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Category: Technology
As the MOOC turns
Below is a collection of links to recent articles and essays on MOOCs. Think of this as a primer for those of us who have been too busy, you know, actually teaching, to keep up with the latest developments.
The Crisis in Higher Education — Nicholas Carr, MIT Technology Review — A fairly balanced review of what MOOCs are, including a concise version of the Sebastian Thrun-Coursera creation myth. The comparison of MOOCs to the creation of correspondence courses in the early part of the 20th century seems apt.
Napster, Udacity, and the Academy — Clay Shirky — The author, a disruptologist, surveys the higher education landscape and finds it ripe for, you guessed it, disruption. Likening courses to MP3s, and by extension, universities to record labels, he argues that it is only a matter of time before the reckoning happens.
Questioning Clay Shirky — Aaron Bady, Inside Higher Ed — Both a rhetorical and substantive critique of Shirky’s disruption argument, Bady points out the steep decline in states’ funding for higher education over the past 2 decades as a key factor in driving unmet educational need, opening the door for MOOCs and for-profit ‘universities.’
Providers of Free MOOC’s Now Charge Employers for Access to Student Data — Jeffrey Young, The Chronicle of Higher Education — This explains why so many venture capitalists are lining up to ‘invest in education.’ One way to monetize students is to sell access to them to the highest bidder. It’s Google AdWords for people!The Boss Baby movie download
The Great Decoupling of the American Economy — Andrew McAfee — While not directly addressing MOOCs, I was struck by the applicability of the idea of reducing the need for ‘labor’ (if you can call faculty that) with capital investment, which is essentially what MOOCs do. Decoupling scholarly pursuit from instruction, which is one logical outcome of the MOOC, would undoubtedly lead to a loss of academic scholarship. But increasing economic efficiency like this is supposed to lead to more free time to pursue one’s interests, which is the original definition of schola; this seems terribly ironic.Blackhat 2015 movie
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Textbooks as bait for “engagement”
Yesterday, the Wired Campus blog reported that CourseSmart will begin piloting an analytics feature in their electronic textbooks:
The book will be integrated into the college’s course-management system. It will track students’ behavior: how much time they spend reading, how many pages they view, and how many notes and highlights they make. That data will get crunched into an engagement score for each student.
I’ve speculated about this before, but was wrong about it in two ways. First, I didn’t believe the publishers would do it because I didn’t see how it supported their business. That was short-sighted, and I’ll comment more on it later. If they did it, I predicted it would be used for something other than the current plans. On one count, I was dead on: the data will flow into the course management system.
I was thinking about it (of course) from the standpoint of a teacher, and the fundamental utility I saw for a feedback loop was to improve student learning. I envisioned a system whereby the textbook improved as students used it and were evaluated. If students show poor understanding of a particular process after studying from the book, change the book and try again. Or better yet, set up A/B testing on a chapter-by-chapter basis and do performance evaluation on the learning results. This is the approach that big internet companies use to make nearly every decision that makes them money.
But this is not the plan, at least not yet. No, the tracking will focus on collecting information on “student engagement,” allowing faculty (or administrators) to identify disengaged students before they fail out or leave the school. This is too bad, a missed opportunity to impact learning more directly. But it does answer the previous question I had about the business incentive to build this kind of system. Administrators are keenly interested in metrics for “student engagement”, and are increasingly wiling to pay for it. Integrating the data with the CMS gives the publisher a feature than can differentiate them from competitors in an increasingly competitive market for these systems. In a sense then, this isn’t about textbooks at all. The text is merely the content with which the student engages, the bait. The engagement is the thing, or more precisely, the data and analytics surrounding engagement.
Some Cheap-Ass Laser Pointers, An Essay
Reusing a Grading Rubric in Numbers for iOS
Last fall, I wrote about using Numbers on my iPad to create a rubric for grading lab reports. This semester, I wanted to use the same rubric with some minor modifications to score the same kind of report. Not much has changed in Numbers since then, but I wanted to jot down what I did so I remember for next time.
The first step was to duplicate the spreadsheet on the iPad, so that I wasn’t overwriting last year’s grades. I actually like to keep these around for when students ask me for recommendation letters, as they provide a record of details about a student’s work habits that I’ve long since forgotten. I think it can help a letter immensely to be able to say, “I knew this student when she was a freshman, and she was already a shining star on her first scientific report.”
After making a new copy of the spreadsheet, I deleted all rows except the first and copy/pasted this year’s roster into it. I slightly altered the requirements for the report, so I (luckily) remembered to modify the items and point values to reflect my expectations. After that, I was off to the grading races, this time using a form to do data entry rather than entering values directly on the table. I’ve commented on this view before, but this turns Numbers into a little bit of a database-flavored tool, giving just a bit more focus on an individual student’s ‘record’ than a spreadsheet allows.
