December 13, 2007
Copyright Alliance to help befuddled college professors.
A professor wants to show Monty Python and the Holy Grail to her class on British humor, and she wants to check with the film studio to get permission. A nonprofit group called the Copyright Alliance, whose members include associations for the motion-picture and recording industries, announced today that it would like to help broker such requests.
December 12, 2007
"Billy, share your research." "No, it's mine!"
Dan Cohen, director of the Center for History and New Media at George Mason University, wants scholars to stop keeping their research materials to themselves.This article highlights attempts to get research faculty to share data online while they are conducting studies and after. This seems contrary to every aspect of academic research in which it seems that we all have to wait around and just be excited about what wonderful reports they will share. Additionally, the intellectual property issue is huge with every faculty member I've spoken with. However, in the day and age we live in, are we going to start to see LESS OWNERSHIP OF INFORMATION? Even though many academics hate it, I think Wikipedia and other shared knowledge efforts might be the start of something revolutionary and new, and research seems like the next logical step in sharing info online.
December 11, 2007
Awesome new web application linked to sweatshops..
Jott, an awesome new web app lets you call an 800 number and receive your text transcribed as emails, text messages, or entries on your calendar or todo list. Very handy for me, since I still have neither a PDA or an iPhone. But, since I was initially amazed by the success, I later found out that the fancy new way of transcribing is people. JOTT.COM IS PEOPLE!!
Scheduling: Add Items to Gcal with a Phone Call using Jott to Google Calendar
I like Jott, but is anyone else slightly creeped out that they use actual people to do part of the transcription? Whenever I leave myself a message I can't help but think of the poor guy in India who sits around all day proof-reading whatever weird stuff people are Jotting.
So, they're making any money off of web-ads I suppose, since the service is free, but I wonder what those people in India make per diem? Ethical issue: Does my use of this service help or hurt these people? I lean toward help, since some entrepreneur came up with the idea and used the difference in wages to make it happen. But can't these people make a little more?
Chaz suggested I call up and list all the things I don't like about India. That's just mean.
November 26, 2007
Everyday Copyright Infringement
Schneier on Security: Law Review Article on the Problems with Copyright
The point of the article is how, simply by acting normally, all of us are technically lawbreakers many times over every day. When laws are this far outside the social norms, it's time to change them.
July 15, 2007
Publishers Beware!
Interesting article on supposed widespread copyright fraud in the publishing industry.
SSRN-Copyfraud by Jason Mazzone
June 22, 2007
Ethics Overseas?
Was just talking today about a friend with major ethics about digital rights and downloading who moved to China and found out about massive pirating abroad. This article points to the positives of web 2.0 in such a climate and how control of online content is more manageable with a web 2.0 mindset.
Web 2.0 madness grips China | CNET News.com
"Online gaming is a huge success. If you tired to sell a PlayStation 2, all the games would be pirated. With online gaming, you control things on the server side," said Ted Dean, managing director of BDA, a consulting firm specializing in Asia. "A pop star can make more money on a ring tone that China Mobile sells for 2RMB (about 26 cents) than a top 40 single because the CD is going to be copied."
June 07, 2007
Kind of funny..
Publishing exec 'steals' Google laptops in silly demonstration - Engadget
Publishing exec 'steals' Google laptops in silly demonstration
June 06, 2007
MIT Enterprise Forum
I am facilitating the downlink of the MIT Enterprise Forum for the Riverbend Technology Institute. Tonight's broadcast is about:
A.B.L.E. Tech:
Achieving Better Life Experiences
for People With Injury, Disability, and Aging
Challenges Through
21st Century Technologies
More info here.
BTW, one of the speakers is Hugh Herr. So I'm wondering is this the climber Hugh Herr that lost his feet and lower legs due to an ice storm? Anyone? This site indicates that yes it is.
About 35 local technology and accessibility enthusiasts are here for the viewing.
UPDATE: Excellent discussion of tech helps for disabled people. Question of ethics is, Who can afford them? Not even many Americans have access to this stuff, not to mention the other 5 billion people in the world.
Also, I waited on the phone for 20 minutes to phone in a question and didn't get too. Kind of took away from the end of the conference.
Teachers going nuts, but who can blame them?
Kids with video-enabled cellphones are busting teachers losing their tempers (mostly male ones in this video). But honestly, can you blame teachers for losing it with these millenials--or as I hope they are remembered, The Laziest Genreration?MyFox Kansas City | Kids Bait Teachers with Technology
technology is putting some teachers in an unflattering light.
May 31, 2007
Gates and Jobs get together for a pow-wow
Good reflections on the origins of Apple and MS and the rivalry that created so many apps and innovations that we have today.
Steve Jobs and Bill Gates: Historic discussion live from D 2007 - Engadget
May 25, 2007
Hey Comcast...
...maybe dropping G4 and other channels in the middle of a fight for primacy of copper wires into our homes isn't such a good idea.
So, I know Comcast does great things for the community, people volunteer with shelters and other projects, and they do provide fairly reliable cable and internet service. However.. Cable Bill Dead, Chattanooga Invites AT&T; To Provide Video Service | WDEF News 12 | News, Weather and Sports for Chattanooga and the Tennessee Valley, let's roll out the red carpet for AT&T; to come into Chattanooga to provide cable and broadband services.
First of all, lack of competition is never good. Do I think prices will drop with cable alternatives? Not really, especially since I'm still dismayed that prices keep going up and up for cellular service and broadband in general, not to mention cable TV. But will we have more options? Certainly. As a consumer, that's always good.
How will it affect public access and other educational broadcasts? We don't know. We can imagine worst-case scenarios, but there are probably some positives that could come from this as well. Time will tell. Was quite a lobby effort against this though, and I can't help but think, if that money had been used to buy airtime for educational broadcasts, at least it wouldn't have gone down the drain.
I did my part by broadcasting MTSU's talk show on this topic which did much to inform me and hopefully this community about the issue. However, I never saw Comcast's argument that we should all be so concerned about "playing by the rules." The community-based approach to cable/internet franchising is great, but if state-wide negotiating gives us choices, let the market decide I say.
Thoughts?
May 18, 2007
Yet again, the world is not flat.
