Beyond School

What is it?

Stockstock is a film festival consisting of short films made entirely from stock footage. We select a limited amount of stock footage and give it to you; your job is to make it into some kind of short video presentation.

Interested?

Read the rules, download the footage, make a film, and submit it to us. It’s a great way to have fun and get some practice editing video, whether you’re a pro or a complete beginner.

• Cool idea and fun way to train students in basic editing.  Next Fall?  Next week?
   - post by cburell

If you’re buying into the full necessity for all aspects of User Account Controls, the Secure Desktop visual cues help you understand why the dialog is completely modal and effectively locks Windows down until a real person sitting at the computer answers the prompt. But when you’re seeing it a dozen or more times a day (I’m seeing it a lot more frequently than that because, apparently, I have a habit of opening dangerous things), it gets old real fast.

• Even more invasive than SP 2. Kenny and I will have headaches.
  – post by cburell

Microsoft’s new Problem Reports and Solutions utility, which relies on Vista’s welcome built-in diagnostics tools, keeps track of device driver woes and some software failure events. The tool automates the process of searching for online-based solutions to Windows problems. So far, I have yet to see it really do anything helpful for me. But it has logged numerous problems with all of my test machines. And I suspect its main purpose is to help Microsoft evaluate device driver problems. At this point, it’s hard to get past the fact that of the 21 problems recorded by Problem Reports and Solutions on one machine and 16 on another, not a single solution has been found so far. I expect that experience to change after Vista ships. But the issues, and the fact that there are no solutions, aren’t confidence-inspiring.

• Bugs with no fixes: same old Windows.
  – post by cburell

6. Media Center isn’t all there and falls flat.

I have no problems with the way Microsoft has implemented Media Center in Windows Vista Beta 2, except for one little detail: On my three-week-old Media Center test machine, the act of launching any kind of live TV in Vista Media Center brings down hard the device driver for the PC’s ATI X1400 128MB/256MB video card, which fully supports Aero Glass. The picture displays for a split second and then the screen goes black, which was not exactly the transition I was hoping for. The same PC displays live TV perfectly when launched in Windows XP Media Center 2005 Edition. The drivers for the TV tuner and remote control and other Media Center goodies configured impressively and rapidly under Windows Vista. But if it doesn’t display TV, well, what’s the point?

So long as Microsoft gets you to do what it wants you to do, it doesn’t matter that it’s torturing the user experience in the process.

• Invasive, annoying: same old Windows.
  – post by cburell

1. Little originality, sometimes with a loss of elegance

Everywhere you look, Microsoft has copied things that Apple has offered for quite some time in OS X. The User Account Control features, especially with the Vista Standard log-in, look a lot like Apple’s user interface design. Too bad Microsoft doesn’t let you lock and unlock things (leaving those settings permanent) the way Apple does. More than 15 years later, Microsoft is still following Apple in operating system design and bundled materials. With some notable exceptions (including IE7+, where it copied Mozilla, and the Windows Sidebar, where it bests Apple, Google and everyone in user-interface design), Microsoft is belaboring the point by reinventing the wheel, often with an overall reduction in productivity and usability.

I have no problem with Microsoft copying Apple’s or any other company’s best interface designs. We all win when that happens, and I wish Apple would steal the best things Microsoft does right back. What’s really strange is when a company lifts good ideas and makes them worse, not better.

• Note: Reduced productivity.
  – post by cburell

The bitter end

After more than 15 years reviewing Windows operating systems, I didn’t just suddenly begin hating Microsoft or Windows. (Although I have to admit, OS X is looking better and better of late.)

• I’m reading this over and over in reviews. Case closed. No thanks, Microsoft.
  – post by cburell

19. Aero stratification will cause businesses woe.

The stratification of PCs based on whether they can display Aero will become a headache for IT managers. This problem is likely to grow over time, as more business-class PCs are equipped with 128MB or more of video memory.

It’s also intent on raising the bar to 64-bit architecture, driving the need for advanced video hardware and dual-core motherboards, and pushing the RAM standard to 2GB — all to help spur hardware and software sales over the next several years. Even though there are many great aspects of Windows Vista, taken as a whole, this next one could be Microsoft’s first significant operating system failure in quite some time — at least, as it’s configured in Beta 2.

Here are the 20 Vista behaviors and functionalities that could turn off Windows users. Windows newbies may not mind some of these things, but they will definitely try the patience of the millions of Windows users who’ve got real experience and muscle memory invested in Microsoft’s desktop operating system.

