Reinventing the classroom...
So once we agree we want some kind of computer lab, the question is, what kind? They already come in many flavors, one of my favorite being the virtual hosts approach, where all software and lessons for the day come preloaded such that you experience a properly equipped distro right out of the starting gate, MySQL, SQLite, povray, VPython, some x3d browser, everything you need. No time waisted with RPMs or apt-gets or any of that. Of course from the teacher's perspective, it can't be that labor intensive to manually reconfigure each workstation nightly, which is why the virtual hosts model provides check box menu driven type interfaces, not saying I've seen but a few, schools tend to roll their own sometimes. So as Mr. Urner, I say "tomorrow I want Python 3.x", then that's what'll be there, perhaps turning off install options for every 3rd party package with no compatible version yet (smart menu!). Having been doing some work in the private sector around multiple pyprocessing clients talking to a host via Pyro, I'm thinking my ideal classroom lets students practice teamwork across workstations, even if these are virtual, i.e. the actual classroom hardware is more terminal than desktop computer, the racks being elsewhere. It's not like every day we need interprocess communication across hosts, but some days we might, and this classroom makes it easy for the teacher to set that up ahead of time (e.g. by getting pyprocessing installed -- not Standard Library, emulates Threading but with process dynamics under the hood). I realize we're not there yet, except in some of these executive training centers, i.e. the "students" I'm talking about are business professionals with six figure incomes, hoping to stay in the game during the next tech cycle, where there's lots of hiring but precious few with the skills. That's why I think ramping up more in high school makes a lot of sense, wouldn't mind shoving a lot of that "old Europe" approach to mathematics to one side to make room, but that's just in our more radical / surreal encampments, not saying to try this at home. Maybe a Quaker school here and there might be into making a go of it. However, if we play our cards right, this kind of TuxLab type executive training lab could become more part and parcel of the ordinary pre-college experience, as well as college, where wired dorms are already the norm and computer labs abound. Vendors are already gearing up for this market, as mentioned earlier on edu-sig, with products that'll temporarily limit access or even disable the keyboard at the teacher's discretion, not saying every course need confer such godlike powers (including powers to snoop, lurk). If it's a Quaker school, likely students will share sysop responsibilities so there's a clear view against abuses of power all round, whereas (on the other hand) in some classes, e.g. martial arts, students willingly consent to temporary restrictions i.e. having keyboard go dead, flickering terminals -- could be a valuable simulation and/or learning experience, given likely field conditions this crew is training to handle, maybe erratic power supplies, frequent brown outs. Anyway, if you've been tracking my blogs you see my focus is more the Portland coffee shop scene these days, not so much classrooms, where I just use whatever PSU has to offer. These storefronts already host artists, sculptures, photographers, double as art galleries in other words, which these days might as well include a few LCDs, i.e. flatscreens, framed TVs. Nam June Paik and friends, Hell's Kitchen and so on, have already paved the way for TV screen as art vista, so it takes very little work to get these exhibited, with public buy in that these aesthetics are OK. LA has many examples, with Portland playing catch up (Costello's on East Broadway a good example of what I'm talking about, but also Back Space downtown). Screens host "screen savers" done using Python in some capacity, maybe just playing off a DVD at this point (or streaming) no live CPU in this picture. http://www.paikstudios.com/ http://www.costellostravelcaffe.com/photos/#id=interior&num=1 http://www.backspace.bz/index.php Kirby
Hi Kirby, On Sun, Nov 16, 2008 at 1:20 PM, kirby urner <kirby.urner@gmail.com> wrote:
So once we agree we want some kind of computer lab, the question is, what kind?