Now we're cookin' and it's a sound idea, too | Tech news blog - CNET News.com
Two billion people around the globe still depend on open wood fires for cooking.
Hmm. That can't mean that 2 billions people are camping at any given moment, unless by camping you mean living in daily poverty.
The world is flat if you don't poke around two far from your wifi and paved roads..
May 05, 2007
Would You Install Pirated Software at Work?
Good discussion in the comments.
Slashdot | Would You Install Pirated Software at Work?
I have been told to install multiple copies of MS Office, despite offering to install OpenOffice, and other OpenSource Office products.
Need Less Input - Laptops for Students programs dropped in NY High Schools
Seeing No Progress, Some Schools Drop Laptops - New York Times
“After seven years, there was literally no evidence it had any impact on student achievement — none,” said Mark Lawson, the school board president here in Liverpool, one of the first districts in New York State to experiment with putting technology directly into students’ hands. “The teachers were telling us when there’s a one-to-one relationship between the student and the laptop, the box gets in the way. It’s a distraction to the educational process.”
This seems like an obvious outcome now, but I remember thinking how awesome this would be when I first heard it years ago. Could it have worked? What was needed? I wonder if the instruction changed to match the new technology in the student's hands?
Wondering about the program I had seen in Atlanta I google laptops for students in ATL and found this article: http://www.ajc.com/metro/content/metro/cobb/stories/2007/04/20/0420metlaptop.html
Aparently many school board members were fired and are under investigation for the business practices used in their program.
Maybe it's just a bad idea all around..
April 30, 2007
Careful what you post..
Fair-use doctrine is great, until someone puts an eye out.
http://chronicle.com/wiredcampus/article/2030/adventures-in-fair-use-doctrine
April 21, 2007
More on Dilemmas - False Dilemmas..
False dilemma - Wikipedia, the free encyclopedia
In televisionStephen Colbert, host of the Comedy Central news parody, The Colbert Report is known to ask his in-studio guests for their opinion of President George W. Bush. He usually gives them two choices: A great President? or The greatest President?, obviously leaving out any choice which is negative of the President.
April 13, 2007
Wikipedia debate..
Slashdot | Should Schools Block Sites Like Wikipedia?
I think it's hilarious that just becuase you didn't pay an arm and a leg for some piece of information, or it doesn't say Of Brittanica after it, people don't trust the information. Newsflash: We shouldn't trust anything without further investigation.
Slashdot | Should Schools Block Sites Like Wikipedia?
The reason given was that Wikipedia (being user created and edited) did not represent a credible or reliable source of information for schools.
Maybe they can ban students discussing things in the hallways as well. With these guidelines that is also not credible.
August 29, 2006
Model-Netics
I attended a presentation today by the director of HR for UTC on Model-Netics. What is Model-Netics you ask?
Model-Netics is a comprehensive management training and development program.
Basically involves the use of 151 paradigms for business and encourages organizations to use a common language about change and effectiveness.
I thought this tied in really well with the Performance Assessment course Dr. Bernard taught this summer and I will plan to take the 20 week course next Fall as soon as I have finished my core courses. Though not a credit course, it definitely fill a leadership gap I need to fill as part of my ILLP.
August 24, 2006
The Master Plan
UTC TV: Center for Television, Web, Documentary and Digital Film Production
UTC Digital Productions - web. film. television.
The UTC ________ will exemplify UTC's presence as an engaged metropolitan university.
The staff of the Center in collaboration with students, faculty and external partners, will work to educate and enrich the lives of students as well as serving the needs of the greater Chattanooga community by producing high-impact programming, archiving and distributing campus content, providing embedded learning opportunities for students, and serving the production needs of the this university and its partners.
Staff:
Director ($50K) - oversees operations of all campus media projects. Hiring decisions made along with board of representatives from University Relations, Continuing Education, Athletics, The Lupton Library, and The Information Technology Division. Position funded by Chancellor's Office. Management of all center operational budgets. Grant-wriitng for special projects.
Television Studio Coordinator/Producer - ($35K) Scheduling of Television Studio activities and shooter/editor for all campus promotional videos, from commercials to recruitment CD-ROMS. Coordinates programming on UTC Television on Comcast Cable Channel 3 and on-campus programming to video kiosks and dorms. Provides video production support and consultation for entire campus, particularly students and staff in the Communication Department. Teaches 1 course per semester and oversees daily student news productions. Position funded by University Relations (67%) and Communication Dept (33%). Oversees 1 graduate assistant (videogapher) @ 30 hours per week, and 1 student worker @ 20 hours per week.
Podcasting Coordinator ($35K) - Scheduling recordings of archival footage of campus events and speakers for live webcast and podcasting from UTC.edu and GoMocs.com. Responsible for encoding and maintaining RSS feeds and reporting on subscribership. Also works with Distance Learning to develop and implement online courses. Position funded by Lupton Library(33%), Continuing Education (33%), and Athletics (33%). Oversees 2 student workers @ 20 hours per week.
Also potential for grant-funded position for developing online resources for students with disabilities working with the OSD.
Chief Engineer ($35K) - Design, installation, maintenance, upgrade, and training for all Center activities to include: Television Studio and podcasting cameras and related equipment, television master control and podcasting servers, a centralized control room, Athletic venue installations and video operations and videoconferencing classrooms. Provides training to students, faculty and staff in operation of various facilities. Position funded by Continuing Education (33%), Athletics (33%), and Information Technology (33%).
UR CE COMM Athltcs Lupton ITD
Dir
Studio Cdr 23,450 11,550
Podcast Cdr 11,550 11,550 11,550
Chief Engr 11,550 11,550 11,550
Dept Totals: 23,450 11,500 11,500
23,450 23,450 11,500
Departmental yearly budgets:
Studio budget $30K recover 50%
Podcasting/Archival $15K
CE equipment (paid for from DL funds) $10K
Tech fees pick up operational costs for student-focused programs.
Community-focus - PSAs and films
August 17, 2006
Note to self..
UPDATE: I will be turning in a strategic plan for the studio as my optional assignment for EDD 761 - Organizational Theory and Development.
Dr. Tucker has mentioned that my "grand vision" for the UTC Television Studio should be a big part of my ILLP. More to come.