The competition

Where does Windows Vista fit among many of the PC-based operating systems of today and the last couple of decades? With Beta 2 running on multiple test units, I feel comfortable predicting that Windows Vista will not outpace Mac OS X Tiger for overall quality and usability. It’s hard to beat Apple’s top-notch GUI design grafted onto an implementation of Unix variant, BSD. Mac OS X has excellent reliability, security and usability. That isn’t to say that its user interface wouldn’t gain if Apple adopted some other best ideas of the day, but Apple has the best operating system this year, last year and next year. It’ll be interesting to see what the company delivers in its 10.5 Leopard version of Mac OS X.

Meanwhile, I’m placing Windows Vista as a distant second-best to OS X. I see Linux and Windows 2000 as being roughly tied another notch or two below Vista, with XP being only a half step better than Win 2000.

This may seem extraordinarily obvious; after all, Apple has built an entire advertising campaign around the concept. But I am obstinate, and I have loved Windows for a long time. Now, however, simplicity is increasingly important to me. I just want things to work, and with my Mac, they do. Though my Mac barely exceeds the processor and memory requirements for OS X Tiger, every bundled program runs perfectly. The five-year-old printer that doesn’t work at all with Vista performs beautifully with OS X, not because the manufacturer bothered to write a new Mac driver for my aging standby, but because Apple included a third-party, open-source driver designed to support older printers in Tiger. Instead of facing the planned obsolescence of my printer, I can stick with it as long as I like.

And my deepest-seated reasons for preferring Windows PCs–more computing power for the money and greater software availability–have evaporated in the last year. Apple’s decision to use the same Intel chips found in Windows machines has changed everything. Users can now run OS X and Windows on the same computer; with third-party software such as Parallels Desktop, you don’t even need to reboot to switch back and forth. The chip swap also makes it possible to compare prices directly. I recently used the Apple and Dell websites to price comparable desktops and laptops; they were $100 apart or less in each case. The difference is that Apple doesn’t offer any lower-end processors, so its cheapest computers cost quite a bit more than the least-expensive PCs.

• Mac’s new processor (Intel) gives it equal computing power to PCs.
  – post by cburell

But the long-­predicted migration of software from the desktop to the Internet is finally happening. Organizations now routinely access crucial programs from commercial Web servers, and consumers use Google’s services to compose, edit, and store their e-mail, calendars, and even documents and spreadsheets (see “Homo Conexus,” July/August 2006). As this shift accelerates, finding software that works with a particular operating system will be less of a concern

• This shift to web-based applications is the next thing we should talk about in our school vision. It will require administrative attention and real listening. It could save hundreds of thousands.
  – post by cburell

But many of Vista’s “new” features seemed terribly familiar to me–as they will to any user of Apple’s OS X Tiger operating system. Live thumbnails that display petite versions of minimized windows, search boxes integrated into every Explorer window, and especially the Sidebar–which contains “Gadgets” such as a weather updater and a headline reader–all mimic OS X features introduced in 2005. The Windows versions are outstanding–they’re just not really innovative.

• Vista will require teacher training just like OS X will. But it just imitates OS X. This review is from M.I.T.’s tech review website.
  – post by cburell

My efforts to get Media Center working highlighted two big problems with Vista. First, it’s a memory hog. The hundreds of new features jammed into it have made it a prime example of software bloat, perhaps the quintessence of programmer Niklaus Wirth’s law that software gets slower faster than hardware gets faster

• Big problem. Read on.
  – post by cburell

Although my computer meets the minimum requirements of a “Vista Premium Ready PC,” with one gigabyte of RAM, I could run only a few ­simple programs, such as a Web browser and word processor, without running out of memory. I couldn’t even watch a movie: Windows Media Player could read the contents of the DVD, but there wasn’t enough memory to actually play it. In short, you need a hell of a computer just to run this OS.

• This is hugely persuasive that Vista is not our solution.

  MIT is saying it’s a bad product.

  – post by cburell

Second, users choosing to install the 64-bit version of Vista on computers they already own will have a hard time finding drivers, the software needed to control hardware sub­systems and peripherals such as video cards, modems, or printers. Microsoft’s Windows Vista Upgrade Advisor program, which I ran before installing Vista, assured me that my laptop was fully compatible with the 64-bit version. But once I installed it, my speakers would not work. It seems that none of the companies concerned had written a driver for my sound card; it took more than 10 hours of effort to find a workaround. Nor do drivers exist for my modem, printer, or several other things I rely on. For some of the newer components, like the modem, manufacturers will probably have released 64-bit drivers by the time this review appears. But companies have no incentive to write complicated new drivers for older peripherals like my printer. And because rules written into the 64-bit version of Vista limit the installation of some independently written drivers, users will be virtually forced to buy new peripherals if they want to run it.

