if you’re our boy from Calcutta, or a girl from Chad, or some poor child who actually lives in Boston but never had a chance to attend a good school.

As for picking a school, there’s another alternative these days, and it’s what I’m leaning toward.

Don’t pick.

If I’m going to be on Mars anyway, what do I care about singing “The Whiffenpoof Song” with a lot of drunken Elis? I’d never make the rowing team to bring glory to dear old Cambridge. I don’t give a hoot about either American football or real football. Other than reasons like that I don’t see the point of identifying myself with any particular school. In this academic strategy, you simply attend the classes that appeal to you. On Monday morning you can be in a class in Johannesburg, follow it up with a seminar in California, and that afternoon attend lectures in Japan and Buenos Aires.

If a certain professor turns out to be boring or incompetent, just stop going. Professors hate this, they call it the Neilsen Rating system of education. It’s mostly the ones whose web attendance is low who complain, though.

You can cobble together your own educational strategy, chart your own path, design your own specialty, if you wish. You may not even want to pursue a degree, you may just want to learn sutff and go from there.

That’s really what we’re seeing the beginning stages of right now. Varley seems to be implying a little more synchronous contact in these classes than I think is going to be ideal or common. But he’s not quite explicit about that, and thinking further, he is talking about distance learning from a pretty huge distance (Mars), and the speed-of-light limitation alone would have to require that the courses be asynchronous. Generally, though, he’s got the right picture, and the plausible extension of it that he provides could be a roadmap, or at least a guidepost, for the directions we’re heading. Not utopian directions (especially not in the novel as a whole), but positive ones, generally, nonetheless.

It’s a very fun book, even beyond this one (sort of a throwaway) prognostication, with some great gadgets, well-developed colonial society, gripping post-tsunami landscapes, evil post-nationalist governments, plenty of 9/11 references, and much more. The fact that it’s narrated by a teenage boy makes comparisons to Heinlein’s juveniles unavoidable. Varley gets compared to Heinlein plenty–he has a similar libertarian strain (some very strong Second Amendment rhetoric in this one), and a similar tendency to sneak in lectures without letting them bog down the plot or detract from the likable and eminently competent characters. Like Heinlein’s juveniles, this one would work very well for teenage readers (and I don’t think the sex and drug use should change that at all–although Heinlein’s editors, but not Heinlein, would probably disagree with me on that). And it also works very well for this adult reader.

Red Lightning is a sequel to Red Thunder, and it really made me want to go back and re-read that one. Unfortunately, I can’t find my copy! Looks like I may be placing another order with the SFBC soon.

DRM is bad, if it’s real!

Blogcritics.org posts an ironic story, picked up by BoingBoing, claiming that Bruce Sprinsteen’s recent album in tribute to Pete Seeger, “We Shall Overcome: The Seeger Sessions,” is locked down with a terribly restrictive DRM, preventing playing on most computers, and also preventing ripping to MP3. Now, that would be ironic, and contrary to the spirit of Pete Seeger’s music, and quite worthy of condemnation.

The problem is…it’s not true! I own that album, I’ve enjoyed it a lot. I’ve also played it on several different computers, using both linux and windows, and I’ve ripped it several times, too, to both mp3 and ogg. I’ve put the mp3’s on two different ipods. Not a single problem, no DRM, no restriction at all.

I think that restrictive DRM’s that don’t let me enjoy or use the music that I’ve paid for are terrible. But in this case, at least in my experience, the accusation is totally false.

Academic Commons

Academic Commons (a relatively new online publication, but one that has already had some pretty good content) has published my essay “Three Stars and a Chili Pepper: Social Software, Folksonomy, and User Reviews in the College Context” (which is not one of my more concise titles, I must admit! ;)).

It’s an essay I’m very fond of, exploring some themes that I feel strongly about. It’s no longer as new as it once was (but who among us is!), but I’m still glad it found such a congenial home.

I Am Full

Or at least I will be, come September 1. I got the letter yesterday (it should have come Saturday, but was mis-addressed, so it sat on my neighbor’s floor for a day!), and I’m very proud and pleased that after 9 months or so of waiting, my application for promotion was successful!