April 27, 2006
Done with optionals
So I finished and turned in the last of my optional assignments today. Having the "Create a Self-guided Tutorial" project last was really a bad idea. Here are the three things I chose to do which will end up constituting about half of my grade:
1. Design a seminar to teach teachers how to design a curriculum (Seminar should include a detailed agenda, handouts, presentation materials, etc.)
Since I have no background in education, I thought this would be good for me to investigate and report to others on. My idea was to create a workshop for new instructors at UTC who have been hired to teach in a particular content area, but who may have no prior teaching or course design experience. I'll never forget environmental law--great guy, but didn't really have the course together.
Was difficult to put into notes and Powerpoint the content of the workshop since I would be basically facilitating a discussion about curriculum design, but I tried to script it more in the re-write.
2. Investigate and conduct an abbreviated curriculum audit that looks at a curriculum in-depth. Identify the strengths, weaknesses, areas for improvement, use of an appropriate set of standards, etc.
I looked at the broadcasting curriculum offered by UTC's COMM dept, particularly relating stated objectives on course syllabi and how they relate to the department's core competencies. Also a difficult paper to write.
3. Design a "training film" to assist teachers on the use of a selected product as part of the curriculum.
This project was INCREDIBLY more difficult than I first imagined. I chose to teach educators how to use Final Cut Pro or Express in their courses and I realized quickly how much more difficult this program is to use for beginners than I realized. I guess when you spend at least 30 hours a week in front of something it becomes second-nature.
I would like this to have been an interactive presentation and self-guided tutorial on CD-ROM created with Macromedia Flash MX. However, I can't seem to wrap my head around Flash enough to get it to do what I want. Ideally the video will play in a small window on the right side of your screen with text instructions below it in a sidebar similar to Microsoft Office's Help function. It should have pause and play, skip forward and back and a link to a dynamic table of contents. Will attempt to get this finished in May, but had to turn it in as a DVD with chapters for now, which is still pretty useful. Just painful switchinig between the tutorial instructions and the software you are working with. iMovie 2 had a grat tutorial that minimized while you performed the steps, so maybe I can figure something like that out.
I REALLY thought about asking for an extension to complete these projects during May and taking an imcomplete for this course, but I think that could set me on a slippery path toward ABD (All But Dissertation).
April 02, 2006
Academic Scholarly Journals: Look Out!
I finished my journal article a bit ahead of the buzzer this time and did some great work I think toward the end. The article was flailing for some time without the local connection which I finally made by meeting with Jill Levine at Normal Park Elementary. This gave my paper a very grounded, practical feel I think and her insight was valuble.
Thanks to Jim for pointing out potential for plagiarism, though I think a few of his notes on my paper pointed to my synthesis of other's ideas. I feel like if I've quoted and cited others work properly, then I go on to synthesize that into my own understanding of the topic in my own words with my new ideas--that would not be plagiarism. However, as Dean Hicks says, better safe than sorry since if I get into trouble I'll have to go see him. So I played it safe and shall continue to do so.
Also, when I get around to submitting this, I think I will remove some of the learning theory regurgitation, since I really just put that in there to adequately cover the assignment. As for an article for educators on curriculum design, I think readers will not need a refresher course in cognitivist and constructionist frameworks. I won't cut them out entirely, but I do plan to reduce those sections.
Click below to read The curriculum of museum magnet schools
and how it can be adapted to traditional classrooms.
Introduction
The information age has brought changes in all aspects of society--particularly public education. Many of the concepts our public educational system is built upon are remnants of the industrial age and gaps can be seen in what teachers and administrators are expected to achieve with students in these outdated systems (King, 1998). School systems have been attempting a wide variety of education reforms that employ various learning strategies. One of these strategies is the creation of magnet schools whose curriculums are focused on a particular theme or learning theory. An effective use of this practice has been the creation of museum magnet schools. In these schools the curriculum is tied in closely to local museums and the focus of learning is in the investigation and creation of exhibits. With this, curriculum school systems have been able to create a learning environment where students are able to participate in hands-on, object-based learning. This paper will demonstrate how the museum magnet school curriculum provides such a hands-on learning environment. Additionally, aspects of this curriculum will be discussed that can be adapted to be used in traditional school settings.
History of magnet schools
Museum schools have evolved in part from the recognition that in many cases schools must re-design themselves in order to adapt to societys changing needs (King, 1998). Museum schools are often connected with or categorized as a magnet school. Magnet school programs have had a relatively short history in the United States, often occurring as a response to calls for voluntary desegregation in racially-divided school systems (Foster, 1976). One goal for the creation of magnet schools was to develop a curriculum and educational environment so desirable that parents from diverse background would want to enroll their children there regardless of racial stereotypes (Foster, 1976).
Magnet schools have been successful as measured by academic achievement tests and in comparison to their districts averages. In a study on magnet schools performed in 1984 and repeated in 1989, it was found that of the sample population 80% or more had average reading and math scores that were higher than district averages (Blank, 1992). Other research has claimed that the educational quality in magnets schools does vary, but no more so than that in non-magnets (Foster, 1976). As will be shown, the academic achievement scores in certain schools adopting the museum magnet school curriculum have shown great improvements since that adoption and as compared to their school districts averages.
Whether started to improve racial integration or to help with low-achievement on standardized tests, magnet schools provide additional options to children whose current schools are in need of improvement, and serve as laboratories of successful educational practice (Creating Successful Magnet School Programs).
History of museum magnets
Magnets schools with a museum curriculum are the result of museums and school districts joining forces to create new and innovative educational institutions (King, 1998). A museum school can be defined as a partnership between at least one museum and at least one school in which curriculum is created that embeds state and federal mandates into experiential, hands-on learning (King, 1998). The benefits of such a partnership extend to the museum as well. A museum is able to more easily fulfill its educational role in the community with direct access to students in the school system. Through the partnership, they can increase community involvement in the museum, obtain greater resources for the collections, and build a more diverse audience as family members of the students also become more involved with the museum (King, 1998).
The history of museum magnet schools is relatively short. Kira King (1996), who has done a significant amount of research on the topic, believes the first school that fits the above definition opened around 1990. Out of several thousand magnet schools and magnet programs across the United States, there are still relatively few schools that fit the definition of a museum school. The implementation of the museum magnet school curriculum represents a complete re-design of a school and its entire curriculum, rather than applying superficial modifications to the existing structures (King, 1996). The result of this new school design is typically a collaboration of stakeholders and museum and school representatives that is uniquely capable of responding to the needs of the community.
