The Internet damage caused by hurricane Sandy

As GigaOm points out, many data centers are flooded and are running backup generators for power. There has also been some damage to transatlantic cables.

This is reminiscent of the Internet damage caused by Hurricane Katrina in New Orleans. Only one New Orleans Internet service provider, DirectNIC, remained online during and after the hurricane. Shortly after the hurricane, Doc Searles conducted a 40-minute interview of DirectNIC CEO Sigmund Solares. Solares tells a fascinating story of the effort it took to find deisel fuel for their standby generators and keep the data center running. If you are a data center geek -- even a little bit -- you will enjoy the interview.

It also reminds me of one of the initial motivations for the invention of packet switched networks -- that they would be able to route around damaged equipment and continue to function in case of a disaster. The figure below is from one of Paul Baran's 1964 RAND reports outlining the rationale and design for a distributed packet switching network.

The problem here is that too much equipment was located in a small area. You can understand why -- there are many large businesses in lower Manhattan and a lot of cable landing points near New York City.

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I've added a second post on the damage caused by the hurricane. It talks about ways the Internet senses and reports its own state.

The times they are a changing -- HTwins "Scale of the Universe" updates Eames' "Powers of Ten"

In 1977 the designers Charles and Ray Eames made a film called Powers of Ten, "dealing with the relative size of things in the universe and the effect of adding another zero." It begins with a picnic scene then zooms out to 100 million light years (10^24 meters) and back in to .000001 angstroms (10^-16 meters).

The film was very popular at the time and it has been viewed over 1,728,000 times on Youtube. In 2010 the Eames Studio created a Web site based on it. The Web site adds a bit of interactivity and sharp still images like the one shown here, which depicts a view of the picnic from 10^26 meters.

But, it is re-purposing of old material and it shows.

Contrast that with HTwins' interactive site "Scale of the Universe 2" (Scale2), which was born digital. Here we see some objects that are around 1 meter in diameter.

Instead of watching a video, the user zooms in and out using a slider that ranges from the size of the strings of string theory (10^-35 meters) to the observable universe (10^27 meters). The user can also click on an image to open a small text window describing the object. The text is at least partially available in 20 languages.

Unlike Powers of Ten, Scale 2 is extensible. The translations are provided by volunteers and new images and text descriptions can be added. Powers of Ten has not changed since it was filmed.

While I like the interactivity and extensibility of Scale2, it lacks the interesting and compelling narration that accompanies the Eames film and provides for transitions between the images. The two have their place, and if I were teaching the topic, I would have the students watch Powers of Ten then play with Scale2.

There are two other notable differences between Powers of Ten and Scale2.

Powers of Ten was sponsored by a major corporation, IBM, and Scale2 is sponsored by Google Ad Sense ads. One big client versus a lot of minuscule clients.

Another difference is in the project organization and cost. Powers of Ten was produced by what was arguably the most famous design firm in the world. They had a large studio with many employees and were known for projects like the Eames chair, IBM's World Fair pavilion and the design and colors of IBM's "big blue" mainframe computers. Scale2 was created by Cary Huang, a 14-year-old ninth grader with technical help from his twin brother Michael. (I wonder if their parents helped). Here are the Htwins:

News 2.0? Reporting with Google hangouts.

California gasoline prices jumped to record highs this week, and the Los Angeles Times covered the story in their print edition. But, when I asked a class of 25 students how many read the LA Times, only three said they did.

I can also imagine this being covered on TV news -- a reporter standing in front of a gas station ... the camera pans from her to the price sign and back ... she comments that prices have risen by a dollar a gallon in a short period of time ... she interviews a customer who complains about the price hike ... It ends up being a 60-second spot, then on to the next story or a commercial.

I also asked my students how many watched TV news regularly. Again three said yes.

It turns out that the LA Times also covered the story in the following 8-minute Google hangout between two Times writers and an expert on energy and gasoline prices.

During this interview/discussion we heard why the prices shot up, how high they might get, when we might expect to see them come back down, why gas does not come in from out of state, tactics of the gasoline station owners, the global determinants of oil prices, etc.

Is there a demand for this sort of relatively in-depth reporting? Will this sort of coverage become common in the future? If so, how will people discover the stories they want to focus their attention on?

And, what about the business model? How much did this hangout cost to produce? Perhaps the two Times writers spent half an hour planning the interview and getting in touch with the expert. The participants all stayed in their offices and the call itself took no more than 15 minutes. When the hangout ended, it was automatically posted on YouTube. That is the good news. The bad news is that the three people were well-paid, articulate professionals so their time is valuable.

Can we find a viable business model with revenue from ads, subscription fees, pay-per-view fees, etc. to cover the cost?