• This is a nightmare. Imagine teachers, students, parents, Kenny, and me having to troubleshoot all of these driver problems.

  It would ruin the whole 1:1 initiative.

  – post by cburell

Struggling to get my computer to do the most basic things reminded me forcefully of similar battles with previous versions of Windows–for instance, the time an MIT electrical engineer had to help me figure out how to get my computer to display anything on my monitor after I upgraded to Windows 98. Playing with OS X Tiger in order to make accurate comparisons for this review, I had a personal epiphany: Windows is complicated. Macs are simple.

• From MIT itself, what I’ve been saying all along:

  “Windows is complicated. Macs are simple.”

  – post by cburell

Opinion

All this adds up to make using Vista, look much more like a Faustian bargain, giving in your freedom and rights to Microsoft for “premium content” that you probably won’t be able to play on your hardware anyway.

Hopefully hardware manufacturers will put their foot down, and tell Microsoft “no way”. And the media companies should really consider if they want to put all their trust into Microsoft allowing them to run their premium content on Vista as “once this copy protection is entrenched, Microsoft will completely own the distribution channel”. And Microsoft has shown that when it is a monopoly, it certainly likes to abuse that power.

Lots of home users are also going to be bitten by this – and will warn others away from Vista. They will look at other solutions, such as Linux which will allow them to play whatever they want, however they want.

I think (and hope!) Vista will be the unravelling of Microsoft’s desktop domination – Various non-IT people I have spoken to lately (in particular small/med business owners) are going to avoid it as long as possible, because of the high cost of upgrading all their computers AS WELL as the additional problem of getting legacy applications to work on the new Vista, and having to perform staff training for the new releases of programs.

Linux is becoming a smarter alternative for the desktop every day now. And when people have to move from Windows XP, it is very likely we will see a massive uptake of Linux. Virtualisation and emulation technology will also make it far easier to deal with the issue of legacy windows programs.

MacOS is also a very nice alternative these days as well and the hardware is relatively affordable (and damn nice!), although MacOS could have DRM pushed into it should apple decide to do so, as it does contain a lot of propietary code.

Back to the book analogy, its as if the book will not open and let itself be read unless you can prove to the publisher that you are keeping the book in a locked room so no one else will ever read it. And it is Microsoft who has enabled this, by providing the the tools to do so in their operating system. Remember the fallout from Sony putting spyware, err copy protection, in their CD’s — turns out that that event was just a dress rehearsal for Windows Vista.

As Rosoff’s statement implies, many of Vista’s DRM technologies exist not
because Microsoft wanted them there; rather, they were developed at the behest
of movie studios, record labels and other high-powered intellectual property
owners.

“Microsoft was dealing here with a group of companies that simply don’t trust
the hardware [industry],” Rosoff said. “They wanted more control and more
security than they had in the past” — and if Microsoft failed to accommodate
them, “they were prepared to walk away from Vista” by withholding support for
next-generation DVD formats and other high-value content.

Microsoft’s official position is that Vista’s DRM capabilities serve users by
providing access to high-quality content that rights holders would otherwise
serve only at degraded quality levels, if they chose to serve them at all. “In
order to achieve that content flow, appropriate content-protection measures must
be in place that create incentives for content owners while providing consumers
the experiences they want and have grown to expect,”

Nope, no arrogance here.

Matt Rosoff, lead analyst at research firm Directions On Microsoft, asserts that
this process does not bode well for new content formats such as Blu-ray and
HD-DVD, neither of which are likely to survive their association with DRM
technology. “I could not be more skeptical about the viability of the DRM
included with Vista, from either a technical or a business standpoint,” Rosoff
stated. “It’s so consumer-unfriendly that I think it’s bound to fail — and when
it fails, it will sink whatever new formats content owners are trying to
impose.”

Like all parts of speech, verbs are strongest when
they are precise and concrete. For verbs, “concrete” is the quality
of expressing real movement in the real world–or in fiction, the
world we accept as real. In other words, strong verbs tell us
exactly what is done and that is a real action.

Verbs have a natural hierarchy, from strongest to weakest:

• Doing (strongest)
• Saying
• Thinking or feeling
• Being done to
• Being (weakest)

This example should illustrate the hierarchy of verbs
in reverse order (from weakest to strongest):

• Jim was sick.
• Jim was being made sick by the clam dip.
• Jim felt sick.
• “I feel sick,” Jim said.
• Jim vomited on the Persian rug.

The strongest verbs express actions in the realworld. The weaker verbs express less real-world action. At the bottom are the being verbs which express either no action or very little.