Basic concepts of the curriculum
Three distinct terms arise in the discussion of museum magnet schools: museum learning, the museum process, and a museum school (King, 1998). Museum learning occurs when these schools use the creation and examination of exhibits to enable project-enhanced learning (Takahisa & Chalusian, 1995). One such form is to encourage students to take on research apprenticeships. In this scenario, students work closely with museum curators to investigate and create exhibits. The museum staff is able to mentor students as they model the lifelong learning that occurs in their workplace.
The museum school curriculum is founded firmly on the concept that teachers do not hold the body of knowledge and distribute it to students in bits and chunks. In museum learning, students are empowered to choose what learning paths they wish to pursue and in turn are responsible for management of the information they acquire (King, 1998). The role of the teacher is thereby transformed into more of a facilitator than a content matter expert. Application from the museum learning experience is made in different subject areas in order to comply with state and federal mandates and to insure better performance on achievement tests.
An instructional strategy that works very well within this curriculum is object-based learning. The underlying assumption of this strategy is that there is an interconnection between an object and the ideas that it communicates (Object-based Learning). As students observe and research objects in a museum, they have unique learning experienceseach with their own thoughts, feelings, and emotions. This can be an effective starting point for incorporation of new knowledge by a teacher who facilitates learning rather than trying to dictate it.
Measurement of learning in the museum school environment is achieved by combining measurements of attention paid to museum exhibits and non-traditional measures of classroom learning. Frequently used measures in museums are attracting power and holding power (Donald, 1991, p. 371), essentially measures of an exhibits appeal to the museum visitor. These can be applied to the exhibits created by students in the museum school learning environment. Other scholastic measures can be applied to the students approach to and accomplishment of projects. These are the amount of time spent on task, measuring the knowledge gained, development of thinking and problem-solving skills, and motivation or attitudes, and creativity (Donald, 1991, p.371). A common problem of this type of learning is the subjective nature of works, thus rubrics for evaluation each project must be carefully followed when assigning a grade.
Many scholars in learning and formal education have recognized the need for students to be embedded in experiential learning environments. Museums offer learning experiences that realize many of the goals set forth by many of the education scholars of the last century. In 1938, Deweys (as cited in Neill, 2005) Experience in Education was a call for recognition of practical, hands-on learning experiences for students in formal education. He proposed that learning should have continuity of experience (Dillon, 2001)every learning experience should build upon existing knowledge and should influence future experiences. This occurs when teachers prepare students for a museum visit, then the students explore the museum, and finally, reports and follow-up discussions take place. Another concept Dewey advocates is interactionlearning takes place by interacting with the physical world (as cited in Neill, 2005). Interaction is often more likely to occur in a museum than in a classroom.
Piagets cognitive development theory places emphasis on the cyclical interactions between the learner and the environment that occur in each of four major stages during a childs development (Ormrod, 154), a principle which builds on Deweys principle of interaction. These stages are from birth to two, from two to six, from seven to eleven, and from twelve to fifteen years of age (Dillon, 2001). Vygotsky included a social dimension to this type of learning when he asserted that much of it is culturally mediated (Ormrod, 1999, p. 161). His argument proposed that advanced concepts appear first in social interactions and then are slowly absorbed by the individual.
George Hein espouses the constructivist learning theory which emphasizes active participation in learning, using both their hands and their minds (Dillon, 2001). A modification of this theory, situated constructionism is even more focused on the idea of learning-by-making which appeals to many different learning styles (Papert & Harel, 1991). Students should be given the freedom and challenge to produce work that reflects their own interests and personal growth. Therefore, conclusions reached by each learner should not be compared to external standards because people make their own meaning out of experience (Hein, 1994, p. 34).
Museums offer an environment that caters particularly well to experiential and constructivist models of learning. Terry Russell points out how adept museums are able to effectively engage visitors by connecting old and new ideas, by providing hands-on experiences, and creating forums for social interaction (Russell, 1994). Mihalyi Csikszentmihalyi suggests that intrinsic motivation for learning can be sparked by supportive environments where learners are curious to find out more about each new topic (Csikszentmihalyi, as cited in Dillon, 2001). Exhibits in museums can provide this scenario and more museums are now including even more diverse ways of interacting with the contenta concept which supports Howard Gardners Multiple Intelligences theory. Gardner (1993) points out that many schools are striving to recreate the learner-centered environments that exist in museums.
An over-arching framework used in the development of the curriculum of the museum magnet school, one that encompasses many of the concepts listed above, is called Understanding by Designan idea developed by Grant Wiggins and Jay McTighe (Brown, 2004, p.13). The focus of their framework is to enhance student understanding, rather than focusing on rote recall or covering textbook material (Wiggins & McTighe, 1998). Their book, Understanding by Design, promotes facets of student understanding that should be at the forefront of any curriculum design. They present a backward design process calls for educators to ask essential questions, such as, What should students know? or What is worthy of understanding? (Wiggins & McTighe, 1998, p. 8). By incorporating curriculum standards into the creation of learning modules, teachers can insure that classroom time is useful and meaningful for the students (Brown, 2004). Further, Understanding by Design recommends that students have a photo album of student performance rather than a snapshot as their learning is being assessed(Brown, 2004, p. 15). Clearly, this framework calls for a completely new approach to curriculum design and implementation.
During the exploration and creation of interactive, interdisciplinary exhibits, students in museum magnet schools are engaged in topics and information in a very different way than in a traditional classroom with a textbook. Experiential learning calls for active involvement and hands-on exploration (Sternberg and Zhang, 2000). This differs greatly from the traditional classroom model of teaching to the test. Museum experiences that are designed to stimulate a persons intrinsic motivations to investigate, explore, and synthesize, can lead to the building of salient learning constructs to which further knowledge can be added. Intrinsic motivation in students has a multitude of advantages over extrinsic motivators, including: not needing to constantly compel student to perform tasks, the students are generally more engaged in the topics of study, and they learn new information in a more meaningful, connected fashion (Ormrod, 1999, p. 409). For these reasons, museum education is a particularly useful model of education that has been used by some as the basis of a new kind of curriculum for K-12 schools.