Inverting classes and outsourcing teaching material

Last week, I sent my class a copy of the announcement of Stanford's forthcoming MOOC An Introduction to Computer Networks.

One of the better students replied immediately, thanking me and saying it was just what he had been looking for. Since our on-campus introduction to networking involves some lab work, the two classes will not be identical, but could they be complementary?

This morning I read that NYU will run an inverted class in programming. The students will work through online teaching material at Codeacademy.com, then come to class to address problems and ask questions. The weekly class will also have guest lectures from technology industry leaders.

I find myself running an increasingly inverted class, expecting students to study my online modules on their own, freeing up class time for questions over the material and feedback based on their weekly assignments and quizzes. We also discuss current events that are pertinent to the class, which I describe in blog posts and Google Plus posts during the week.

Are you using any "outsourced" teaching material? Inverting your classes?

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San Jose State has reported improved test scores in a pilot comparison of an inverted class section using MIT material. It was just a midterm result from one section, so is far from conclusive, but we will keep an eye on the project and hope others do similar comparisons.

#digilit #jiscdiglit #highered #edreform #MOOC #pedagogy #EDUCAUSE #bonkopen
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Software and plumbing patents

Gary S. Becker,a Nobel laureate in economics, and Richard A. Posner, a prolific and renowned Federal Judge, are co-authors of a blog, in which they discuss a wide variety of topics.

The patent and copyright systems was a recent topic, and both men commented on software patents.

Posner wrote "pharmaceutical drugs are the poster child for patent protection" -- expensive to develop and cheap to copy -- and the "problem of excessive patent protection is at present best illustrated by the software industry."

Becker agreed, writing "I admit it is not clear where to draw the line between what should and should not be patentable. However, one can start by eliminating the ability to patent software."

I recommend their posts on patent and copyright as well as the comments that accompany them.

Professor Becker says it is not clear where to draw the line as to what should be patentable, but you know innovation when you see it.

Here are two examples. I agree with judge Posner that issuing a patent on the idea of swiping the screen to turn your phone on is "silly" -- incremental and obvious. Contrast that with the LDR 506 7041BK sink trap.

I've used a pipe wrench and plumber's tape to install and adjust a lot of sink traps over the years, but this morning I installed an LDR trap with no tools, no plumber's tape and little effort. You assemble the trap and snap the parts together with a twist. They click into place, there are no leaks and the assembly costs only $4.95. That is a patent-worthy invention.

Yet another way to cover live events

Louis CK made a lot of money and made a lot of fans happy by producing his own video of a recent comedy show and distributing it on the Internet.

This evening, Bill O'Reilly vs Jon Stewart will be on stage at George Washington University for a political/comedy show.  If you can't or don't want to be there, you can still watch it on the Internet.

Nox Solutions will stream the event on the Internet, and for $4.95 this is what you get:

• You can stream the event up to three times, including the live stream
• After that, you can watch it on demand (for a limited time)
• You get a downloadable audio (mp3) file or downloadable high-definition video file (H.264 encoded in an MP4 container), which will be available at a later date. 
• You can watch it on any phone, tablet or computer and on your TV if you have a Roku, Google TV, Apple TV, etc.

They ask that you not redistribute and half the profit goes to charity.

You see the event where and when ever you want for $4.95.  Does that sound good to you? What other events would you like to see given similar terms?

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More versions are now available for download or streaming -- 240p, 360p, 540p, 720p and 1080p. The file sizes are 238 MB, 548 MB, 882 MB, 1.8 GB and 3.4 GB respectively. It seems like they could have produced the hi-def version faster, but in the case of an entertainment event like this, waiting a few days is not a problem. (They will improve their work flow and get hi-def versions out faster in the future).

Improving African infrastructure -- Internet exchange points come online

Russell Southwood of Balancing Act, who has been tracking and encouraging the growth of the Internet in Africa since the 1990s, reports that Africa’s future data architecture is beginning to fall into place. In recent years, several undersea cables have gone online, linking Africa to the rest of the world, and now Africans are beginning to deploy Internet exchange points.

Undersea cable that are online or soon will be

In the very early days of the Internet, virtually all international traffic was routed through the National Science Foundation backbone in the United States. An email from the University of Chile in Santiago to Catholic University in Santiago, was routed to Florida then back to Santiago. The US National Science Foundation gave free service and even offered connectivity subsidies to foreign research and education networks. (There was no commercial traffic -- it was all for research and education).

As usage expanded, ISPs in Europe, Asia and South America cut costs by creating domestic Internet exchange points. Traffic remained local -- it was no longer routed through the United States.

