Saturday, June 15, 2013
Building a culture of fear: Glenn Greenwald's keynote address to the Freedom to Connect 2013 Conference
It is compelling and sobering viewing.
It is also a very clear example of how abstract issues and principles can be made very concrete and clear when annunciated by people who have achieved a very clear understanding of their subject matter. Indeed, I would say that it is among the very best object lessons of its kind that I have ever seen.
Saturday, June 08, 2013
Dave Winer's good sense on our current predicament
It is a good, sound read at http://threads2.scripting.com/2013/june/googleAndFacebookEtAllDidHaveAWayOut
Tuesday, May 14, 2013
Cultures and contexts of (formal) learning
Beyond the actual content and message of the book, which I found interesting in exactly the same way that I find much of the work about 'the new learning' interesting, what the book did was to prompt me yet again to reflect on some aspects of the question about how we get from where we are to where we think we should be going in formal education. For it is clear that having an ideal of/for learning is in many ways the least part of pursuing educational change.
The larger contextual stuff around the politics and economics of mainstream life is crucial. And most work on the new learning does not really address this dimension. My guess is that for most politicians and their constituents the primary question is "how do we keep formal education in some kind of sync with the rest of the social order?" Adults implicitly ask part of this question when they think about education in terms of their children's futures: how will their education help them to survive in the world? The more uncertain the times the more conservative the preferences seem to be; the more that learning seems to be 'sensibly' connected to shoring up abiding things, rather than preparing for change.
In many ways, I think, one of the messages of books like A New Culture of Learning is that embracing a new culture of learning will much better serve today's young people for living tomorrow than our present formal culture of learning does. And I believe that this message is as true as anything can be. But truth does not carry the day here. It will not carry the day.
I suspect that there are some pretty good ideas around about what some typical concrete scenarios of life might well look like for different groups of people in, say, 20 years time. It matters less how accurate the details turn out to be than that they be plausible, and that they can be expressed in terms that everyday citizens can understand. These would be scenarios about concrete people and concrete places and concrete circumstances within anticipated social orders. Clearly expressed in terms of how certain kinds of people -- like our kids -- are likely to be variously living out key dimensions of their daily lives.
With such 'scenarios' in place, it might then be possible to connect up what we are wanting to say about new cultures of learning to what we think we know about new cultures of living. I don't think it is enough to just say that we are in a time of constant change and we need learning cultures that can cope with this. At one level that is self-evidently true. But that is an abstract level. Everyday concerns of everyday people are rarely appeased or reasonably informed by the abstract.
I am looking forward to reading something that brings these points together in a way that can hope to win some hearts and minds.
Meanwhile, I will press on with reading Eric Schmidt and Jared Cohen on The New Digital Age: Reshaping the Future of People, Nations and Business, seeking out any clues that might lurk there.
All the while remaining aware that my concern concedes way too much to what Nassim Taleb -- in Anti-fragile: How to Live in a World We Don't Understand -- identifies as an orientation toward the fragile (thanks, cj, for the heads up).
Sunday, April 21, 2013
Scribbles on Scribd.com
I recalled some controversy around the Scribd site some years ago, but it had subsequently slipped off my radar. So I ran a quick glance over how it is viewed 'encyclopedially' (i.e., in Wikipedia), and then used the search function to see how some of our work and the work of colleagues played out on the site.
There were some interesting results. Some colleagues whose books we'd have expected to see with large numbers of downloads did not appear at all, or only marginally. Others, like Henry Jenkins, were conspicuous by their presence. Maybe some folk's publishers check the site out and ask for material to be removed. My own suspicion is that pricing may play a factor.
Let's face it, academic books in fields like our own are not, to a large extent, the kinds of books the everyperson in the street would track down and read. And most certainly our own books are not remotely like that. The people who will read these books are almost entirely people who have them prescribed for courses. This means that print versions of such books will tend to cost more rather than less. Getting a decent trade price for a book is pretty hard.
The combination of 'required reading' and 'significant price' is a sure bet for making 'sharing on Scribd' an attractive option.
Interestingly, the two books of our own that have attracted the highest number of downloads off Scribd are both foreign language works, but present very different cases.
The two versions of Nuevos Alfabetismos (New Literacies) available on Scribd.com have had somewhat over 2000 downloads. The book is published in Spain, has been through 4 printings since the Spanish version came out in 2008, and is not cheap in print (although the Kindle version is very significantly cheaper than the print version). The book is quite widely used as a text in Spain, one of those countries where university graduates--and young people generally--face grim career prospects. By the time the original publishers send on foreign language royalties to us, we might get a few hundred dollars each per year for this book. Even if everyone who downloaded a Scribd copy would otherwise have had to buy one we are talking about maybe a couple thousand dollars in lost royalties for us. That's nothing compared to what taxpayers poured into our respective educations. The publishers may feel differently, but we are not going to lose any sleep over it.
On the contrary. When people in Argentina and Spain invite us to give talks and pay for travel and for the talks we more than recoup any lost royalties. And even if that never happened, what price can an academic put on the privilege of having their hard-won words read by thousands of learners in formal institutions abroad?