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The major change this year is that Numbers on both iOS and the Mac are both connected to iCloud, making it completely seamless to access the grade sheet back on my Mac. Like last time, I set up a ‘mail merge’ (outdated name) to generate a one-page report for each student, which required that I save a copy of the spreadsheet to my Mac from iCloud. I guess the mail merge feature isn’t iCloud-aware just yet. This year, rather than creating a separate PDF for each student, I just copy/pasted the output in Pages into the body of an email, which was cleaner than last year’s PDF attachment.
Apple opens iTunes U registration
Yesterday, Apple made it possible for anyone to create an iTunes U course simply by activating their Apple ID in the iTunes U Course Manager. Previously, an instructor had to have their Apple ID activated by a school or college and be associated with that school’s iTunes U account in order to create courses. For a seemingly small change, this carries huge potential for increasing the availability and usage of the iTunes U platform, which I’m sure was Apple’s intention.
What Apple has done is to move the control over registration from the institutional level into the hands of the individual. I suspect one of the major frustrations Apple heard about iTunes U was that a school had to have an institutional iTunes U account in order for faculty to sign up and create courses. Now that anybody with an Apple ID can register, this removes that barrier. I would think that, at any time, an instructor could also have their institution associate their Apple ID with their school, but this is no longer a bottleneck (or gatekeeper) in the process. And it certainly was a bottleneck for me.
A couple weeks ago, I decided I wanted to use iTunes U as another way to package my course materials for the fall semester, so I searched through my email archives to find the login details sent last semester by our Info Services staff. These credentials opened iTunes and took me to the private OWU page, but didn’t seem to give any obvious way to create or manage a course. After digging through the help site for a while, I realized that I needed access to the iTunes U Course Manager, which was a web-based site, not one within the iTunes store. I contacted our Info Services director, and he followed up with Apple about how to add faculty users to our account. We’re still waiting to hear back from them.
Meanwhile, yesterday’s change means I no longer need to wait to hear back from them to start creating a course in iTunes U. Their reply matters only if I want to become what Apple calls an *affiliated instructor*. This allows my institution to add my courses to the school’s iTunes U page and grants me unlimited storage rather than the “limited” 20 GB of an unaffiliated user. Unless you’re planning to include video lectures (I’m not), I can’t imagine bumping up against such a generous limit.
Not only does this change lower or remove the institutional barrier to entry for instructors, it grants creative access to literally everyone with an Apple ID. I suspect this will expand the range of uses of iTunes U dramatically. For instance, a homeschooling consortium could create and share courses among its members easily. Small businesses could create courses that train new employees. Salesmen could package their brochures and background materials on products for their clients. These are all examples of creators that were previously excluded from creating materials due to their lack of affiliation with an institution who can now, with a few clicks, publish on this platform. All with a tiny change in account registration policy.
Making 3D Collada files for iBooks Author from PDB files
While messing around with iBooks Author, working on graphics and other media supplements for my book project, I noticed the ‘3D’ type of widget. I would love to be able to include a few structures of proteins in my project, so I started reading up on what kinds of files it supports. In short, it takes only 3D Collada files (short for collaborative design activity) and would allow the viewer to manipulate the structure on the iPad. Sounds great, but how do I make a 3D Collada (.dae) file?
The standard for storing 3D data for biomolecules is the PDB file, short for Protein Data Bank, and available for download from sites like the Research Collaboratory for Structural Bioinformatics (RCSB) PDB. Pretty much every protein that has been crystallized has had its coordinates deposited as a PDB file there. The great thing about PDB files is that they are not static images, they are a set of instructions for drawing a structure, and therefore can be interactively manipulated if opened with the right software.
The problem is, iBooks Author is not the ‘right’ software – it does not read PDB files. But fancy 3D modeling software like Maya or Blender, both of which export 3D Collada files, do not have a clue how to open a PDB file. Oh bother. A little searching around, though, led me to an open source plug-in called the embedded Python Molecular Viewer, ePMV. This nifty software loads within the fancy 3D modeling environment and gives you access to those PDB files.
After installing the version of Blender from the ePMV site and enabling the plug-in, I could open PDB files and begin playing around with the many, many settings available for coloring, lighting, and displaying the structure. I have a lot to learn as far as using the software to customize all of these features, but at least I’ve successfully exported a Collada file and inserted it into my iBook project. Now that I have a way to use them, it’s time to think about which structures I want to include and where.
Science apps
The Mental Floss blog has an article on what I was talking about yesterday:
Scientists have started to use the abilities and prevalence of smartphones to their advantage, creating apps specifically for their studies and crowdsourcing observation and data collection. When almost everyone has an Internet connection, a camera, and a GPS unit right in their phone, almost anyone can gather, organize, and submit data to help move a study along. Here are 10 projects and apps that will turn you into a citizen scientist.
OK, so its focus is apps for phones, but it’s getting there. Many of these examples are doing things that rely on the assembly of technology to do something that couldn’t be done without it, or not as well.
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