As you see on this map of Internet exchange points, Africa is now starting down that path. An interactive version of the map is online at the University of Oregon Network Startup Resources Center which has been tracking and encouraging the spread of the Internet in developing nations since the late 1980s.

Internet exchange points in Africa

Southwood points out that Africa still has a long way to go, stating that "on a recent visit to a Central African country, I discovered that an mbps of international bandwidth still costs over US$1,500 compared to the low hundreds or lower in more competitive countries." (And that is still around 10 times the cost in developed nations).

African connectivity trains the rest of the world, but is improving

Indeed, Africa lags far behind other continents in Internet connectivity and utilization, and the relative gap continues to grow, but the absolute level of service is improving. That will benefit Africa and the rest of the world as well.

Governor Brown signs California open source textbook bills

Spurred by the rapidly rising cost of textbooks, California Governor Jerry Brown signed two bills designed to provide Creative Commons textbooks and other teaching material to students in large-enrollment lower division courses. Senate Bill 1053 establishes the California Digital Open Source Library and Senate Bill 1052 establishes the California Open Education Resources Council to oversee and acquire material for the library.

As I read it, the nine member Council will be composed of three faculty members from University of California, the California State University and the California Community Colleges and this is what they will do:

• Determine a list of 50 lower division courses in the public post secondary
  segments for which high-quality, affordable, digital open source textbooks
  and related materials would be developed or acquired
• Review and approve developed open source materials and to promote strategies for production, access, and use of open source textbooks to be placed on reserve at campus libraries in accordance with this section
• Regularly solicit and consider, from each of the statewide student associations of the University of California, the California State University, and the California Community Colleges, advice and guidance on open source education textbooks and related materials, as specified
• Establish a competitive request-for-proposal process in which faculty members, publishers, and other interested parties would apply for funds to produce, in 2013, 50 high-quality, affordable, digital open source textbooks and related materials, meeting specified requirements
• Submit a report to the Legislature and the Governor on the progress of the implementation of these provisions by no later than 6 months after the bill becomes operative and to submit a final report by January 1, 2016

This sounds good, and I am optimistic, but have a couple of questions:

Is the bill funded? The act states that all of this is conditional upon funding with State, Federal or Private funds.

At first, publishing companies opposed the bills, then removed their opposition. I wonder what they are thinking. Will they be applying for funds to produce these textbooks? How big a business might that end up being?

Finally, will these end up re-purposed versions of traditional textbooks, or will the library also acquire born digital teaching and learning materials?

It will be interesting to see how the funding goes, who ends up providing the textbooks in 2013 and how much it costs the tax payers.

#digilit #jiscdiglit #highered #edreform #MOOC #pedagogy #EDUCAUSE #bonkop

First shot at characterizing MOOCs -- what are the relevant attributes? (Using a Coursera history course as an example)

Last month I watched portions of Google's Inside Search MOOC and posted a short description of its structure.

Now I am watching Coursera's History of the World since 1300, taught by Princeton history professor Jeremy Adelman.

I am not trying to evaluate the course in this post, but to use it as an example in an effort to develop a set of characteristics or dimensions we can use in describing online courses. (We also need classification schemes for course levels, student goals, etc.). I've also compiled a set of screen images illustrating various characteristics of the course.