I’ll be Full Professor Ugoretz, in the fall!
🙂

Old Man’s War

John Scalzi has a new book out (well, newish…I’m a little behind schedule), The Ghost Brigades. It’s a sequel to Old Man’s War, so before reading the new one, I decided to re-read OMW (I generally do this with sequels and series–as a new one comes out, I start from the beginning and re-read before getting to the new one, although it does get time consuming with some of the multi-volume folks like Peter Hamilton, George RR Martin, and Patrick O’Brian). I also wanted to confirm my response to a discussion about the book that was going on between Scalzi and Nick Whyte.

Most of that discussion centered on one particular character and one specific incident in OMW, but overall Whyte’s contention (somewhat softened after the comments–from other readers and from Scalzi himself) was that the book is militaristic, and portrays pacifism, or even diplomacy, as just for dummies, who get a much-deserved slaughtering, both figurative and literal.

The incident and the character that prompted this criticism from Whyte made me a bit uncomfortable, too–but I did not read it as being nearly so conclusively portrayed. To me, while that particular character was maybe a bit cartoonish, the incident and the response to the incident from the other characters was much more ambiguous (thus much more realistic). These questions (violence, self-defense, cultural sensitivity vs. cultural preservation, and individual judgment vs. following orders or working as a team) are real-life questions, and they’re relevant and important now, and in my reading of Scalzi’s book they’re not really resolved (as they shouldn’t be), but rather depicted with their complexities and ambivalence. The characters were uncomfortable about the incident (well, those who survived were), and I was, too. Maybe Scalzi was, too. That’s the way things should work in a good novel, I think.

Even beyond that, though, the thing that really seemed to be missing from that discussion (and from most of the reviews that I’ve seen) is that Old Man’s War is a love story. Oh, sure, there’s all kinds of technological and military speculation, and some great whiz-bang cultural innovations and commentary on geopolitical topics, and natural extensions of current trends, and odd aliens and FTL travel. That’s all great, and it’s one of the things I want in SF. But the other thing I want in SF (or any literature) is to feel something. Scalzi’s story starts with a man at his wife’s graveside. For me what was strongest in the novel, and the thread that kept it all together, was the main character’s deep connection to a lost love, the little moments and memories that make being married to someone you love and spending your life with her so wonderful. The book had me near tears, several times, because of the strength of that eternal human emotional connection, and because Scalzi captures it so accurately and intimately.

Responding to anti-podcasting

Jeff Cooper, from TappedIn, is working on an article arguing against podcasts in education, and he asked for feedback on some of his points. I gave it to him there, but I think they’re points that could come up elsewhere, too…so I’m giving that feedback here, too…quoting his points and then giving my responses. My “hacksaw is not a hammer” theme is one that I hammer on quite frequently, but it’s one that I think is relevant to a lot of the critiques of a lot of technologies. So it bears repeating.

I argue that text (chat) means a step forward in education, whereas podcasting actually represents a step backwards.

I think we have to be very careful in making any kind of broad claim, whether positive or negative, about any specific educational tool. Podcasting is neither a step forwards nor backwards–and the same can be said for text (chat) or multimedia, or the chalkboard or overhead projector or even writing.

Any technology should be used for what it does well, and not used for what it does badly. A hacksaw makes a terrible hammer, but that doesn’t make it a bad tool. It’s only a step backwards if you try to use that tool for driving nails.

However, it’s certainly the case that (particularly in education) we’re often subject to trumpets and drumrolls announcing that each new tool is going to be ultimate answer to every question. And of course, that’s not true for podcasting.

1. Audio needs real time listening. Time is a commodity missed by most educators and students. Text may be easily scanned and searched and read at 400 wpm. Archives of Podcasts will not be listened to in the future whereas text will be read.

This is a deficiency of audio only if you think of audio as a replacement or substitute for text.

But there are things that audio can do that text quite simply can not do. Books have been available for some centuries now, but people still tell stories to children, present orally at conferences, and listen to music. Written letters have been available even longer than books, yet people still enjoy conversation.

If podcasts are seen (as is too often the case) as just a way to distribute the exact same content, thoughtlessly “translated” into the audio medium, then, yes, they fail in that regard. But if the content is intentionally and thoughtfully produced for the audio medium, taking advantage of its strengths, then it can be much more successful. All the best podcasts do exactly this.

In addition, the idea that podcasts can not be scannable or searchable is no longer accurate (although it was at one time). Podcasts can be played at fast speeds for scanning (without any distortion) thanks to Apple.

