Rhythm game inches ever closer to ruining the game by making all your hours of playing result in the practical skill of actually learning how to play the musical instruments… First they made fans look silly playing miniature plastic instruments and now all of this might result in actually learning how to play music. Talk about accidental education.

Moodle is not a verb, or is it?

I’ve been hearing about Moodle at ed/tech conferences for longer than I can remember. In the early years it seemed to be an “under the radar” project bringing together the open source tech community and educators. More recently, with district administrators making decisions to roll-out Moodle, the concept seems to have shifted from a roll-your-own thing to something imposed upon teachers with little training, assistance or attempts to generate buy-in. In either case the platform has appeared to be largely text-driven and visually challenging. Wikipedia has an excellent overview of Moodle at http://en.wikipedia.org/wiki/Moodle.

The following video is intended to help those unfamiliar with Moodle’s module-mentality (and also for big fans of Legos!):

This next video is a good overview of the Moodle interface that includes a few commons tasks teachers might do:

For those curious for more in-depth training I located a course available through Lynda.com at
http://www.lynda.com/home/DisplayCourseN.aspx?lpk2=47547

Other tutorials are available at: http://moodle-tutorials.blogspot.com/search/label/Moodle%20Video%20Tutorials and
http://docs.moodle.org/en/Teacher_documentation.

One of the most important thing to remember about learning platforms, whether we have a say in their roll-out or not, is that it’s an opportunity to enlarge your reach with your students and that it’s your input that changes these things from being just tools to becoming learning opportunities.

Please review these videos and info and come to our Wimba session ready to talk about Moodle.

Sources:

* moodle logo. http://docs.moodle.org/en/License retrieved on 12/13/2009

* youtube video/image: Moodle explained with LEGO short version posted by moodlefan. http://www.youtube.com/watch?v=_XPZl6LLvik retrieved on 12/13/2009

* Youtube video: What’s Moodle? posted by jenericjarvis. http://www.youtube.com/watch?v=4jY9KcHwIWI&feature=related retrieved on 12/13/2009

The Role of Technology in Education

As you work through this course’s reading assignments and create your Udutu project you might notice that you might be the only one among your peers working at such a high level of expectation as far as the integration and useage of technology in the day-to-day functioning of a classroom. Why is that? The normal excuse on the part of educators tends to be the lack of time and on the part of administration the lack of funds. And even when technology is brought into the classroom the purchasing process tends to be such a top-down “what do we need now” event, lacking any long-term vision or implementation plan that it’s no suprise that thirty-years after the arrival of the first small computers into the classroom, we’re still having this discussion.

One of the voices of dissent is astronomer Clifford Stoll, who feels that the last thing we need is to have students equate staring at a picture of the Louvre on a computer screen with anything remotely similar to experiencing the real thing. When Dr. Stoll wrote Silicon Snake Oil (1996) the Internet was in just in its commercial infancy, NetDay had 20,000 volunteers wiring local schools to the Internet and there was great buzz about improving education by improving access to the Information SuperHighway. At the time his concern was whether this investment in infrastructure could be better spent on teachers instead of tools. Over a dozen years later, with institutions flying to “online learning” as a way to cheaply expand programs without having to invest in more facilities or faculty, the question still remains whether sound pedagogy is even entering into these decisions.

The following videos look at the role of technology in education, but not in such a “either/or” point of view. The first video harkens from the dawn of the small computer era when Seymore Papert developed something called Logo to teach programming to children:

This next video is one man’s crazy idea to enable third world children to completely skip industrialization and move from agrarian culture to the information age. Another alumni from the MIT Media Lab, Nicholas Negroponte talks about the deployment of the OLPC (One Laptop per Child) program:

In this last video the protagonist looked outside his office window, to a wall that separated his nice surroundings from a slum and thought, I wonder what would happen if… Thus began Sugata Mitra‘s “Hole in the Wall/Digital Divide“ studies:

Please review these videos and come to our Wimba session ready to talk about the Role of Technology in Education.

Sources:

* The Internet? Bah! Hype alert: Why cyberspace isn’t, and will never be, nirvana, by Clifford Stoll | NEWSWEEK (From the magazine issue dated Feb 27, 1995). http://www.newsweek.com/id/106554 retrieved on 12/7/2009

* Youtube video: Seymour Papert 1983 posted by cynthiaso. http://www.youtube.com/watch?v=bOf4EMN6-XA retrieved on 12/7/2009

* TED video: Negroponte takes OLPC to Colombia. http://www.ted.com/talks/nicholas_negroponte_takes_olpc_to_colombia.html retrieved on 12/7/2009

* TED video: Sugata Mitra shows how kids teach themselves. http://www.ted.com/index.php/talks/sugata_mitra_shows_how_kids_teach_themselves.html retrieved on 12/7/2009

Kevin is a very committed believer and has shared the connection he feels between his beliefs and his actions. There’s something amazingly simple and powerful in this. And in his video he illustrates it so well with the example, if you really believe that the world is beautiful than you should be doing something about it, like picking up the trash and recycling. So simple and so powerful.

I think I know what Kevin means, if we believe in something it should effect how we act and how we live our lives. A frustration that I have, that Kevin may or may not share with me, is the obvious gap between what I consider the prime-directive left by Jesus to his followers and how his followers seem to live with one another:

“”A new command I give you: Love one another. As I have loved you, so you must love one another. By this all men will know that you are my disciples, if you love one another.” (John 13: 34-35 NIV)

Having moved from Southern California to Central Florida, where there seems to be one church for every city block, and sometime two, I’m not sure that I’ve seen much in the way that would convince me that I’m now living among His followers. Perhaps that’s not very fair. Let’s put it this way, I haven’t seen much of a difference between those who have shared their faith with me and the rest as far as quality of life, compassion, you know “By this all men will know that you are my disciples, if you love one another” kind of stuff.