Course attributes or dimensions

• Synchronization: This is a lockstep class in which a cohort is synchronized over twelve weeks as opposed to self study. I do not know whether or not the lectures and other material will be archived for self study after the class ends.
• Ordering: Ordering of this course is strong since all students follow the same path throught the weekly modules as opposed to students selecting arbitrary modules or following suggested paths through the course material.
• Presentation style: The presentations are lecture style as opposed to the over-the-shoulder conversation style of the Khan Academy or Udacity.
• Lecture format: There are two one hour lectures per week. They are broken into four or five segments running from around 6 to 20 minutes.
• Video presentation modes: There have been five video presentation modes -- (a) image of the professor superimposed next to a slide on a large simulated display screen, (b) full screen image of the professor speaking, (c) full screen image of a slide with the professor narrating, (d) full screen image of the TA speaking in a control room, (e) simulated conversation between the TA and the professor. Mode a is by far the most common. Modes d and e are used very sparsely. The efficacy of these alternative modes of presentation can be tested in controlled studies.
• Linearity: The video is linear. The interactive quizzes are separate.
• Production location: The video is shot in a studio, not a classroom, lecture hall or person's desk.
• Recording quality: The audio and video quality is excellent (resoltions, frame rates and audio characteristics can be quantified).
• Face to face synchronization: This course is hybrid, run in parallel with an in-class offering, as opposed to Internet only.
• Lecture slide format: The lectures use simple slides -- either a single image or very few words versus more complex slides.
• Subtitles: There are optional subtitles in various languages. The first lecture segments now have English, Spanish, Portugues and Indonesian subtitles. The translation is evidently being done shortly after the lecture is recorded.
• Transcripts: There are one phrase per line transcripts (with and without time codes) to support the subtitle translators, but no natural paragraph transcripts.
• Instructor control of display: The professor uses an iPad to change slides and draw highlights on the slide display.
• Video controls: play/pause, raise/lower volume, skip back/forward, increase/decrease speed, and toggle full-screen. There is no clickable, slide level index. Skip back is very useful if one's mind wanders for a short time. The ability to increase/decrease playback speed is particularly valuable in giving the user control over the experience and as a tool for research into the effect of playback speed on comprehension and retention.
• Grading and certification: There is no grading or certification for this MOOC.
• Interactive quizzes: Most segments are followed by a quiz.
• Quiz format: The quizzes focus on recall -- each (so far) consist of four true/false questions. Feedback is correct/incorrect only.
• Machine graded assignments: The short answer quizzes are graded automaticall.
• Subjective assignments: A 750-word essay every two weeks with peer feedback.
• Textbook: There is a recommended $90 textbook. The book is not required, but it was written specifically for this course by a team of five coauthors, including the presenting professor.
• Audio recording: The lectures have not included supplementary audio recording to this point.
• Video recording: The lectures have not included supplementary video recording to this point.
• Other supplementary material: There is a checklist of places and terms for each lecture.
• Guest lectures" The course includes "global dialogs" -- weekly conversataions between Princeton students in the class and a guest speaker. Questions for the guest speaker are submitted in advance and voted up/down.
• Regular communication: There is a weekly letter from the professor on course mechanics and content.
• Synchronous office hours (Q and A): Neither the professor nor the TA hold syncrhonous office hours.
• Staffing: There is a single TA who helps with the preparation of the quizzes and other material.
• Intellectual property: The video lectures are copyrighted by Professor Adelman as opposed to his employer (Princeton university), the host (Coursera) or a Creative Commons licence.
• Course origin: The course was not "born digital" -- it was repurposed from a tradtional class.
• Cost: The course is free

Forums:

• Professor's Forum: Jeremy Adelman and Melissa Teixeira Discuss Weekly Lectures
• General Discussion: Discussion and questions about the course.
• Topical Forum: History and Technology: Please post discussions and questions specifically about technology.
• Topical Forum, Ideas and Faiths: Please post discussions and questions specifically about ideas and faiths.
• Topical Forum, Environment: Please post discussions and questions specifically about the environment.
• Topical Forum, Empires, States, and Politics: Discussion and questions specifically about empires, states, and politics.
• Topical Forum, Commerce, Production, Economy: Please post discussions and questions specifically about commerce, production and economy.
• Lectures: Please post discussions and questions specifically about the lectures.
• Global Dialogues: Submit questions for upcoming Global Dialogues at Princeton or discuss past Dialogues.
• Study Groups: Find friends and arrange meet ups!
• Readings: Discussion and questions about the suggested readings.
• Assignments: Use this thread to discuss issues related to the assignments.
• Additional Materials for Reference and Research: Use this thread to discuss additional materials for reference and research.
• Who we are?: Use this forum to discuss and post questions about who we are, where we are from and why we should care.
• Technical issues: Bug reports on the content of videos or web platform issues.

#digilit #jiscdiglit #highered #edreform #MOOC #pedagogy #EDUCAUSE #bonkopen

Feed+, a cool Chrome app for creating Google Plus RSS feeds

I've been known to rant a bit about the lack of Blogger's features in Google Plus (here is an example).

Well, Google has ignored my rants so far, but Eric Koleda, a Google engineer, has written Feed+, a Chrome App that helps. With Feed+ you can create an RSS feed for the public posts of a specific person or for a Google Plus search.

As you see below, the user interface is perfectly simple. You just enter the URL of the person's profile or the search terms and click on Preview to be sure the feed is what you expect. If it looks good, click on Add it launches Google Reader and you can subscribe with a single click. (Of course you must create a Google Reader account if you do not already have one).

Want to build similar scripts of your own? Check out Google Apps Script.

Massive, open, online classes -- presentation scales, does interaction?

Coursera has added 17 universtities to their list of collaborators, bringing the total to 33. They have reached over 1.3 million students in 195 countries and raised raised $22 million in venture capital and received $3.7 million in equity investments from Caltech and Penn.

Not a bad start for a company that was founded last fall and funded in April.

But, many, including me, have wondered whether it is possible to capture the peer-reinforcement and contact of a classroom online. Coursera (and others) hypothesize that students can communicate with each other online -- if there are 10,000 people in a course, someone in some time zone is going to be working on the same lesson at the same time as you.