Even more exciting, Podzinger and Podscope have begun the process of indexing the content of podcasts by keywords, so users can go directly to a specific point or subject in the cast. Although this is not yet perfect, it’s a very good start.

2. Audio is one to many and basically perpetuates the “sage on the stage” rather than “guide on the side” approach… old style didacticism vs. constructivism.

Although many podcasts do replicate the one-to-many, “sage on the stage” approach, this is far from the only way to use this technology. Podcasts at their best recreate conversations–and allow students, as well as faculty, to participate and broadcast. In this sense, opening up the world of “radio” to a huger audience–allowing production rather than just reception, podcasting can be revolutionary (not just for education).

Podcasting makes a perfect medium for producing “think alouds” and conversations where experienced and novice learners can model how to approach a text (or image, or math problem, or science experiment). It’s also excellent for oral performance (by students, by authors, by teachers, etc.) of literary works (poetry, stories, drama).

3. Lack of hyperlink. Text chat not only allows multiple threads (many to many and indeed even synchronously), but also allows quick and easy hyperlinking to resources. You’re not going to get that easily in a podcast (if at all).

On the other hand, text chat does not allow the same emotional contact and nuance of expression as the human voice. And the “enhanced podcast”–rapidly becoming easier to produce and easier to receive–certainly does allow hyperlinks…as well as pictures, video clips, emphasis by combination of text and sound.

Additionally, podcasting can include musical enhancement (or other types of sound files–bird calls, heartbeat sounds, ambient sound, etc.), which is completely absent or impossible in text, and which can greatly enhance the educational experience.

4. Bandwidth and connectivity. This tech issue will increase the digital divide. Not only do podcasts require higher end connections, speakers, mikes, etc. they represent another level of what may go wrong with tech.

Bandwidth is always an issue–but audio files do not require a very high end connection at all, and the speakers and microphones involved need not be anything more than the standard included with every desktop computer and most laptops.

5. Lack of multitasking. With text you may be holding several simultaneous conversations, researching links in other tabs and reporting back, copy/pasting prepared dialogue and getting access to a whole realm of resources you can’t get with audio.

One of the main benefits of podcasting is that it does allow (some kinds of) multitasking. It’s perfectly possible to listen to a podcast at times and during activities which would make reading impossible. (Podcasts are great for driving, for riding on a crowded bus or subway, for washing the dishes, for working on restoring an antique radio in the basement–OK, that last one might be personal to just me!).

Also, podcasts are (at least potentially) mobile–both for listeners and for producers. A podcast can be heard and learned from in a museum or on a walking tour–where it would not be possible to read. And students can produce podcasts by recording interviews or comments “in the field”–to be edited later.

The experience of interviewing and editing and thinking about how to make the points in this medium is an experience which is different from writing a paper…but it’s not an experience which is necessarily educationally inferior, by any means.

I think that to argue *against* using podcasts in education is just as much a mistake as it would be to argue in favor of *always* using podcasts in education.

We should, instead, be arguing for using podcasts (or any other technology) in education–but using them well.

Let’s not use hacksaws for driving nails, or hammers for cutting a piece of pipe. Instead let’s work on the best way to design and use a hammer for its specific purpose, and the hacksaw for its purpose.

It Ends with Awards

The PS 282 New York KnightsSo, the tournament has ended, and we’re safe at home. It was a great experience, and a great success (except for the nasty virus, which has now moved on to me 🙁 !). The team came home with a total of four trophies–two individual tropies, and two team trophies. The fifth grade team (competing in the K-6 U1000 division) came home with 10th place. That’s 10th in the whole country, and it brings a big trophy as the reward. The fourth grade team (competing in the K-5 U800) took 14th. Again, a spectacular result, and a very nice trophy. The best part, of course, was the teamwork, the competition, the camaraderie and the mental exercise. By the time of the team dinner, and then the chaotic, loud, and unpleasant awards ceremony, everyone was happy, proud, and exhausted! Be sure to check flickr for all the photos (and I do mean all…115, total!)

Tournament’s Last Day

One more game to go–the team is doing very well, and even took time to pose for a team picture (many copies are in the flickr set).

Some Yoga Helps the Chess

In between rounds, there’s nothing like some yoga and stretching, captured on video, to ease the tension and focus the mind.

The videos are silent (as the kids are not!) but cute (as the kids definitely are!).