As an exercise, revise a couple of pages (about 500 words) of your writing so that verbs which are not already doing or saying verbs are raised at least one level in the hierarchy wherever this is possible.

From this excellent writing site:

At their best, adverbs spice up a verb or adjective. At their worst, they express a meaning already contained in it:

• “The blast completely destroyed the church office.”
• “The cheerleader gyrated wildly before the screaming fans.”
• “The accident totally severed the boy’s arm.”
• “The spy peered furtively through the bushes.”

Consider the effect of deleting the adverbs:

• The blast destroyed the church office.
• The cheerleader gyrated before the screaming fans.
• The accident severed the boy’s arm.
• The spy peered through the bushes.

In each case, the deletion shortens the sentence, sharpens the point, and creates elbow room for the verb.

A half-century after his death, Meyer Berger remains one of great stylists in the history of The New York Times. One of his last columns describes the care received in a Catholic hospital by an old blind violinist:

The staff talked with Sister Mary Fintan, who (in) charge of the hospital. With her consent, they brought the old violin to Room 203. It had not been played for years, but Laurence Stroetz groped for it. His long white fingers stroked it. He tuned it, with some effort, and tightened the old bow. He lifted it to his chin and the lion’s mane came down.

The vigor of verbs and the absence of adverbs mark Berger’s prose. As the old man plays “Ave Maria�”

Black-clad and white-clad nuns moved lips in silent prayer. They choked up. The long years on the Bowery had not stolen Laurence Stroetz’s touch. Blindness made his fingers stumble down to the violin bridge, but they recovered. The music died and the audience pattered applause. The old violinist bowed and his sunken cheeks creased in a smile.

How much better that “the audience pattered applause” than that they “applauded politely.”

Excess adverbiage reflects the style of an immature writer, but the masters can stumble as well. John Updike wrote a one-paragraph essay about the beauty of the beer can before the invention of the pop-top. He dreamed of how suds once “foamed eagerly in the exultation of release.” As I’ve read that sentence over the years, I’ve grown more impatient with “eagerly.” It clots the space between a great verb (“foamed”) and a great noun (“exultation”), which personify the beer and tell us all we need to know about eagerness.

Adverbs have their place in effective prose. But use them sparingly.

Workshop

1. Look through the newspaper for any word that ends in �ly. If it is an adverb, delete it with your pencil and read the new sentence aloud.
2. Do the same for your last three essays, stories, or papers. Circle the adverbs, delete them, and decide if the new sentence is better or worse.

From the Times, “Fears that text messaging may have ruined the ability of teenagers to write properly have been shown to be unfounded after a two-year study revealed that youngsters are more literate than ever before.” Despite the frequent use of IM abbreviations, improvements were noted in the use of more complex sentence structures, wider vocabulary, and more accurate use of punctuation and spelling.

The debate is about who should determine the design and choice issues in the way students learn – Siemans says:

Open standards (or software) and APIs enable mashups and re-creations beyond what initial designers had planned. The end-user, not the designer alone, determines what can be done.

and goes on to argue that:

Too much of our learning is being designed as if the choices of the learners didn’t matter. We design LMS’ to lock learners into our format, our model. When the learners leave our institution, we eliminate their choice of further access to learning materials. When a learner would like to demonstrate competence in a certain way (for assessment purposes), we instead require a 2000 word essay. With education, the design of learning should follow a similar model as with any other design process: namely to balance the needs and intent of the designer with the end user. In terms of educational design, the choice has traditionally rested with the institution. [emphasis added--Clay]

He suggests that this is the attraction of social software:

The draw of blogs, wikis, podcasting, video logging, social bookmarking, and other social tools for educators arises from direct observation of what happens when learners are given choice. It’s enormously motivating to watch learners learn through dialogue – forming connections with learners and experts beyond the walls of a classroom (or LMS)…seeing passion replace routine, engagement replace passivity.

In these reports, and others, emphasis is placed on getting students actively involved in doing science and thinking like scientists. In its executive summary, the NSF report recommends that “. . . all students learn [science] by direct experience with the methods and processes of inquiry.” While doing, thinking, and inquiring, students learn science and also develop key skills including collaboration, teamwork, communication, and responsibility.

An important characteristic of studio classrooms is that students have more control and responsibility for outcomes than in traditional classrooms. Instructors and teaching assistants (TAs) are mentors, acting as learning guides, providing the learning environment and materials needed for students to create their own learning. Instructors help students start on projects and are on hand as resources for students to use. Besides the instructor, learning resources include traditional texts and other reading materials, and also student peers in a class. Consequently, a key to success is that students must attend class and everyone must participate; this requires some adjustment by students who have not experienced such a classroom environment before. Most students, however, do catch on and in the end find it easier to attend fewer classes even if they are of longer duration.