Now there’s a possibility that this region, this place is so saturated with religion and basic Christian principles that the guy in the bar and the guy in the pew are both looking for the same things in life and going about it pretty much the same way, except for one guy sleeps in on Sunday morning and the other doesn’t (and don’t assume which one is which). I don’t know. If someone is trying to persuade me that their faith has something to offer, than I have an expectation that I’m going to see a difference in their life that I wouldn’t see in someone who doesn’t share that belief. I think Kevin was talkin’ about more than just trash when he hummed, “If what you learn doesn’t change what you do, then why you learnin’ it?”

Sources:
YouTube: Change is good by Kevin Hayes, http://www.youtube.com/watch?v=P_Jma04y40I retrieved on October 16, 2009.
Bible Quote: John 12:34-35, http://www.biblegateway.com/passage/?search=John+13%3A34-35&version=NIV retrieved on October 16, 2009

Me and Sparky before the End - photo by Joe Bustillos (cc) 2009

My proposed consultancy was to help an independent folk artist, Neva, with her website, to take her web-presence to the next level and leverage the tools out there for many many others to discover her music and great onstage presence. Sparky has known me for a long time, going back to getting my masters degree at Pepperdine in 2002, so to him it probably looked like Joe was just doing another web project and not stretching himself all that much. Though he would never say this directly, he was asking me what makes me think that I deserve to be part of their “doctorate club,” what do I bring to the table that might permit me to add “Ed.D” to the end of my name?

Kirk: Captain of the Enterprise, huh?
Picard: That’s right.
Kirk: Close to retirement?
Picard: I’m not planning on it.
Kirk: Well let me tell you something. Don’t! Don’t let them promote you. Don’t let them transfer you. Don’t let them do *anything* that takes you off the bridge of that ship, because while you’re there… you can make a difference. – Star Trek: Generations (1994)

I had a friend who became my friend after he beat me, getting the job that I wanted as technology coordinator for the school district we both worked in. He was the much better choice for the job. I’d go to his office every once in a while and he’d be required in a hundred places at once and after the dust settled, he’d ask what I was working on in my lab. He’d listen carefully and then say how much he missed crawling under tables, connecting CAT-5 cables, setting up servers and making the hardware and software work. I don’t doubt that there were days that he’d easily give up the suit and tie for the cable-ties and dust-bunnies, but he did so much good setting the policies, practices and standards that enabled the school site tech-coordinators to be education- and student-centric, to drive the technology to do what the vendor promised in pursuit of delivering the best educational experience. I was told that he was a pretty damn good teacher in the computer lab. But the circle of his influence reached so many more students when he left the classroom and started enabling teachers and tech-coordinators to do their best. That’s what I wanted for myself when I began the doctorate program five years ago, to take the good that I’d learned with my classroom of students and enable other teachers to give the same opportunities and learning experiences to their students.

When I began the doctorate program I was a computer lab teacher working at a K-5 elementary school, seeing about 600 students per week, working on everything from basic keyboarding, to teaching PowerPoint to first graders, Excel to second graders and HyperStudio to everyone else. Beginning the second year of the doctorate program I took a job teaching print media/technology and math to sixth, seventh and eighth graders at the middle school level. The transition wasn’t particularly smooth and I ended up taking a leave of absence from Pepperdine after the winter term in order to adjust to my new assignment. Before taking the middle school job I had applied for the same tech coordinator job that I’d lost out to my friend, who was being kicked upstairs to an assistant superintendent job. It was another “no,” and I knew that I lacked secondary ed experience, so that was one thing that was in the back of my mind when I took the middle school job. At the end of three years teaching at the middle school level I could say that I was pretty good at what I did but I was still working on a level that wasn’t really reaching much beyond the walls of my classroom. Fortunately, the opportunity presented itself to break free from my former classroom’s walls and teach online at the masters level for Full Sail University.

Stickam screenshot by Joe Bustillos (cc) 2009

While not as influential on a policy level as a district tech coordinator might be, I was influencing a new group of teachers every month, making a difference in their professional lives, helping them develop new tech and media skills and enabling them to deliver a better educational experience to their students. Thus, working at Full Sail has definitely helped me realize part of the dream to be an influencer on a much bigger level than my previous classroom had afforded to me. And while there are monetary benefits that would come from having the doctorate, the job is not depended on adding three letters to the end of my name.

What still lacks, though, was something that I knew when I set about to get my masters degree. At the time I was teaching video journalism to fifth and sixth graders as part of a Magnet school program that I had helped to develop, but I knew that my position was dependent on the whim and choices made by people further up the chain of command. And sure enough, at the end of the grant I was “encouraged” to find another assignment and ended up at the K-5 computer lab, switching districts. Then four years later it happened again (funding changed and my job was eliminated) and that’s when I switched to the middle school job. The masters degree was supposed to help me keep my tech position and it did help me keep my middle school job because I didn’t have a single-subject credential or a computer science undergraduate degree. But I still was working at a level where if someone up the chain sneezed, I caught the cold. These days there are no teaching jobs with 100% security, but I think what I’m really driving at is working on things that are much more fundamental to teaching and technology than ensuring a cushy teaching position.

The research that I was beginning to work on, before my disenrollment from Pepperdine, was what impact might happen if a public school district were to switch from printed textbooks to e-textbooks delivered on small devices like iTouches and Kindles. I wasn’t thinking in terms of literacy improvement but on bottom-line TCO level and the possible shift away from fixed, one-size-fits-all curriculum to dynamic, interactive, current, classroom-specific curriculum where the expertise of the classroom educator and familiarity with specific class’ strengths and need might be drawn into the process of what e-textbooks are used in the classroom. I was also thinking about the destabilizing factor this shift might have with the powerful textbook lobby as far as reducing their part of the budget which might also reduce their influence on the politicians who determine which curriculum to follow. Then, of course, the governator announced his proposal to go computer-based e-textbooks to save the California millions of dollars. I guess I was on the right track.

So, if I were to continue this research than the whole state of California might become the testbed. The point is that as I was watching the deployment of this technology into the general public over a year and a half ago and I could see how it would benefit educational users in terms of TCO and, more importantly, in terms of shifting towards a much more flexible system for delivering educational content.