An added benefit of museum magnet schools is that they do not typically cost additional money or require new resources to enable. Because of the symbiotic relationship between the museum and the schools, resources can be shared for a mutually beneficial partnership. This partnership--where the school is incorporated into its surrounding environment, can be described as an integrated learning community (Glencoe Online, 2005). Their non-traditional approach to learning provides new ways to bridge economic, generational, and institutional gaps that may be present in the existing school system (Glencoe Online, 2005). Also, such partnerships can often be used as the basis for requests for grant funding, a resource almost all public schools require and often are in competition for.
An example of an integrated, learning community is the partnership between the two schools in Washington, D.C. and the Smithsonian Institution (King, 1999). Of course, a partnership with a museum holding one of the largest and most diverse collections in the world has a tremendous impact on each of the schools involved. In these schools students are encouraged to explore and research existing exhibitions, then work collaboratively to create exhibits. Museum education specialists are available to the students during each step of the process. Finally, the exhibits are put on display and the public is able to view their work, thus finalizing the real-world experience and fulfilling a real sense of accomplishment (Glencoe Online, 2005).
Many other school systems have applied the magnet museum school curriculum as successfully. One such school is the Normal Park Museum Magnet in Chattanooga, Tennessee which has partnered with no less than seven local museums (Headley, 2006). Students there engage in hands-on, minds-on learning with an emphasis on literacy (Normal Park Museum Magnet School). Once a predominantly black school with low achievement, Normal Park now serves students a very diverse population. Now only about 30% of the students in the school are minority and 70% are non-minority and the achievement gap between the two groups has been reduced by over 40 points (Levine, 2006). Gaps between students from varying economic backgrounds have been reduced significantly as well (Levine, 2006). Jill Levine, the principal at Normal Park, reports that test scores have improved in almost every area (J. Levine, personal interview, March 30, 2006).
In creating the curriculum for the school which re-opened as a museum magnet in 2002, Levine hand chose teachers from the county school system that were willing to think progressively about creating a new kind of educational experience for the students (Battles, 2004). State curriculums were unpacked (Brown, 2004), or taken apart and placed into a more concrete learning context as parts of 9-week modules that focus on specific topics (Battles, 2004). Fort instance, a 5th-grade student spends a 9 week block focused on the civil war. During this time that student will prepare for and then visit the Chattanooga Regional History Museum, report back on that experience, and then apply knowledge gained to the creation of an exhibit on the civil war. That exhibit will then be displayed in the school building and presented on one of four exhibit nights. On that night the student acts as a docent, explaining his or her work and demonstrating an understanding of its sociocultural context (Levine, personal interview, March, 30, 2006).
Student work is put on a pedestal, is the phrase Levine uses to describe the unique approach to teaching and learning taken at Normal Park (Levine, personal interview, March 30, 2006). Student projects are on display in every inch of the school building and even on the grounds. Every piece of work is unique and a students background cannot be determined by the exhibits theyve created. This proves that the curriculum can work with students from any background (Creating Successful Magnet School Programs). Levine believes that homework can be an equity issue. When asked about parental involvement with the creation of the exhibits, she explained that the exhibits displayed in the schools are created entirely in the classroom. When parents volunteer they are encouraged to help their students entire class, not just their own child (Levine, personal interview, March 30, 2006). Parents at the Normal Park Museum Magnet must volunteer a minimum of 18 hours at the school each year (Normal Park Museum Magnet School). This provides teachers with much of the additional support needed to work in such a demanding teaching role, and it saves thousands of dollars each year for the schools budget.
Administrators of museum magnets may be presented with more challenges than administrators of traditional schools. Continued funding must constantly be sought for the added costs related to development of the curriculum such as: busing costs for the trips to the museums, materials and supplies needed to create museum quality products, and funding for additional staff such as a museum coordinator (J. Stepanske, personal communication, March 28, 2004). Also additional time must be spent by teachers to create new and unique instructional units each year (Levine, personal interview, March 30, 2006). More teaching assistants are often needed, and this need cannot always be met by parent volunteers, however, even with all of these factors to overcome, administrators in these programs are very optimistic about the new programs they are creating (Battles, 2004).
Museum magnet schools represent one of the most effective education reforms of the last century. With its unique curriculum built upon Understanding by Design and its focus on hands-on, project-based, object-oriented learning, student achievement results at museum magnet school are very high. Normal Parks school averages were once some of the lowest in Hamilton County, but now they bring up the average. When comparing the academic achievement of advanced students, those who typically score very highly on standardized tests, Normal Parks students scores are consistently higher than advanced students throughout the county (Normal Park School Improvement Plan).
Adapting the Curriculum
The concepts used in magnet schools can be adapted to and used in more traditional school settings to achieve similar results. The Queensland, Australia Museum Magnet schools program represents an effort to embed components of the museum school curriculum into a traditional classroom setting. Students and teachers in this program are similar to those in the magnet schools described above in that they collect objects, study them to derive knowledge and present their findings through exhibitions and publications (Museum Magnet Schools). However, these schools have not created an entirely new design in order to adopt the curriculum. Instead they have modified their existing curriculum to incorporate similar goals and have done so quite successfully.
The partnership at the heart of this program exists between four schools under the Queensland Department of Education and the Queensland Museum as well as the Smithsonian Institution in Washington, D.C. (Museum Magnet Schools). Students in this program create exhibits in their classrooms that are then displayed on the world wide web to be shared with other schools in the program and partner museum schools in the United States. Even though these schools do not fit the definition of a museum school as put forth by Kira King and others, these schools have been able to achieve many of the same results are possible with the museum school curriculum. Many of the adaptations have involved creative uses of technology, such as virtual field trips and presenting student work online (Museum Magnet Schools).
Jill Levine believes that components of the museum curriculum certainly be transferred to classrooms in non-museum schools. It just takes a lot of extra work for teachers (Levine, personal interview, March, 30, 2006). The preparation of the lessons and the museum visits, planning and arranging the projects, and finding materials and funds for purchase of materials can be exhausting, as many schoolteachers and administrators know. But the resulting learning and understanding of what is learned by the students is certainly worth the extra effort.