Students have taken interaction a step further, with course-specific groups meeting face to face. As of this morning, 7,839 Coursera students had formed 1,119 communities on Meetup.com in 1,014 cities and 2,824 Udacity students had formed 478 communities in 453 cities.

Coursera Meetup cities

I live in Los Angeles, so checked to see what was happening around here. It turned out that there are 78 registered Courserians in Los Angeles and smaller numbers in the many cities making up the metropolitan area.

Coursera meetups in Los Angeles (partial)

The three largest Coursera community cities are Stanford with 979 members, New York with 241 and San Francisco with 213. But the most interesting to me are the next three -- Bangalore with 183 members, London with 172 and Moscow with 144.

Courera meetups in Bangalore, India

This reminds us that online education is a global phenomena. Courses are being offered in many nations and students from many nations are taking them.

In Version 1 of the book, Gutenberg pruduced copies of hand written bibles. In Version 1 of the motion picture, we put cameras in front of stage plays. Version 1 of radio featured oral drama. Version 1 of television resembled vaudeville and stage skits. Etc.

Version 1 of the online course was to teach the same class from the same textbook using the same PowerPoint slides and videos that come with the textbook, substituting email and threaded discussion for face to face meetings in a classroom. The results have been OK, but not spectacular.

Coursera and many others are experimenting with Version 2. They have massive scale in their favor, and perhaps student-organized meetups and online groups for peer grading and feedback will enable them to scale interaction as well as presentation.

Movies, Version I

Television, Version I

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Update 7/10/2013

Coursera has raised an additional $43-million. Investors must have confidence in their ability to eventually make money. For more on this investment in Coursera and their plans, see this article.

Hybrid MOOCs

I wrote an earlier post contrasting the goals of the typical introductory statistics course with Sebastian Thrun's goals for the statistics MOOC he recently taught at Udacity.

The usual statistics course is required in many physical and social science majors and its goal is to teach students to evaluate statistical arguments and prepare them for advanced statistics courses if they pursue a research career.

Thrun's is a short, elective, general studies course and his goal is to inspire students. In describing his course, he wrote that statistics is "a highly intuitive field -- a field full of magic and surprises. I aspired to share these insights with everyone, and to have students experience them by working on interesting problems."

Much of the material in the traditional statistics course can be captured in short, interactive MOOC video lessons, but what of the motivation and enjoyment Thrun seeks to provide? Can we deliver that in a MOOC?

Hybrid MOOCs may do the trick.

Let me use a course I teach in a conventional classroom as an example. It is an introductory digital literacy course geared to the Internet era -- a general education class in which I present the skills and concepts one needs for success as a student and after graduation as a professional and a citizen.

I have developed modular course material that can be presented in person or shown as Udacity-like interactive videos.

But, that is only part of the class. Much of our classroom time is devoted to "discussion," in which I present and we discuss current developments. I prepare these discussions each week and no two are alike. Discussion topics might include difficulty they had with the previous week's assignment -- common misconceptions. I also include things that occurred to me to add to the previous week's presentation after the class was over or things that came up in one section, but not the other. (I teach two sections).

I also maintain a class blog on which I post current events that are relevant to our class, and we discuss them. For example, this week part of our discussion period was devoted to a post on Google's Kansas City fiber project. That post gives us plenty to talk about that is relevant to our class -- data transmission speeds and prices, the roles of public and private infrastructure, the digital divide and possible applications of very high speed connectivity.

Capturing and maintaining the portion of the class that I spend on prepared presentations for a MOOC would be expensive, but doable.

I've not tried it, but I would like to capture the ephemeral, discussion portion of the class as well. I would do that by having a weekly class meeting. It could be a face to face meeting in a room with students taking the course or it could be online, for example in a Google "on air" hangout. (Good coverage of a studio classroom would be expensive). Either way, the class session would be broadcast on the Net.

Those watching the broadcast in real time would be able to ask questions and make comments during the class. That might be done through chat with a screener or with some sort of voting-up scheme.

Regardless, the broadcast would be recorded for archival viewing by students who were not able to watch the live session. The chat stream, transcripts and other ancilary material would be available as well.

A hybrid class would be expensive to produce, but it could serve a mass audience. Is anyone doing this sort of thing? Do you think it would be effective?

#mooc #highered #edreform #pedagogy #bonkopen #educause

A scathing criticism of a Udacity course and a rebuttal

I just read a devastating review of Udacity's recently completed Introduction to Statistics MOOC on the Angrymath blog. It is a long, well reasoned post with many insightful comments -- well worth reading -- but the short version is the author's summary -- "the course is amazingly, shockingly awful."