Raising my sights from this particular example to the larger picture of my life’s mission, which is what I think Sparky was trying to guide me toward, I have to lock on to the common threads that I have seen since my masters program days:

• The power of online technology to enable deep, long lasting, life changing communities of practice,
• The need to balance measurable learning growth with the fact that education is at it’s heart a human endeavor, and while we humans are forever capable of exceeding anyone’s expectations, we do not do so on anyone’s set schedule or according to anyone’s predetermined quotas,
• After 30-years in the classroom the problems with Technology are not about the need for more teacher training or even better technological tools. The problem is a persistent “school” culture that is still run on the competitive factory manager model where little unformed minds come in one door and little learners walk out the other, having all had the same coat of paint and varnish applied to their outsides.
• The world of technology is changing and moving forward at a pace that the traditional world of education cannot hope to keep up . But we have to find meaningful ways to keep up, which means we might have to abandon fixed mindsets about education and the classroom and teaching that were from a time when a high school graduate could enter the job market and build a lifelong career with one company.

What this means to me is that I see my position at Full Sail as a foundation to enable my graduate students to mine the depths of community, to change their learning environments one student and one classroom at a time, to reflect the best that we can accomplish by efficiently using technology and media in our instruction and interaction with our students, and to learn from every success and every set-back. This also means that I must dig deeper into my own community of learners and be less of a lurker and more of a participant and agent of change. Too long the writer in me has enjoyed the anonymous vantage of the untraceable voice making sarcastic comments from a hidden perch. And it is too tempting to let myself get distracted in my little cubicle by all of the shiny gadgets being introduced on a regular basis and to favorably compare my lack of progress with those around me who have no calling in their lives. It’s time to occupy the Captain’s chair.

It isn’t about getting a doctorate and then “retiring” on some level. Perhaps that’s part of my previous caution, is that I didn’t want to expend so much energy in the pursuit that I wouldn’t have anything left for the post-doctorate part of my life. I don’t know where I got that notion from but it seems pretty stupid as I commit the thought to words on the screen. Anyway, I don’t come from a family with too many doctoral academics. There are plenty of masters graduates among my siblings and cousins (amazing when one considers that a high school diploma was the terminating degree of almost 100% of my parents’ associates who graduated at all). So I don’t come at this with any sense of expectation beyond acknowledging that I have been one lucky kid who worked to keep his options open to pursue his academic musings. I guess it’s time to be the adult and not the lurker, to do more than guide the next generation, but to have part in changing the paths that they will follow.

I think that drive, the intellect and passion behind it are the keys to my entrance into the hall of academics, the mythic doctorate club. I will not check my ID or my iPhone at the door.

Sources:
images: Me and Sparky and 090723 stickam session by Joe Bustillos (cc) 2009

Quote: “Captain of the Enterprise?” from the movie: Star Trek: Generations, story by Rick Berman, Ronald D. Moore and Brannon Braga, http://www.imdb.com/title/tt0111280/quotes retrieved on 7/23/2009

YouTube video: Leading the Nation Into a Digital Textbook Future – Governor Arnold Schwarzenegger (Teil 1), posted by http://www.youtube.com/watch?v=9hPi1hrJxFQ retrieved on 7/23/2009

Mentoring Analysis – The Benefit of Learning By Example

dad workin

I can’t believe how my brother betrayed me. There he was, just rambling on, completely oblivious to the betrayal. I can’t believe he’d forgotten the vows we’d made during those numberless sweaty Saturdays out in the backyard under the heartless afternoon sun as our father rained down on us pruned branches to be cut and dissatisfaction at our efforts.

I thought that it was understood that once we’d successfully escaped our father’s unsatisfiable tutelage that we’d never ever again spend another day toiling under the sun, pruning trees, or doing anything beyond the minimum necessary to keep the lawn from over-growing and swallowing up the patio furniture. But there he was proudly displaying his garden and the huge ears of corn he was expecting in a few weeks. Damn. I guess new homeownership does that to a person.

Okay, so not everyone takes the vows of teenage-boys seriously (brother!), and it wasn’t exactly the “Grapes of Wrath.” But it was negative enough to leave the above “not-so-fond” memory. Let’s just say, when I began to read Shea and recalled the nurturing/supportive characteristics we all agreed a mentor should have, my father silently slipped off the list . . . at first.

Based on Gordan Shea’s list of twenty characteristics about “What Mentors Do” (p.14) my father exhibited eight of the twenty characteristics (usually having to do with doing the job right, and his quotable quote was, “Can’t you guys do anything right?!,” so I wasn’t sure whether I should count that one). Of the twenty-two characteristics (see below) that we cooked up in Colorado his numbers dropped to just two. Actually, this whole business of going back and mining my memory for mentoring moments and/or relationships was getting pretty depressing for me. As I worked my way through my list there was an obvious pattern of learning from a distance so as not to get too close to whichever leader (and suffer from his/her potential wrath). It’s pretty clear where that pattern came from.

It was many years later in the middle of one of my child-development classes, when we were discussing the Characteristics of Play, that it suddenly dawned on me that my father’s endless weekends of yardwork was his form of leisure. It was his form of play. Of course, none of this had made sense to my brother and I as kids because this was anything but fun to us. But to my father the “work” meant a great deal to him and having us there to “share” it with him also meant a great deal (even though we were anything but receptive to any message at the time). And even odder still was that he worked in landscaping and spent his whole week doing pretty much the same things for a living. The only difference, on the surface, between his work-a-day world and what he did on the weekends he was working on his yard with his boys. But at the time we never saw it.

In one of last term’s readings Frank Smith made it clear that learning happens whether we want it to or not, more from the people we’re around than from the words of teachers.