This sentence sounds similar to something I was just writing about...though reading on in your post it's not really talking about the same thing. Nonetheless, I paste the paragraph for your possible enjoyment .... [delete at will] It is fairly obvious that computers can revolutionize education, but now that every school has them, how does one actually realize all the latent potential residing in all those computer labs? I don't believe the details were ever very clear, just the general agreement that computers _could_ improve education. There doesn't seem to be anything fundamental about computers which affects some corresponding fundamental aspect of education, for example, so it's not like it was a revolution that was going to happen automatically. Furthermore, each subject can only be "revolutionized" to an extent which depends on software availability. Keep on keepin' on ... Charlie Cosse
Hi Charlie, just Googling up your earlier suggestion to do more with audio books, for commuters etc. I agree there's a sense of "so now what" regarding some of those computer labs, i.e. are these for uploading pictures of the neighborhood, comparing with historic archival shots, for studying local infrastructure (sewers, cable TV nets, electrical grids...), for doing object orient math, for making and watching YouTubes...? So many possibilities, so little time. I think we need more think tanks looking into these questions. I was impressed when in England to discover a London Knowledge Lab already set up to explore precisely such questions, returned home eager to start my Portland Knowledge Lab experiment, flattering by imitating the way I saw it, actually renting an office on 8th & SE Main, later trucked it elsewhere. Part of PKL's purpose is to amass a collection of videos suitable for math/computer lab use, something of a PR effort, got some cool stuff out there e.g. Adrian's fine "breathing torus": http://www.youtube.com/watch?v=tcMCou6CrK4 (C++ and POV-ray) -- still growing the archive. Anyway, just reminiscing, plus looking forward to more discussions about computer lab design, best practices, etc., admitting up front I'm getting limited impressions in my current walk of life, e.g. not much interaction with high schoolers these days, though I might have another lab session at Portland State in the spring, a traditional Windows setup, everything preinstalled. One thing I'll say is we should be having students practice more working in pairs, solo coding on significant projects becoming relatively rare thanks to management embracing some hard won lessons from the field. Pair programming does not have to mean sharing a computer however, we can do it with various combinations of free tools (I've been doing Skype some, like with a coder coven in LA, though mostly it's the usual "over the shoulder" approach, one of us driving, though sometimes we project the shared screen, sit around a table): https://wiki.koumbit.net/Remote_Pair_Programming http://andrzejonsoftware.blogspot.com/2008/02/remote-pair-programming.html etc. Kirby On Sun, Nov 16, 2008 at 6:20 PM, Charles Cossé <ccosse@gmail.com> wrote:
Hi Kirby,
On Sun, Nov 16, 2008 at 1:20 PM, kirby urner <kirby.urner@gmail.com> wrote:
So once we agree we want some kind of computer lab, the question is, what kind?
This sentence sounds similar to something I was just writing about...though reading on in your post it's not really talking about the same thing. Nonetheless, I paste the paragraph for your possible enjoyment .... [delete at will]
It is fairly obvious that computers can revolutionize education, but now that every school has them, how does one actually realize all the latent potential residing in all those computer labs? I don't believe the details were ever very clear, just the general agreement that computers _could_ improve education. There doesn't seem to be anything fundamental about computers which affects some corresponding fundamental aspect of education, for example, so it's not like it was a revolution that was going to happen automatically. Furthermore, each subject can only be "revolutionized" to an extent which depends on software availability.
Keep on keepin' on ... Charlie Cosse
On Sun, Nov 16, 2008 at 12:20 PM, kirby urner <kirby.urner@gmail.com> wrote:
So once we agree we want some kind of computer lab, the question is, what kind?
That's a pretty strong assumption, and one that the 1-1 computing community would strongly take issue with. I haven't noticed much good from computer labs, while I have seen quite remarkable results reported from One Laptop Per Child deployments in Peru, Ethiopia, and elsewhere, where the children not only have the use of a computer throughout the school day, but take them home to work on homework jointly over the wireless network, and teach their parents about computers and the Internet. The computer lab strikes us as exactly analogous to a writing lab in which children would have access to paper and pencil for an hour a week. -- Silent Thunder (默雷/धर्ममेघशब्दगर्ज/دھرممیگھشبدگر ج) is my name And Children are my nation. The Cosmos is my dwelling place, The Truth my destination. http://wiki.sugarlabs.org/go/User:Mokurai
On Mon, Nov 24, 2008 at 4:29 PM, Edward Cherlin <echerlin@gmail.com> wrote:
On Sun, Nov 16, 2008 at 12:20 PM, kirby urner <kirby.urner@gmail.com> wrote:
So once we agree we want some kind of computer lab, the question is, what kind?
That's a pretty strong assumption, and one that the 1-1 computing community would strongly take issue with.
Yeah, not saying the labs are the best solution in all circumstances, just we'd have a tough time without 'em here in Portland for example, use 'em daily, often with adults hoping to hold on to those juicy high tech jobs they've got. Some of 'em are like near the top of Fox Tower, used to have Python User Group meetings in one of 'em... Not either/or, is what I'd say. Anyway, the tone was more: if, in your specific venue, you discover you want some kind of computer lab, then... and like that. Love my XO, Kirby
On Mon, Nov 24, 2008 at 7:02 PM, kirby urner <kirby.urner@gmail.com> wrote:
On Mon, Nov 24, 2008 at 4:29 PM, Edward Cherlin <echerlin@gmail.com> wrote:
On Sun, Nov 16, 2008 at 12:20 PM, kirby urner <kirby.urner@gmail.com> wrote:
So once we agree we want some kind of computer lab, the question is, what kind?
That's a pretty strong assumption, and one that the 1-1 computing community would strongly take issue with.
<< SNIP >>
Not either/or, is what I'd say.
Anyway, the tone was more: if, in your specific venue, you discover you want some kind of computer lab, then... and like that.
Love my XO,
Kirby
Walking my talk re the XO this morning, took it to a coffee shop, as I sometimes do, got lots of cooing going among customers, who all fall in love with it immediately. Any guy geek with an XO shouldn't complain about not getting dates -- you must be doing something wrong, don't blame MIT, is all I have to say. Better than owning a puppy! http://worldgame.blogspot.com/2008/11/posting-from-my-xo.html Kirby
participants (3)
-
Charles Cossé
-
Edward Cherlin
-
kirby urner