The course instructor, Udacity co-founder Sebastian Thrun, answered with a post of his own in which he acknowledges the validity of some of the criticisms and promises that the course will be revised. However, he goes on to explain that to him statistics is "a highly intuitive field -- a field full of magic and surprises. I aspired to share these insights with everyone, and to have students experience them by working on interesting problems."

Reading the two posts, it is clear to me that they are talking about two different courses intended for different audiences with different goals.

The Angrymath blogger is a college lecturer who teaches what sounds like a standard introduction to applied statistics course. That is a traditional, well defined course that introduces probability, descriptive statistics and statistical inference for students in a range of fields -- business, pre-med, psychology, etc. It is a semester-long course and the textbooks follow similar outlines. It also establishes background for those who will do research and will go on to take more statistics courses (including math stat).

Thrun's is a shorter course in which he is trying to interest and surprise people, not to teach them how to read the statistical analysis in a psychology research paper or to design research studies. Thrun is teaching a short, elective liberal arts course while the Angyrmath blogger is teaching a required social science course.

Can we find ways to preserve the flexibility, enthusiasm and spontaneity that is found in an inspiring general studies course in canned MOOC?

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Subsequent to this post, Udacity announced that they would be substantially revising this statistics course -- adding four new units and improving 20 of the videos to clarify topics and provide more real world examples. There will also be a new assistant teacher.

Google and Kansas City push to narrow the digital divide

We have covered various aspects of Google's gigabit connectivity trial in Kansas City. Their plan is to install fiber first in areas of the city, "fiberhoods," with high demand for the service, as measured by the percent of households willing to pay a $10 pre-registration fee.

The deadline for pre-registration was midnight last night, but, as of last Friday, the map of fiberhoods that had met their goal reflected the digital, cultural, racial and income divide in Kansas City, Missouri.

Google and the City worked hard to bridge the divide. The threshold to qualify for fiber was higher in affluent areas than poor. For example, in the circled area on the map shown below, only 5% of the households had to register in order to qualify.

Furthermore, on August 31st, Google adjusted some of the thresholds to make it easier for poor neighborhoods to qualify.

During the last weekend of the six week registration drive, Google and the City worked overtime to close the gap. They held meeting, walked door to door, deployed an ice-cream truck refitted as mobile registration site, and more.

The map below shows that many fiberhoods east of the traditional Troost/Paseo Avenue division line met their thresholds during thd weekend push. (This map shows Kansas City Kansas as well as Missouri). Google reports that 63 fiberhoods qualified during the last week of the registration drive and that at least 180 out of 202 have qualified for service. They will announce the final tally on the registration drive and publish a fiberhood installation schedule next Thursday.

This is important for two reasons. Google will give free gigabit connectivity to all schools, hospitals, libraries and other public facilities in qualifying fiberhoods. That will mean more to a school in a poor neighborhood than an affluent neighborhood.

Furthermore, while Google will charge subscribers $70 per month for gigabit access, they offer free 5 mb/s DSL connectivity to those who wish to pay less. (Households that elect free connectivity must pay a $300 installation fee in 12 monthly $25 installments).

While 5 mb/s sounds slow compared to gigabit connectivity, the fastest DSL speed Verizon can offer me in my middle class Los Angeles neighborhood is 3 mb/s for $29.99 per month. At that rate, I could pay off a $300 installation fee in ten months.

(Verizon does not offer fiber service in my neighborhood, but, where they do, they charge $89.99 a month for 75 mb/s service).

I would expect less contention for backhaul with Google DSL than Verizon since they are provisioning for gigabit service. Five mb/s customers will not add much load.

Google's free DSL service will be more important to many households on the wrong side of the digital tracks than their gigabit service. It will provide very usable speed to newly connected households.

I have said a lot about Google's effort, but, as Timothy B. Lee points out, Kansas City is an active partner. To attract Google, Kansas City taxpayers offered power, office and equipment space and more.

This is a good example of blended public-private investment. It reminds me of Stockholm where the municipal government provided "middle mile" fiber then invited private companies to compete using that infrastructure.

Lee points out that some right-wing commentators have claimed the Kansas City project shows that industry (Google in this case) can build exellent infrastructure without government guidance or subsidy. That is clearly not the case in Kansas City. Hundreds of cities applied to participate in this pilot study, and I am sure they all offered various incentives to Google.

Google and Kansas City cannot bridge the cultural, income and digital divide by themselves, but they are making laudable effort and I applaud them.

Telegeography report: International Internet capacity grows to 77 Tbps

Telegeography has published new statistics on global Internet capacity and utilization for fans of the "big picture." (Click the chart to enlarge).