“We learn from the people around us with whom we identify. We can’t help learning from them, and we learn without knowing that we are learning.” Frank Smith. The Book of Learning and Forgetting, 1998, p.3

So when I look at the person I’ve become and look at the long hours that I put in and the high expectation that I have for myself and the work that I do, I now know where those values came from. Those were values that were important to him, values that saw him through the early years of his own life when he didn’t have a father to lead him. And just as he never looked at the difficulties of his own up-bring for an apology for not having had a “perfect childhood,” I don’t expect or want an apology from him for the often vitriolic relationship that we had as father and son. I understand that he was just being a man, a man true to his core values and those values didn’t always translate well to squirrely seven- and ten-year-old boys.

cloudy sunset over Mission Viejo CA circa 1977

Dear ol’ dad, whatever his conscious intentions may have been (prune trees, cut branches down small enough to fit into trash cans), he taught my brother and I a great deal more than the “joys” of working with small hand tools on mountains of orange and olive tree branches. I love him for instilling those values in me. But I’m still not going to pick up any pruning shears anytime soon. I’ll leave that to my silly younger brother. JBB (Spring 2002)

NOTES:
Colorado List of Mentor Characteristics:
trust
honesty
respect
clarity
non judgmental
guidance
empathy
dialogue
mutual benefit
sense of humor
compassion
availability
willingness to negotiate
personable
supportive
caring
intuitive
respectful
visionary
lead by example
interpersonal skills

Sources:
“Crisp : Mentoring , Third Edition : How to Develop Successful Mentor Behaviors – Crisp 50-Minute Book.” by Gordon F. Shea

“The Book of Learning and Forgetting” by Frank Smith

All images by Joe Bustillos

Part of my course at Full Sail is about media issues, you know, stuff like Copyright, Fair Use and Creative Commons. The “M” in our program title (EMDT) is Media and my students, who are in their ninth month of a year long Masters degree program, are expected to stare down this huge subject and come up with a reasonable approach to something that I tell them occupies the life’s work of an army of lawyers, policymakers and troublemakers. As I lay down guiding principles to understanding the moving target that is Copyright/Fair Use/Creative Commons the discussions tend to be quite lively and informative for all participants. One thing that I’ve never fully appreciated is how difficult and expensive it can be for teachers who want to follow copyright law who teach band, or theater or any of the other arts.

One teacher wrote in her class blog:

Seriously, the whole copyrighting thing….I get it. I understand why things are copyrighted. I just think it gets taken to an extreme and so many people suffer from it. I’m sorry, but this recording: (insert, mp3 of me playing Beethoven’s 5th Symphony with one hand on the piano but I couldn’t get to work properly) just doesn’t cut it when I’m teaching my kids about Beethoven. I know I am guilty of a lot of music copyrighting issues. I have gotten a lot better about it since I began teaching (that also comes with the experience and learning more and more about copyrighting). Music teachers have it tough – we aren’t allowed to photocopy music. No matter that it costs an average of $2-$5 per student copy (multiply by 25 students and you’re talking $50-$100 for ONE song). It’s simply unrealistic to think that any school can afford 10-15 songs PER CONCERT. I end up using a lot of the textbook series songs, which in it’s own right is probably not allowed either because it’s being performed live (but not broadcast). And of course, when you’re teaching the classics and the composers who wrote them, and they are not all in the series, you bring in your own music. How can a music teacher teach music without playing music?!??!? - “Alison Van”

Understanding the overwhelming power of motivated students (especially those under the age of 17), my first thought was that we needed to harness their creativity to come up with the music and art that we needed in the classroom to teach those just beginning to learn their craft. Then another student reminded me the role copying has always had in inspiring beginning artists. Oh yeah…

I think everyone uses something they’ve seen, heard, or read in a book or movie as inspiration. Using sports as an example, every kid with a basketball tries to imitate Michael Jordan’s moves on the court… Jenkins (Convergence Culture, 2008) makes this correlation with fledgling writers. By imitating or using the J.K. Rowling’s books as a starting point beginning writers understand good structure, character development, and how to tell a story. By using Jordan’s moves you understand how to attack the rim, how to play tenacious defense, and how to find openings. In both cases you aren’t trying to invent the wheel just make it better. Jenkins cites the fact that using someone else’s characters gives writers distance and takes the pressure off of drawing from one’s own experiences. - Jay Hom

This got me thinking. Clearly something is really messed up here. I mean, when it comes to students learning how to write and posting things in an educational or non-profit environment it’s pretty clear that there should be a special license for this, recognizing that beginning writers/artists always begin by copying the masters who came before them. From before the beginning of recorded history, persons wanting to learn a craft became apprentices in the service of a master, and what was their first job? Generally they spent years copying the works of the master until they proved themselves to be creative and skilled enough to be permitted to work on their own works. No one starts from scratch. This is where the media business and commerce has failed to recognize how humans, by nature, do things. Where would today’s artists be if it weren’t for an art teacher, a music teacher, a drama teacher or an English teacher? Even if the teacher’s influence was negative, inspiring the young artist to prove them wrong, the inspiration brought them that much closer to their dream. And who did the artists copy when they were learning how to draw, to play an instrument, to write, to imagine?

Let me put it this way, there’s something wrong in requiring the teacher to pay the student. In educational/non-profit situations teachers should have a special license to use the copyrighted works that they need to use in order to train the next generation of artists. This license should either be free or extremely inexpensive and any payment should be made directly to the composer/artist/writer and not to a publishing house or agency. If this seems to unreasonable to the media industry let’s use the same tactic used by the industry and begin by assuming that behind every artist, agency or media business was an educator and/or educational institution that got the artist, agency or business started. And so for every media property licensed, every paycheck generated from a piece of media, every negotiation related to any piece of art, music, literature, videos, any creative work, 10 percent of the gross must be paid to the educational institution or educator(s) who had a hand in beginning and/or nurturing the artist’s career. And given the media industry’s proven track record for creative accounting, artists/agencies/businesses unable to do the math will have a minimum of 10 percent deducted from their pre-tax gross income. This seems fair given the number of years educators and educational institutions devote to developing these artists. Or maybe a special educational use license (something like the creative commons license) could be employed. Either way, the business of taxing teachers and educational institutions in the business of producing the next generation of artists is just another example of how out of control and greedy the industry is willing to be. Getting back to my first notion, there is a lot of talent in the high school and college music programs that should be harnessed to create “Creative Commons” pieces that could be freely used in educational teaching and performances and the whole educational system should turn their backs on an industry that forgets that their “artists” first learned their love of their craft via the efforts of an underpaid classroom teacher.