Yesterday I noticed, that there is no way to search all social bookmark services at once. “There must be something like a meta search for that“, I thought.

Nope, there wasn’t. I did a research but I found nothing except some dead links from sites who might have had this service but are offline now.

Google Co-op is a very nice way to set up a custom search engine, and although I like Rollyo and Swiki, Google is still the best: Fast crawling, huge index. And I like the easy way to integrate the co-op search within Drupal.

Easy said, easy done, here we go: My Social Bookmark Search Engine.

Based on the results of the study conducted by Ede and Lunsford
[39], seven organizational patterns for collaborative authoring were
identified. These patterns are:

1. the team plans
   and outlines the task, then each writer prepares his/her part and the group
   compiles the individual parts, and revises the whole document as needed;
2. the team plans and outlines the writing task, then one member prepares
   a draft, the team edits and revises the draft;
3. one member of the team
   plans and writes a draft, the group revises the draft;
4. one person
   plans and writes the draft, then one or more members revises the draft
   without consulting the original authors;
5. the group plans and writes
   the draft, one or more members revise the draft without consulting the
   original authors;
6. one person assigns the tasks, each member completes
   the individual task, one person compiles and revises the document;
7. one dictates, another transcribes and edits. Results from the study
   indicated that the percentage of writing groups that use these methods often
   or very often range from 3% (method 5) to 31% (method 3).

• Interesting research on collaborative writing models.  Obvious relevance to classroom wiki workshop designs and roles.
   - post by cburell

Survey one, which was administered to a large group of writers
(approximately 800), provides information on the amount of time spent on the
various phases of the writing process. The results show that generating
ideas (14%), note-taking (13%), organizational planning (13%), drafting
(32%), revising (15%), editing (13%) contribute to the total writing
process. Ede and Lunsford [39] also examined co

llaborative authoring and the results
indicates that the level of satisfaction in the group writing process is influenced by eight items:

• the degree to which goals are articulated and shared;
• the degree of openness and mutual respect;
• the degree of control the writers have over the text;
• the degree to which writers can respond to others who modify the text;
• the way in which credit (directly or indirectly) is acknowledged;
• the presence of an agreed upon procedure for managing conflicts and
  resolving disputes;
• the number and types of (bureaucratic) constraints imposed on the authors–
  deadlines, technical/legal requirements, etc., and;
• the status of the project within the organization.

• Again, interesting for wiki-based projects.  The percentages of total project time taken by each phase of the writing process is especially relevant to the student-created wiki textbook project I’m launching in my history class this week.
   - post by cburell

Newcomer iShowU is a very strong competitor with Snapz Pro X when it comes to movies. I’ve found that I have more control with iShowU, being able to pause the capture, for example. It also comes with many presets for various types of movies. Again, you have the option to capture a microphone track, and choices for audio quality.

The problem with bullet points and slide headings, says Atkinson, is that they typically do nothing more than establish dry, lifeless categories of information. What is usually missing is a story, something “juicy, coherent and full of life.” Hence, “some of the world’s largest organizations have adopted the word ’story’ as their new mantra for corporate communictions.”

Atkinson cites Aristotle in his definition of ”story”: it should include “action, a plot, central characters,” and even “visual effects.” He adds that classical notions of rhetorical persuasion should also play a part in the formulation of presentations. PowerPoint slides should thus articulate a story, an old-fashioned narrative incorporating ancient ideas of how to be persuasive.

Teachers have claimed that homework mirrors “the real-world.” Society has certainly seen a recent change in how much work Americans are carrying home and no one is praising that practice. Why then, would we want to extend a student’s work day by hours? One final claim by teachers has been that they are expected to carry stacks of papers home to correct so why should students not also work beyond the school day. That is a punitive argument and very faulty reasoning. Research has shown that papers covered in red check marks do not comprise a valuable learning experience for students. WritingNext reiterates the research that teaching students to revise and edit their writing has the greatest impact on the quality of student writing. Surely, students working together in math to find and correct errors in thinking would have a similar effect. The achievement levels of elementary students are not positively impacted by homework except for independent reading. Based on research many schools require thirty minutes of “home-reading” a day. I would also ague that if students are going to spend their time watching mindless television, perhaps the homework is a better alternative. But, if the students can engage in sports and physical exercise, play games and do puzzles, socialize and converse, help family members with chores, lie on their backs and watch the clouds … we will actually go further in helping young students become active and engaged learners during school hours.