Total international capacity is up to 77 Tbps, a 40% increase over last year. Average international internet traffic grew 35% in 2012, down from 39% in 2011, and peak traffic grew 33%, compared to the 57% in 2011.

The growth rate is slowing due to caching in content delivery networks and increasing saturation of broadband markets in developed nations, but broadband adoption in developing nations, the spread of Internet video and increased mobile connectivity will fuel growth for many years to come.

You can drill down for details on individual cables on this interactive map.

we've come a long way since the first undersea cable in 1858.

Politicians using media, from Roosevelt's fireside chats to Obama's Ask me Anything

President Roosevelt used radio -- "fireside chats" -- to communicate with the American people. President Eisenhower was the first to campaign on television and Kennedy used it effectively. One can argue that President Obama is the first president to effectively use the Internet.

The most recent example of his use of the Internet was the live "ask me anything" (AMA) session he held at Reddit.com earlier this week. Reddit users typed questions for the president and he answered the ones that were voted up. The questions he took and his replies are shown below.

In our class, we talk about the implications of the Internet for individuals, organizations and society. Internet chat and AMA provides a new way for a candidate to campaign and for an official to interact with the public. In that sense it is reminiscent of President Roosevelt's fireside chats.

You can see the questions President Obama replied to along with his answers below. It is a mix of personal (he's a Bulls fan, eats with his family then goes back to work, and plays a game of basketball or golf every week) and political dialog. You also hear a conversational tone -- "Hey everybody -- this is barack" -- not the polished public speech voice.

Here is what he had to say:

"Hey everybody - this is barack. Just finished a great rally in Charlottesville, and am looking forward to your questions. At the top, I do want to say that our thoughts and prayers are with folks who are dealing with Hurricane Isaac in the Gulf, and to let them know that we are going to be coordinating with state and local officials to make sure that we give families everything they need to recover."

SharkGirl: We know how Republicans feel about protecting Internet Freedom. Is Internet Freedom an issue you'd push to add to the Democratic Party's 2012 platform?

Obama: Internet freedom is something I know you all care passionately about; I do too. We will fight hard to make sure that the internet remains the open forum for everybody - from those who are expressing an idea to those to want to start a business. And although their will be occasional disagreements on the details of various legislative proposals, I won't stray from that principle - and it will be reflected in the platform.

PartyInYourMouth: How are you going help small businesses in 2013 and 2014? and what if any bills are you going to impliment for small businesses, in 2013, and 2014?

Obama: We've really focused on this since I came into office - 18 tax cuts for small business, easier funding from the SBA. Going forward, I want to keep taxes low for the 98 percent of small businesses that have $250,000 or less in income, make it easier for small business to access financing, and expand their opportunities to export. And we will be implementing the Jobs Act bill that I signed that will make it easier for startups to access crowd-funding and reduce their tax burden at the start-up stage.

karlfranks: Who's your favourite Basketball player?

Obama: Jordan - I'm a Bulls guy.

Silent1mezzo: What's the recipe for the White House's beer?

Obama: It will be out soon! I can tell from first hand experience, it is tasty.

Suzmerk: What are you going to do to end the corrupting influence of money in politics during your second term?

Obama: Money has always been a factor in politics, but we are seeing something new in the no-holds barred flow of seven and eight figure checks, most undisclosed, into super-PACs; they fundamentally threaten to overwhelm the political process over the long run and drown out the voices of ordinary citizens. We need to start with passing the Disclose Act that is already written and been sponsored in Congress - to at least force disclosure of who is giving to who. We should also pass legislation prohibiting the bundling of campaign contributions from lobbyists. Over the longer term, I think we need to seriously consider mobilizing a constitutional amendment process to overturn Citizens United (assuming the Supreme Court doesn't revisit it). Even if the amendment process falls short, it can shine a spotlight of the super-PAC phenomenon and help apply pressure for change.

Fifth Surprise: What was the most difficult decision that you had to make during this term?

Obama: The decision to surge our forces in afghanistan. Any time you send our brave men and women into battle, you know that not everyone will come home safely, and that necessarily weighs heavily on you. The decision did help us blunt the taliban's momentum, and is allowing us to transition to afghan lead - so we will have recovered that surge at the end of this month, and will end the war at the end of 2014. But knowing of the heroes that have fallen is something you never forget.

Daveforamerica: What is the first thing you'll do on November 7th, win or lose?