In a blog that featured the opening video of PS22′s chorus singing the Fleetwood Mac song “Landslide” there were a few comments about what a beautiful performance it was but how pissed the RIAA was going to be. The blogger wrote, “Just got word from Stevie Nicks’ tour manager that she was completely blown away by the PS22 Chorus rendition of her song “Landslide!” He said she asked him to replay two times afterward, crying each time she watched! Talk about humbling!! And the kicker?? She invited the PS22 Chorus to sing the song at Madison Square Garden for the upcoming June 11th Fleetwood Mac show!! Holy cow!!!”

It’s been my experience that when the artist, the actual person responsible for the creative work, is brought into the picture they recognize the power of hearing or seeing their work re-imaged by the generation of artists coming up. And in the age of the Internet and email we educators are only one contact away from securing the releases that respect copyright while supporting the need to train and teach the next generation of artists. When Neil Finn, Crowded House lead singer, heard PS22 perform one of his tunes he said that it was “the most hopeful sound on earth.” Amen, Neil.

Crowded House & PS22 Chorus PRIVATE UNIVERSE live!

Sources:
* “Why Publish Student Work on the Web: PS22 Chorus Perform ‘Landslide’ by Fleetwood Mac” on Open Thinking blog at http://educationaltechnology.ca/couros/1603, retrieved 5/29/2009
* http://alisonvan.blogspot.com/2009/03/week-3-wimba-session-2-for-real.html retrieved 3/29/2009
* http://web.me.com/jayhom/MAC/Jay_Hom_Blog/Entries/2009/4/19_Week_2_-_Chapter_5_-_Fan_Inspiration.html# retrieved 4/21/2009
* “Augusta Savage, artist – 1930s film” (video) posted by Bob Bobster at http://www.flickr.com/photos/32912172@N00/3240099122/in/set-72157608250741007/ retrieved on 5/30/2009
* PS22 Chorus PRIVATE UNIVERSE opening for CROWDED HOUSE at http://www.youtube.com/watch?v=f5-FViUB490 retrieved on 5/30/2009
* Crowded House & PS22 Chorus PRIVATE UNIVERSE live! at http://www.youtube.com/watch?v=yQniDM38450 retrieved on 5/30/2009

Having attended four private Christian universities my impression has been that there are very smart people on both side of the discussion. In fact, in the movie, Maher expressed frustration when addressing the “Truckers for Jesus” gathering that they appear to be intelligent gentlemen, but he couldn’t reconcile that with how they could believe in a literal talking snake from the Expulsion from Eden narrative in the book of Genesis. Looking for a different take on this possible conflict between rationalism and religion, I explored a book titled, “Did The Greeks Believe In Their Myths,” by Paul Veyne (1988), professor of Roman history at the University of France.

When I began this exploration I assumed a basic Western point of view, being that before the Renaissance and the following Age of Reason and Science, that the centers for learning, philosophy, government and culture were interpreted through religion and faith. Given this general understanding one might also be led to assume that the Ancients were somehow less intelligent than modern men. Stone and bronze tools versus lasers and computer-precision tools, astrology versus astrophysics, mythology versus historical critical analysis, one might see some credence to this sense of “less intelligent.” Of course all of this comes crashing down when one considers the surviving record left behind by Aristotle, Plato, Socrates, Galen the physician and the obvious brilliance of the whole chorus of ancient voices. So how did these brilliant thinkers deal with the religion and mythology of their day? For some reason the lyrics, “Same as it ever was” runs through my mind. Same as it ever was indeed, but Veyne would point out some noted exceptions.

In the opening chapters of his book Veyne (1988) noted several factors that need to be taken into consideration when attempting to consult with the Ancients. The first concept that may seem foreign to modern historians and academicians was that before the modern era, ancient historians and writers felt that it undermined their credibility if they cited sources for their stories. Veyne noted, as late as 1560 C.E., French scholar, Estienne Pasquier, was criticized for including footnotes in his writings (p. 5):

“… For the ancient Greeks, historical truth was a vulgate authenticated by consensus over the ages. This consensus sanctioned the truth as it sanctioned the reputation of those writers held to be classical or even, I imagine, the tradition of the Church. Far from having to establish the truth by means of references, Pasquier should have waited to be recognized as an authentic text himself. By putting his notes at the bottom of the page, by furnishing proofs as the jurists do, he indiscreetly sought to force the consensus of posterity concerning his work.” (p. 6)

So Pasquier’s use of footnotes ran contrary to the idea that he should have waited for his work to be accepted because he himself would be proven over time to be a valid source. Veyne compared this with the modern practice of trusting journalists without requiring them to reveal their informants. The idea of citing sources, according to Veyne, didn’t come from ancient historians but from judicial practice where trial proceedings would be cited or from theological controversies where the Scriptures were referenced. But in the case of the writings of ancient historians, which were often just the collections of local folklore gathered during the writers’ travels, Veyne quipped, “It would be futile to include the list of informants. Who would check them?” (p. 9)

Another practice that may run contrary to modern thinking was that these ancient stories were always connected with real place-names and recognizable historical figures. Mount Olympus was a real place and the locations of the graves or shrines of legendary persons were universal across the ancient world. In fact there seemed to have been an imperative that there be a story or legend behind the founding of any community generally ascribed to some legendary persons for whom the town, city or region was named.