Teachers today in almost all subject areas are under pressure to adapt their instructional styles to incorporate situated, hands-on learning as is described by the constructivist and constructionist learning theories and to cater to multiple intelligences as described by Howard Gardner. Museums and schools are able to partner in ways that create new types of learning experiences for students of many different backgrounds and with many different learning styles. It should not be interpreted that traditional classrooms are inadequate when compared to the experiences provided by a museum but rather that, as stated by Sarah Dillon, the learning experiences available in museums and schools can complement each other to the benefit of all learners (2001). Partnerships between museums and schools are certain to be increasing in numbers and in complexity over coming years, and further research into the curriculum that is developing from those partnerships will be needed.
The current research, although limited, as a whole presents a very positive view of what the future holds for both museum magnet schools and even non-magnet schools. Traditional schools that are able to adapt their existing curriculum to include object-oriented learning experiences and the creation of exhibits in the classroom will likely be able to increase achievement scores and reach students with diverse learning styles. Further empirical research into achievement measures of these schools and cost/benefit analysis could benefit administrators and stakeholders as they proceed with future museum school partnerships.
References
Battles, L. (2004). A Magnet for Learning. Dimensions. 17-18.
Blank, R. K. and Archbald, D. (1992). Magnet schools and issues of education quality. The Clearing House.
Davis, J. and Gardner H. (1993). Open Windows, Open Doors. Museum News Jan/Feb. 34-37, 57-59.
Dillon, S. (2001). Learning Theories and Museum Education Practice: Food for Thought. MERT Journal 2:1.
Donald, J. (1991). The Measurement of Learning in the Museum. Canadian Journal of Education. 175:2. 179-192.
Education Queensland, (n.d.). Museum magnet schools. Retrieved Mar. 12, 2006, from Museum Magnet Schools Web site: http://mms.eq.edu.au/.
Foster, G. (1973). Desegregating schools: A review of techniques. Harvard Educational Review v 43 n 1.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
George Mason University Instructional Technology Program, (n.d.). Object-based learning. Retrieved Mar. 14, 2006, from http://chd.gmu.edu/immersion/knowledgebase/strategies/constructivism/objectbased.htm.
Glencoe Online, (2005). Integrated learning communities: communities building better schools. Retrieved Mar. 1, 2006, from Education Up Close Web site: http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/34.
Hamilton County Department of Education, (n.d.). Normal park museum magnet. Retrieved Mar. 11, 2006, from Education on the Move Web site: http://www.hcde.org/magnet/npmm.htm.
Headley, A. (2006). Normal Park Museum Magnet School. CityScope. 60-64.
Hein, G. (1994). Learning in the Museum. New York: Routledge.
King, K. (1996). Alternative educational systems: A multi-case study in museum schools. Retrieved Feb. 21, 2006, from Dissertations in instructional systems technology. Web site: http://www.indiana.edu/~educr795/prop2.html.
King, K. (1998). Museum Schools: Institutional Partnerships and Museum Learning. AERA Annual Meeting. San Diego.
King, K. (1999). Transforming education: Case studies in systems thinking. Retrieved Mar. 30, 2006, from http://education.indiana.edu/~frick/aera99/transform.pdf.
Neill, J. (2005). Experiential learning. Retrieved Feb. 21, 2006, from 500 Word Summary of Deweys Experience & Education Web site: http://www.wilderdom.com/experiential/SummaryJohnDeweyExperienceEducation.html.
Ormrod, J. E. (2004). Human learning. 4th Edition. Upper Saddle River, NJ: Merrill Prentice Hall.
Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.) Constructionism. Norwood, NJ: Ablex Publishing Corporation.
Russell, T. (1994) The Enquiring Visitor: Usable Learning Theory For Museum Contexts. Journal of Education in Museums. 15. 19-21.
Takahisa, S. & Chalusian, R. (1995). New initiatives for museum-school partnerships. American association of museumss 90th annual meeting. Washington, DC: American association of museums.
US Department of Education, (n.d.). Creating successful magnet school programs. Retrieved Feb. 22, 2006, from Innovations in Education Web site: http://www.ed.gov/admins/comm/choice/magnet/report_pg8.
Sternberg, R. J. and Zhang, L. F. (2000). Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000. html.
March 29, 2006
Good stuff on ethics
Met Dr. Robert W. Fuller today who gave a couple of speeches on the issues related to rankism or using your rank to exploit those under you. Here is a snippet from the press release on the event:
Robert W. Fuller, the author of Somebodies and Nobodies: Overcoming the Abuse of Rank, will be speaking in the Auditorium of the University Center. He will discuss his thesis that, throughout history, and especially today, what he has denoted as "rankism" has been a pervasive factor in the disenfranchisement of people and the frustration that leads to underachievement, non-productivity, prejudice, discrimination, and all other manner of social malaise.
Fuller had a really poignant illustration from his childhood about a little girl in his Kindergarten who was singled out by the teacher for basically being "white trash" (he's from up north, so whatever they call that up there). Later in his life he realized that situation was an early indication of our society's division between "somebodies and nobodies."
An interesting point he made was that the victims of the Katrina disaster though black, were more correctly victims of being nobodies--they wielded no power. This occurs when you realize you can actually break your promises to someone, and there is no reason for you not to let them down. I thought that was apt.
March 18, 2006
The greatest paper--I never wrote.
Spent half a day Thursday with this mensa trying to gather research for the article I wanted to write, How do slackers learn? but finally realized that the topic just doesn't fit the assignment or my more immediate needs that well. Based on the lack of scholarly writing on the topic I think there is a need for such a paper, so when I get done with this paper I at least want to post an essay on that with my thoughts on the topic and what little I found.
I believe a great percentage of HS and college students I deal with fall into this category and I have certain leanings myself. It's not a bad label in my opinion (like my previous post about Freaks) but it's basically a question of motivation. Ron Livingston's character in Office Space is my example of a slacker. He is not lazy or incompetent, but in his own words, a slacker basically needs the right kind of motivation:
Peter Gibbons: You see Bob, it's not that I'm lazy, it's that I just don't care.Bob Porter: Don't... don't care?
Peter Gibbons: It's a problem of motivation, all right? Now if I work my ass off and Initech ships a few extra units, I don't see another dime, so where's the motivation? And here's another thing, I have eight different bosses right now.