Then there is a very different case--one that we find absolutely delightful. Someone has uploaded to Scribd what looks like a Malay version of A Handbook for Teacher Education. Some soul somewhere will have painstakingly had every page machine-translated and then uploaded the file and created a Contents list and so on. This is beyond humbling. There is no way the book would ever be published in Malay. Our only concern here is that some people have conspicuously found the book a less-than-inspiring read in English (and likely also in Portuguese and Chinese, the officially published foreign language versions). So enduring a machine translation is unlikely to prove any more rewarding--although it could well encourage some imterestingly 'innovative' education research .... Where a book does not exist in a language there can surely be no issue whatsoever and at any level over informal translations being published and used. In the case of academic books on research and theory and the like, I guess the main consideration is one of risk: that even worse things might result from people trying to apply the 'fruits' of 'learning via an informal translation from what happens when learners read official published and translated versions.
In the final wash up, for authors like us it doesn't make much difference whether someone reads a purchased version of a book or a shared version on sites like Scribd. It is nice to be read. It is also nice to be able to buy a new gadget by cashing in a modest royalty cheque. But given a forced choice it is better to be read. No question. That is what educationists write for--or should, in our view, write for. Too much education has been captured by publishers as it is.
At the same time, it is obvious that the lower the purchase price of a book is the less incentive there is to download a 'shared' copy. In some cases, for example, Kindle versions of our book sell for practically the same (challenging) price as the print versions. This seems crazy. Once a book has been set for print it costs next to nothing to make it available in electronic form. Some people will always pay the price of a hard copy book. Others will prefer an electronic version. And if they greatly outweigh the numbers who buy hard copy, then so be it. We'd like it if publishers worked out the costs of print viability, kept the margins tight and the price of hard copy as low as can be risked, and also offered the work electronically as close to cost of production as possible.
Saturday, April 20, 2013
More mucking around with the Google Nexus
I knew that the Chromebook was supposed to connect with Ethernet if one has a USB-to-Ethernet adapter. So I got one at the nearby Future Shop, but was not confident it would work because the adapter came with a note saying for PC and Mac, and it came with driver software for those OS.
Ever optimistic, I plugged the adapter into the Chromebook. There was a happy sound saying that something had been detected. Next thing I was online. Nothing surprises me much any more about the Chromebook. I worked away online enjoying the connection speed.
Then I had the inevitable further thought: I wonder what will happen if I plug the adapter into the micro-to-standard USB cable I use on the Nexus to stream media and documents from a thumb drive. Would the Nexus likewise run off Ethernet?
You guessed it, of course it does.
So long as there is an Ethernet connection the WiFi tablet can run, even if there is no wireless. I reckon that is pretty neat.
BTW, the USB-to-Ethernet adapter I bought was a Rocketfish model. It rocks.
Monday, April 15, 2013
Another nice open source moment
I have never understood why schools don't make more use of Ubuntu. Well, *any* use at all. In the course of my work I go into schools with 5-8 year old computers in their libraries and labs, limping along on XP, and I wonder to myself "Sure, XP was a good, stable, reliable OS but it is still clunky in that Windows way. I reckon these machines would go *much* better on Ubuntu, and the school staff would get some really neat tacit professional development working out how to set it up and maintained".
Anyway, that is somewhat beside the immediate point. Because I enjoy bluetooth sound and wireless printing we got a nice new bluetooth 3 transmitter for one of my machines. That left the vexing question of what to do with the old Kensington bluetooth dongle -- one of the long ones that looks like a thumb drive. It had always worked really well and I just hate throwing stuff out that works.
So I thought it might be time to see if I could get bluetooth running in Ubuntu on my old Asus netbook. I booted the machine up and dropped the Kensington into a usb port. I ran a search in apps on Ubtuntu for "bluetooth" and it threw up a generic looking driver. I wasn't hopeful, being accustomed to the Windows way of things where every bit of hardware seems to need its own drivers. The software downloaded in an eye blink, and I dragged the icon over to the menu sidebar and opened the program. Made a few clicks to see if I could find how to pair my Creative bluetooth speakers (I can't follow instructions so *have* to click around). In no time the speakers were paired, and my music was playing beautifully on Ubuntu's Banshee player.
In a word, I have 10 year old machines running Ubuntu like a new laptop on Windows 7 -- except that Ubuntu costs at most a donation to a worthy project. Ubuntu is not just the OS. It comes with Office apps, free and intuitive, and with a movie Player and Audio player that work like charms. I didn't expect to have success with the bluetooth, but it was all over in 5 minutes, and I am *not* a tech savvy type. As in other areas of my life I plod along enthusiastically.
If you have an old machine, and spare couple of hours, an available thumbdrive, and haven't done it before, I really recommend having a crack at putting Ubuntu on that old machine. It will let you partition the hard drive so you can keep the existing OS and then run Ubuntu on a second partitioned drive. Like they used to say about the White technology -- you know, the self-style "i-" stuff -- "it just works". Unlike the White stuff, however, it is not pretentiously over-priced.
Rather, it's free (as in open source free).
Sunday, April 14, 2013
When public transport is public
I can grab a cab and be home in half an hour for 280 pesos (around US$23 -- not unreasonable for a 12-15 km ride).
The other option is to catch the metro at the airport terminal station. This takes me an hour, and so long as the suitcase is not *too* large the trip is perfectly manageable.
The metro costs 3 pesos (25 US cents, more or less).
The Mexico City metro is one of the most fabulous public resources I know of, and I use it as my default travel mode about the city.
I wonder if there is anywhere else in the world where a reasonably reasonable cab fare is 93.3 times the cost of a reasonably convenient public transport option.
In an age of user pays, the metro system has got it right. The users pay 3 pesos, and they count in their millions.
There are many fabulous things about my favourite city, but nothing -- not even the museums and the pyramids -- can top the metro as a service to quality of life.