“Indeed, what was strange in this local historiography was that is was reduced to question of origins. It did not tell of the life of the city, its collective memories or great moments. It was enough to know when and how the city had been founded. Once created, the city had only to live its life, which could be presumed to be comparable to what city life can be and which would be what it could be. It was not important. Once the historian had narrated its foundations, the city was fixed in space and time; it had its identity card.” p. 77

Thus, ascertaining the “where” of a story was completely disconnected from a judgment of “truth.” The historian Heroditus, wrote, “My business is to record what people say; but I am by no means bound to believe it” (p. 12). Where this trips up modern historians is that it’s a bit of a two-edge sword. Modern historians are used to starting with the place and date to begin the investigation. But if the tale seems to clearly be “mythical” the tendency has been to throw out the whole thing: the date, place and event. For example, historians had long dismissed the Trojan War as described by Homer, and generally threw out the place and the tale. But all of this was thrown into confusion when Heinrich Schliemann declared that he’d found the ancient city of Troy in the 1870s. So, the connection with a specific place was never part of the determination of “truth,” it’s just the way stories were told. Question then becomes whether the writers of the biblical narrative, who were contemporaries, would have operated with the same understanding of place-names. We’ll pick this thread up a bit further in this essay. Suffice it so say that unlike modern historians, establishing a story with a very real place-name was never used as a validating factor. Now as to the use of the question of “When” which generally followed the “Where” question, well, that’s another place where modern historians differ from ancient writers.

When modern readers see the words, “Once upon a time,” they automatically think, “fable, myth, fiction, not-true.” Journalists begin their investigations with the five W’s: who, what, where, when and why and if the “when” cannot be reasonably determined then the whole story is thrown out. Ancient writers, however, understood that by definition these stories took place in a time before the current “mundane” time. Again, the Ancients disconnected “when” from any verification of “truth.” And to them it seemed perfectly logical and rational to accept this “non-time” for the same reasons that modern historians would reject the entire story.

Veyne noted,

“These legendary worlds were accepted as true in the sense that they were not doubted, but they were not accepted the way that everyday reality is. For the faithful, the lives of the martyrs were filled with marvels situated in an ageless past, defined only in that it was earlier, outside of, and different from the present. It was the “time of the pagans.” (p. 17-18)

This reminds me of the phrase, “In those days,” used in the early chapters of the Book of Genesis and frequently in the Book of Judges in the Hebrew Old Testament. Using this idea of “otherness” used by contemporary ancient writers, one can guess that the idea is not only meant to designate things that happened a long time ago, but things that happened in a time that was foreign to this time. Veyne paraphrased Epicurus as writing that “men of olden times, more vigorous than those of today, had eyes good enough to see the gods in broad daylight, while now we can manage to capture only the emissions of their atoms through the channel of dreams.” (p. 99)

So, Time is useless as a measure of validity, just as determining “Where” these stories took place was treated as part of the places’ “history” in an origin-story fashion, neither confirming nor denying the validity of these stories. It’s this kind of circular reasoning that prompted Maher, In the movie Religulous, to express frustration when speaking with Francis Collins, a scientist, evangelical Christian and former director of the Human Genome Project. Collins quipped to Maher that his problem was that Maher was asking the Bible to hold to a level of historical veracity that no book from that era could stand up to. One might think that Maher might have understood some of this when he interviewed Father George Coyne, former director of the Vatican Observatory, during which Coyne pointed out (with a great chart) that religion and the Bible, more specifically, spoke for the era from roughly 2,000 B.C.E. to approximately 400 C.E. and that science has held rein over the past 400 to 500 years. I’m not entirely sure why Coyne felt that religion lost hold so early, but it might have had something to do with the formalizing of the Canon of Scripture at the Council of Nicea. But the point seemed clear that there was a wide gulf between the era of religion and the era of science and that the only conflict seemed to be when people tried to force one to speak on the other. In essence, the writers of the Bible knew nothing about the scientific method and used the conventions of storytelling of the time and that this reflected the origins of these stories beginning as an oral history. Equally, there are limits to Science if one is strict in holding to the scientific method and observational query. Just as the Ancients’ use of time and place, Maher should have understood that just because Dr. Andrew Newberg, research neuroscientist from the University of Pennsylvania, can make map and measure brain activity of people in various religious states including Glossolalia, this neither validates nor invalidates the participants’ experiences or interpretation of said experiences.

Toward the end of my Bachelor’s degree program in Biblical Studies at Biola University in 1981 I vaguely remember a few students and professors talking about something called a Midrash, that doesn’t seem to follow the definition I found in Wikipedia. What I remember was this had something to do with the kind of storytelling Jesus used in his parables where the message or emotional impact of the story held precedence over the “historical” elements of the story. Not that the storyteller would “lie” about the facts of the story, but that everyone understood that the point of the story was all that really mattered. Were there four fish and two loaves of bread or seven loaves and no fish? Who cares, the point is that the whole crowd got fed. This is hardly a scientific approach, but then it shouldn’t be, given that the scientific method won’t hold sway for more than a thousand years from the closing of Scripture and formalization of the canon of Scripture around the Council of Nicea in 325 C.E. So, should it be surprising at all that the writers of the Old and New Testament used storytelling methods that were completely consistent with storytelling around the Mediterranean Sea during that era?

While conducting research for this essay I happened upon a 2006 History Channel documentary by Jewish Canadian filmmaker Simcha Jacobovici and the producer/director James Cameron, called “Exodus Decoded.” Over the course of the 90-minute documentary, heavy in computer-generated visualizations, Jacobovici strings together the biblical story of the Exodus of the Jews from Egypt and connects the ten plagues described in the narrative with the destruction of Minoan island of Thera (now called Satorini) around 1,500 B.C.E. An undated inscription of the word “El” in an Egyptian mine, grave stones marking wealthy tombs and an ornament found in Mycenae are employed as scientific evidence that the expulsion of the Hyksos from Egypt was really about the Exodus narrative depicted in the Old Testament. The presentation is powerful and the production values are epic right down to animating the Mycenae stele to depict Egyptian chariots chasing the Hebrews and then getting over-turned during the Red Sea crossing. Too bad scholars connected with the Minoan exhibition say that the stones depict a lion hunt and that the first stone is not included or “edited” in the CG animation to show Jacobovici’s hypothesis. After reading an extensive review of the documentary by Pepperdine professor of Religion, Chris Heard on his website, Haggaion, one has to wonder at what point did Jacobovici decide to depart from the scientific method in favor of producing a slick documentary. For those who are serious about the message of the Exodus on a spiritual and academic level, how much more damage is done by a well-crafted documentary that doesn’t follow it’s own claim to be evidence based? This is not to say that science can’t be used to establish an historical basis for Old and New Testament narratives. But like Dr. Newberg’s flashing lights or energy-spikes in the neural readings, proving that there was a Moses or David or giant named Goliath doesn’t validate (or invalidate) the messages of these narratives.