Bob Porter: Eight?
Peter Gibbons: Eight, Bob. So that means when I make a mistake, I have eight different people coming by to tell me about it. That's my only real motivation is not to be hassled, that, and the fear of losing my job. But you know, Bob, that will only make someone work just hard enough not to get fired.
Reminds me so much of when I have a student ask, What's the lowest grade I can make on the exam and still pass the class. So, more to come on slackers and how they learn, or as I am calling it--Slacker Learning Theory, very soon.
See also: Slackers on imdb.
February 24, 2006
Information Processing ala Tucker
On Friday, Feb 24, Dr. Jim Tucker spoke to my class about information processing and learning concepts. Very thought-provoking presentation with interesting ideas to consider about cognition and learning. Will write up notes here shortly.
February 23, 2006
2006 Educator's Conference
I attended the 2006 Educator's Conference today at Covenant College on Lookout Mountain. Someone said to me, maybe they built this up here so they could feel closer to God (actually they converted a hotel I believe..). I told him that based on some of the students I've met from there it seems that they feel that way. But otherwise the campus is very impressive and feels like a ski resort.
Dr. Howard Gardner was the big speaker and I was fairly impressed with his presentation since several had warned me he was dry. He didn't jazz it up at all, but his ideas on learning are pretty on target so I was very interested. He pimped (promoted) his book Changing Minds: The Art and Science of Changing Our Own and Other People's Minds, which sounds very business leadership oriented, but does not read as such. A big idea he promoted is summarized by the Harvard Business Review as:
Howard Gardner contends that the ability to synthesize information will be the most valued trait for leaders.
This comes from a forthcoming book about the "5 Minds of the Future" that he is still working on.
Other big ideas I keyed in on were related to his review of multiple intelligences. I've heard of this concept and feel that I vaguely understand it, but haven't read his books yet so was glad to get from the horse's mouth.
The intelligences he describes are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart") (thompsonarmstrong.com)
Another good handout can be found here.
The key points I heard were that these intelligences are essentially like computers in our head that are better at sifting through certain types of information than the others. We all have these intelligences, but most people are more proficient with a couple of these than they are in others.
In Changing Minds Gardner talks about 3 common sense dimensions that explain the phenomenon of changing one's mind. These are the entity (how you attempt to change a mind), the arena (the context of the group or individual you are trying to influence is in), and the levers or tools that actually work to change someone's mind. These are: resources and rewards, reason or logic, research, resonance, representational redescription, real workd events, and resistances (convenient how they all start with R..)
Gardner then went into a long diatribe about Margaret Thatcher and Ronald Reagan...
Finally he discussed his current topic of research which is about the nature of good work. Good is defined by he and his colleagues (Mihaly Csikszentmihalyi and William Damon) as 1) of expert quality, 2) is ethically responsible, and 3) feels right or is enjoyable and engaging to the worker. For this to take place in an organization there should be what he calls "Alignment," which is when all of the stakeholders have common goals. I was thinking about UTC, as a university and within departments, and I would question whether there is that much alignment and therefore not much good work being produced.
Finally, either during asides or in answering questions, I picked up on what I believe to be his solution for education today, in K-12 and higher ed, which seems to be mentors. For someone to really have an impact, there seems to be no combination of curriculum and technology, no new learning theory, no better way to teach than by examples of mentors exhibiting good work. To foster good work in our students, we need to be all about good work ourselves. I think this attitude is probably more prominent in K-12, but many college professors do not seem to feel this need.
So that's basically everything I know about Howard Gardner and MI. I hope it helps you..
February 11, 2006
Schmiberal Arts
After class today I've been thinking a lot about learning theories and learning styles and issues related thereunto. One idea I have is related to the common complaint I here among students, How is this going to apply to me after I graduate, or What is useful about this subject required by my degree?
As a supporter of the concept of liberal arts education, I have usually responded with, We're not teaching you specifics so much as we are teaching you how to learn effectively in the future. Indeed, if we are going to be successful, we need to be lifelong learners. But then what about all those complaining students? If they disagree should they drop out of four-year institutions and get a certified in whatever program certifies people for their chosen profession? Maybe, but maybe not.
Why can't liberal arts be embedded within professional programs,
where students are actively engaged in work, real work with real expectations and outcomes, but the learning model is still multidiciplinary and broad-based? I've cited this before, and it seems cheesy I know, the I really like the learning model presented in the movie The School of Rock.
Not that Jack Black's character in the film was primarily concerned with the kid's learning--he wanted to win a battle of the bands contest, but he created a curriculum in which kid's were able to choose what they wanted to learn, how they were going to approach the tasks assigned to them based on those choices, and what level of understanding they needed to accomplish their goals. At first the kid's questioned and resisted the curriculum change, but eventually they had a happy ending, as any Hollywood movie should, because they took on the tasks and performed very well.
What learning is lost when students are given hands-on practical work to do, work that could possibly benefit society in some way?
In my Video II class students are making PSAs (public service announcements) for local non-profit agencies. They investigate a menu of agencies to choose from and find one they are interested in. They meet with representatives from the agency and discuss the project including the group's immediate needs for advertising--whether they need recruitment, funding, or volunteers. They work with the agency to come up with a concept for the production--hopefully a metaphor that will stick in viewer's minds that reflects on the group's core values. Then they schedule shoots of the agency's activities, shoot testimonials of clients or participants, or shoot according to the metaphor being used. They edit the materials together, present them to the client, and if accepted by the client, we broadcast the PSA on our cable TV airtime and the agency can buy airtime for the spot on network TV as well.
Some other student's are receiving credit for doing a local version of Fox Sports' Best Damn Sport Show or ESPN2'sCold Pizza. In the past student's have produced several comedy shows and a somehwat successful late-night talk show. Are they learning anything? I really, really think so, because they are doing something they want to be doing. I also have some kids coming over from Howard High School working with me getting HS credit. Its all pretty recent and unmeasured, but I think these kids are going to get a lot out of the experience.