So what did Veyne’s intellectual Greeks do about their own myths? Well, they did what today’s intellectual religious conservatives do: they did all kinds of mental gymnastics depending on the venue and problem they were addressing. The physician Galen, when speaking as a scholar, discounted things that could not be proven writing, “if the theorem is unrealizable, in the manner of the following statement, The centaur’s bile relieves apoplexy, it is useless because it escapes our apperception.” But when trying to win over new followers and disciples he’s willing to speak the language of the believers writing that the origin of Greek medicine was taught by Apollo to his son Asclepius. (p. 55) They understood the power of Myth in terms of social and political conventions that needed to be maintained for society to function (p. 80). They might hold to the allegorical/point-of-the-story (“Midrash”?) aspect of the stories. They might even entertain a nostalgic attitude for a Golden Age that doesn’t intersect their own non-mythical existence. But for the most part belief in the magical/mythical parts of the stories was also like today’s attitude that it’s okay for little children to believe in Santa Claus or the Easter Bunny, but anyone with any intelligence knows that these stories just aren’t true. Stories about a warrior making the sun stand still, or conquering people with a magic box, people living to be nine-hundred-years-old would have probably gotten the same “only for kids” label.

Come to think of it, perhaps the genesis of this conflict between belief and intellectualism took hold with those who insisted that the old stories, the old miracles were not something only for that time before now but are part of the Now. An expectation changed from faith and religion being a social construction or convention to being a personal relationship with the divine (which was still a social construction/convention). And because we humans are so good at pattern recognition and invention we can easily see the invisible hand of the power of everything at work in small and great ways in our lives. Of course it does help that by definition this invisible hand works in ways that are entirely beyond our capacity to fathom, there’s no real need to explain or understand anything that might appear to be inconsistent with our dearly held convictions.

On the other extreme, I’m amazed when I encounter the arrogance of some intellectuals who believe that they have a superior understanding of reality while at the same time every academic field, from medicine to astronomy to cosmology to genetics to history are all going through unprecedented revolutions where last year’s textbook and theories are having to be continually thrown out due to new discoveries. My thoughts are that in between what is understood and what is not understood there might be room for an intelligence that, just like Epicurus opined, operates just beyond our limited field of vision and visits us in our dreams. Just don’t expect me to believe in talking snakes or cheap miracle workers who seem to always be in need of donations.

References
* clipart from http://office.microsoft.com/en-us/clipart/default.aspx
* Heard, Chris (2007). Exodus Decoded. Higgaion. Retrieved 04/20/2009 from http://www.heardworld.com/higgaion/?cat=86
* Maher, Bill (2008). Religulous. Thousand Words. Retireved 04/20/2009 from http://www.religulousmovie.net/
* Veyne, Paul (1988). Did the Greeks Believe in Their Myths: An Essay on the Constitutive Imagination. Paula Wissing, translator. Chicago: University of Chicago Press.
* Exodus Decoded. Wikipedia. Retireved 04/20/2009 from http://en.wikipedia.org/wiki/Exodus_Decoded
* Religulous. Wikipedia. Retireved 04/20/2009 from http://en.wikipedia.org/wiki/Religulous

Careful analysis of click-tracking data is showing that only around 50% of the students are actually watching the media elements integrated into the courses. We are trying to understand the reasons why students aren’t watching the media. Sometimes, it is clear that they are just not seeing the value in the media pieces. And admittedly, not all the media is uniformly excellent. However, we are also finding that our online students are incredibly task-focused. They do exactly what they need to do to complete the assignments and nothing more. As an online student myself, I guess I understand that one! (d. lungren)

My words of wisdom to this student:
Some very valuable analysis here. The quality level and relevance to subject being taught, or even just the perceived level of importance of the media really makes a difference. It’s that careful incorporation of content and delivery methods that can get easily lost in the pursuit of having all kinds of “shiny things” on one’s educational website. A lot of folks on the top of the institutional food-chain often confuse what works well for student learning versus what looks good in the PR video clip. Hell, look at any educational institution that presents itself as promoting “technology” and the first thing they’ll show you is there computer lab and shiny boxes. But ask them to show you how the tech is used across the curriculum and your likely to run into institutional double speak. In fact… I did a whole video on just this subject:

Again, thanks for the inspiration. Great job. jbb

Sources:

http://web.me.com/dlungren/Site_5/Musings/Entries/2009/2/14_thoughts_on_media_and_online_learning.html#

sad screenshot

Remember how impressed I was last time when I was using online research tools? Yeah, in the meantime I’ve run headlong into a less than amazing experience. I went so far as to pay for the upgrade of my copy of Bookends, only to get weird error messages when it can’t read PDFs and doesn’t seem to work with my school’s online databases. Damn. I’ll probably continue to use Zotero and RefWorks to gather data and we’ll see how I might get the data into my documents. Ack.

Following the initial announcement the crew at CNET’s Buzz-Out-Loud podcast noted that it was very Apple-like in it’s form, verbiage and “message” control. The promo video/commercial (above) that I saw on Engadget certainly reminded me of an Apple ad. Question is whether Amazon is going to make the same Apple made 25 years ago when they assumed that everyone would pay extra for a revolutionary device (in Apple’s case the original Macintosh). That mistake almost spelled the end of Apple and we would have missed out on all of the revolutionary things Apple has done since then. As an educator and technologist I see a potential with the Kindle that we cannot afford to miss. And it goes way past the Kindle being a shiny new technology thing.

When I first came to Full Sail University I heard about a program director who asked his students if they had a choice would they prefer to get their texts as books or as electronic books on a small e-book device like the Sony e-Reader or the Amazon Kindle. To his surprise the students, pretty much to a person, choose plain old fashion books over the e-books. In my previous job teaching in a traditional environment, I wouldn’t have been too surprised at the choice of paper books over little electronic devices, but at a place as advanced as Full Sail I would have expected a different answer. Then again, as usability experts have been saying for some time (and I’ve been writing about), people don’t read from computer screens, they scan and skim but don’t read long passages. And in the public’s mind, whether it’s a 17-inch LCD or a e-Book’s “electronic paper,” they seem to perceive the experience to be the same. Even more than the initial expense of the device, many have said that they can’t imagine curling up with an Amazon Kindle like they would with their favorite book. I can’t argue with that. But as someone who loves having bookshelves filled with hundreds of books, there is something wasteful about large institutions, such as government agencies, universities and school districts, continuing to deliver content in such inefficient ways.

Let’s take my former employer, Long Beach Unified School District, a Southern California K-12 district with 93 schools and over 90,000 students, I’ve seen one of the giant warehouses used for district publications and textbook storage and transportation. This was a very large operation requiring a lot of space, trucks and manpower. I have to wonder, what would be the cost differential between managing, distributing and maintaining one small device per student versus housing, delivering, managing, and repairing four to seven textbooks per student? I don’t have the budget figures for how much it costs LBUSD for the distribution center property that I saw, many acres of valuable Southern California real estate, or how much it must cost to maintain a fleet of trucks and the manpower to keep everything running, but I’m willing to guess that even at retail prices the $360 Kindle2 would shave a significant chunk off the cost of getting text to students. So why is no one considering this particular option?

Let’s consider who would lose out if school districts like LBUSD were to switch from shuffling around mega-tons of dead trees to providing their students with one small electronic device? Well, most of the warehouse employees and truck drivers would probably be looking for different employment opportunities, but I don’t sense that they have the political clout to keep something like this from happening. No, but if the whole cost structure of creating and providing students with textbooks were to collapse the ones likely to complain the most would probably be the politically powerful textbook publishers. In California alone I imagine that billions of dollars of business is being conducted by textbook publishers who in turn are more than a little happy to support the political agencies assigned to regulate the textbook trade. Now imagine what would happen if the whole physical infrastructure of getting educational content to students was to go away. How would the publishers maintain their profit margins, er, I mean justify their costs? Textbook authors work for nothing and the advisory committees for the publishers and the school districts are generally volunteer. If the fiction market is any indication, where the Kindle version tends to be one-third to one-fourth the hard cover cost, the move to something like the Kindle would be pretty much like how a giant rock falling from the sky wiped out the dinosaurs. It would change everything.

Going beyond the political stranglehold textbook publishers have on curriculum, imagine how much more interactive and timely (and correct!) science texts could be, for example? Course design and implementation would go from a top-down roll out to be a collaborative process with the classroom teacher, curriculum writers, and academic subject experts having meaningful roles. Because the expense of updates and error corrections would be wiped out, the ongoing nature of what it means to study a particular academic discipline would actually be reflected in the text. Instead of an impersonal, “fixed” text, edited (to death) by committee, the passion of the classroom teacher for the subject and the text book writer could be more readily communicated in the text. I know it’s heresy, but classroom teachers would actually be able to pick the texts that would work best with their students and not be restricted by some agreement made by some agency who knows nothing about her students or their learning needs. It would change everything. The dinosaurs aren’t going to like it, but we can’t afford to let ‘em continue to keep us tied down.

Source: About Long Beach Unified School District, retrieved 02-27-2009, http://www.lbschools.net/District/

Cranky Geeks, Episode 75 (7/31/07)

They don’t get it the way “Baby-boomers” don’t get Rap Music, ’cause it was never meant for them. Hell, I didn’t get it or even care much about it until a bit over a year ago when I was at Negroponte’s keynote at an ISTE convention during which he explained that he had started down this road by taking generic PC laptops to a Cambodian village and immediately discovered how dependent these little devices are on easy access to a gigantic technology service industry that’s been growing in the Developed World for the past 30 plus years. Essentially they discovered that computer hardware without inexpensive retail support is virtually worthless. We are so used to having easy access to CompUSA… er, I mean, Fry’s and Best Buy that we tend to think about technology in terms of the individual little devices instead of seeing them as only part of a much larger technological eco-system. Simply put, generic PCs grew up in an economic environment of continual change and a commodity mentality toward hardware and software. They are designed to satisfy now and then to be easily replaced every three to five years. After the experiences in Cambodia Negroponte and his team set about to design a device not meant for Culver City but meant for places without all of this consumer-oriented “buy now” infrastructure. Little wonder, then, that the techno-pundits don’t get it. They can’t see the OLPC selling, except as a novelty, at the local Apple Store or Best Buy. But it was never meant to replace your Alienware or iMac.

The next place where the pundits miss the mark is that they seem to not understand that the goal of getting one laptop into the hands of every child on the planet is not to create an army of little Microsoft Office gurus. The roots of the OLPC go back to MIT’s Media Lab and Seymour Papert, where they discovered that if you teach children how to program they learn how to communicate, how to think, and how to problem-solve. MIT figured out that one does not replace the teacher with the tool but this tool, programming, can be an incredibly powerful catalyst toward real learning.

Click on “read the rest” link for an awesome OPLC video

I laughed when I heard one tech-journalist speculate that the OLPC would be good for farmers trying to keep track of their livestock. That reminded me of the lame ads in the 80s touting how the powerful $2,000 Kaypro transportable computer could help Susie Homemaker organize her cooking recipes. The OLPC is meant to help students become better thinkers, empowering them to learn, to produce, and to not become simple technology consumers. Alas, our culture is all about consuming technology such that we entirely miss how powerful and world changing this device can become. Most of us, myself included, are entirely at the mercy of Apple or Microsoft or Adobe to keep giving us new technology trinkets and we completely miss how world-changing this can become as this next generation of generally disenfranchised children take control of their technological and thus change the world. Intel, Microsoft and Apple have a great deal to worry about if millions of children begin to produce for themselves and in turn begin to have a much better grasp on this power that we would use chiefly to find a cheaper pair of shoes or to ogle at a stranger’s breasts. JBB

Here’s something to thing about…