Again, I believe that learning can and should be fun. Sure there are concepts and groundwork courses that must be taken. Kids should know how to read and do math. They should be able to express themselves both orally and with writing by the time they get to college, and certainly by the time they get to my class. But what incentive are we dangling in front of them to get them to push themselves to learn these things. Grades? For many students this isn't working. I have had enough students ask me what the minimum was they would have to make on a final to get a passing grade--D, to pass my course to know that grades are not motivating students. We have a huge population os students who are happy doing the bare minimum, heck, I'm one of them, unless it's something I want to do or learn. Wouldn't they do more if they thought their work was to be used in some way.
What if they don't learn calculus? What if they don't ever read Shakespeare? They obviously don't care about the value of these things, I wonder why do we? What is the harm of allowing a student to choose to explore conceptually their own areas of interest--within the broad categories prescribed by a liberal arts education?
I have a couple of suggestions for "learning by doing" that I want to investigate further:
1. English 121 and 122 need to be embedded in some kind of real-world experience. They do this on MTV's Real World every season now, the housemates have to work together on some project. Working for a recording studio, starting a business, producing a documentary. Let's face it, the kids are watching the MTV anyway, let's model some of our curriculum after the popular culture the kids are more concerned with anyway.
2. Every subject should involve some hands-on learning. EVERY ONE. Science courses have a 1 hour lab requirement for every 3 hours of lecture. Shouldn't that be the other way around? Math doesn't have any lab requirement, yet its one of the most practical day-to-day applications we have. Get those kids to an accounting firm, or auto shop, or a hair boutique, or anywhere and show them the VALUE of using math skills on the job.
3. Create assignments whose end-results are shared. If kids write a speech on MLK, post it online. If they are learning history, hold a discussion on how whatever topics are applicable today. Kids/students/learners need to feel like they are moving toward an established goal and more and more the goal of making an A has less value for kids. It does for me, but I would sacrifice any A on something I could care less about for a D in something that actively engaged my interests. My thought is though that the potential for success is much higher in the latter situation.
I have a friend who is an admitted C student in Biology and Chemistry but who is highly regarded at the Tennessee Aquarium for being somewhat of an expert in how to treat chemical problems around the fish. Is he learning? Of course, but the application of the textbook knowledge is what drives him, not the grade. He likes fish, and there's nothing wrong with that.
Most of this falls under the Cognitive and Constructivist learning theories, though I would argue that Motivation has EVERYTHING to do with student's learning. I'll keep exploring this idea to see where it leads me. Any suggestions or other examples of this would be appreciated.
January 27, 2006
History, Enterprise, and Ethics
In the summer of 2005 I participated in a debate as a part of EDD 710/720. The topic assigned was...
Ethical situations at work - conflicts of interest
Hurricane relief - volunteering
Digital ethics - fair use vs. copyright
"Fourth Wave" - Where is technology taking us? Education?
Education as a business.
June 22, 2005
Stars on Ours
Somewhere along the way in education, somebody got the idea to put all the kid's in kindergartens names on the wall, and to assign them stars based on merit. I can easily see the value of this incentive and think that a token economy of stars is fun for the kids, but I question instilling this value of rewards-based performance. You see, in my doctoral program, there is a contingent of students who still want stars. Then there are others, like myself, who could care less about the stars (I am just in it for the participation and hopefully personal growth, though I realize some grow through reaching goals, and stars are a goal, of sorts).
Anywho, the faculty are selling us stars and participation, like the Dr. Seuss story about the Sneeches where they don't really care what you want to earn or have, they just want to see you run around (and I guess, to learn something).
Who made up this star idea? I want to say, No, no, bad teacher! Kids need to want to do good, because it is GOOD intrinsically, not for rewards..
Thoughts?
UPDATE: Finish reading Punished by Rewards by Alfie Kohn.
Ayn Rand and Libertarians..
Below are some posts I made on our class discussion board. I won't post anything anybody else put up, but someone started a thread about Ayn Rand's Ethical Egoism ideas, which fits in nicely with a book I just finished by John Stossell. Here goes:
Post 1 - "Someone in my group had really great and empassioned comments about 'levelling the playing field' and alluded to systemic obstructions that prevent people from advancing themselves. Most of this was in the context of growing up in the projects. Several of us believed that the government has bungled in trying to help people by providing government welfare--a program with great intentions that in the long run creates dependence on those monthly checks, and prevents people form ever getting out of the system.
My concept of a level playing field is where no one gets checks from the government (including farmers who don't grow crops) and people, like Ayn suggests, must duke it out for themselves. Any government intervention only exacerbates the problem of dependence and should be avoided.
Having that said, I think government should encourage volunteerism. Big government can't help specific problems anywhere near as well as individuals in and around local communities can. Who is Uncle Sam to say what is needed in Chattanooga's projects? Shouldn't Chattanoogans have a stronger say in the matter?
Government (federal and perhaps state) can help more people by butting out altogether, but fostering a community spirit in which locals come together to serve each other. Faith-based organizations should be more involved. As I understand it, Christians should be serving their fellow man and helping the poor, as well as Muslims and Jews and most other faiths(including humanism, but maybe not Buddhists?). Why do we want to let the government try to fulfill our mission?
That was my thinking last night, but then I started thinking today about India, where I saw extreme poverty on such a massive scale, where their government could obviously help its people better than it has. Leprosy is still a major disease, whereas everywhere else in the world it has been eradicated. That's where Rand's ethic falls apart. When no one has anything to share, when there are no means to produce, it leaves a hellish, body-strewn landscape where begging is a sought after profession.
Ethical Egoism is an extreme view and I think not to be followed completely, but it seems like a great set of lenses to look at big approaches to solving a problem, and considering, Are we doing more harm than good?"
post 2 - (oh yeah, my prof said he liked that last question) "I take offense at being classified as belonging to any political party (he called me a libertarian). I HATE politics and believe their current state is keeping our nation in a quagmire. I believe STRONGLY in the power of individuals, that people make a difference.
School Reform--good teachers. Getting out of the projects--role models. Senseless war--activism. Poverty--selling everything you own. You decide what is important to you and YOU go out and do something about it. Not George Bush, not John Kerry, not Nader or Badnarik, but you. Political parties suck the resources, zeal, and willingness to act from huge chunks of our population.
Government is a necessary evil (which makes me somewhat libertarian to say I know) but just like we say don't let anybody else do your dirty work, I say don't let them do your good deeds either."