Obama: Win or lose, I'll be thanking everybody who is working so hard - especially all the volunteers in field offices all across the country, and the amazing young people in our campaign offices.

hmlee: I am recent law school graduate. Despite graduating from a top school, I find myself unemployed with a large student loan debt burden. While I'm sure my immediate prospects will improve in time, it's difficult to be optimistic about the future knowing that my ability to live a productive life -- to have a fulfilling career, to buy a house, to someday raise a family -- is hampered by my debt and the bleak economic outlook for young people. I know that I'm not alone in feeling this way. Many of us are demoralized. Your 2008 campaign was successful in large part due to the efforts of younger demographics. We worked for you, we campaigned for you, and we turned out in record numbers to vote for you. What can I say to encourage those in similar situations as I am to show up again in November? What hope can you offer us for your second term?

Obama: I understand how tough it is out there for recent grads. You're right - your long term prospects are great, but that doesn't help in the short term. Obviously some of the steps we have taken already help young people at the start of their careers. Because of the health care bill, you can stay on your parent's plan until you're twenty six. Because of our student loan bill, we are lowering the debt burdens that young people have to carry. But the key for your future, and all our futures, is an economy that is growing and creating solid middle class jobs - and that's why the choice in this election is so important. The other party has two ideas for growth - more taxs cuts for the wealthy (paid for by raising tax burdens on the middle class and gutting investments like education) and getting rid of regulations we've put in place to control the excesses on wall street and help consumers. These ideas have been tried, they didnt work, and will make the economy worse. I want to keep promoting advanced manufacturing that will bring jobs back to America, promote all-American energy sources (including wind and solar), keep investing in education and make college more affordable, rebuild our infrastructure, invest in science, and reduce our deficit in a balanced way with prudent spending cuts and higher taxes on folks making more than $250,000/year. I don't promise that this will solve all our immediate economic challenges, but my plans will lay the foundation for long term growth for your generation, and for generations to follow. So don't be discouraged - we didn't get into this fix overnight, and we won't get out overnight, but we are making progress and with your help will make more.

gobearss: How do you balance family life and hobbies with, well, being the POTUS?

Obama: It's hard - truthfully the main thing other than work is just making sure that I'm spending enough time with michelle and the girls. The big advantage I have is that I live above the store - so I have no commute! So we make sure that when I'm in DC I never miss dinner with them at 6:30 pm - even if I have to go back down to the Oval for work later in the evening. I do work out every morning as well, and try to get a basketball or golf game in on the weekends just to get out of the bubble. Speaking of balance, though, I need to get going so I'm back in DC in time for dinner. But I want to thank everybody at reddit for participating - this is an example of how technology and the internet can empower the sorts of conversations that strengthen our democracy over the long run. AND REMEMBER TO VOTE IN NOVEMBER - if you need to know how to register, go to Gottaregister.com. By the way, if you want to know what I think about this whole reddit experience - NOT BAD!

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You can see the transcript and thousands of comments on Reddit.

Ting is looking better -- will allow customers to bring Sprint phones

In a previous post, we described Ting.com, an MVNO (mobile virtual network operator), that resells access to the Sprint cellular network at dramatically reduced prices with no contract. My one complaint was that you could not bring your own phone to Ting. You had to buy a new phone from them, and they offered a limited selection.

Well, that restriction is starting to fade away. Ting announced that during the next quarter, they will begin allowing customers to use their own Sprint phones. That means the selection of new phones will increase dramatically and old Sprint phones will be welcome as well. They point out that, "at first", there will be restrictions -- the iPhone, BlackBerry push to talk and a small list of specific handsets won’t be included.

If you check Ting's prices, you will find significant savings over the major cellular companies. Now that you can bring your old Sprint phone or choose from a wide selection of new phones, Ting (and other MVNOs) seems like a terrific deal for those in areas with good Sprint coverage. The deal is even sweeter if you live in an area which is or will soon be covered by Sprint LTE.

I don’t know how Ting does it. Perhaps Sprint’s wholesale price is very low or perhaps Ting is less greedy and more efficient than the major carriers. Somehow, it offers a better retail deal than Sprint or any of the others. Maybe it is just that it charges more rationally than its competitors. Since 2009, U.S. data traffic has exceeded voice traffic and the gap is growing rapidly, but the cell phone companies still gain most of their revenue from voice.

The cellular and cable companies seem to have arrived at a "gentleman's agreement" to reduce what little is left of Internet service competition. The cellular companies are getting out of the land line business and the cable companies are getting out of the mobile business.

Will the MVNO's like Ting succeed in disrupting the mobile market?

Talking heads may or may not improve presentations, but they do add to conversations

MOOCs and other online classes give us an opportunity to learn what works in presentations. For example, I've proposed studies of the effect of playback speed or including a talking head in a presentation on comprehension, retention and engagement.

I'm not sure how these studies would turn out (though I have my suspicions), but I am sure that talking heads are important in coversation.

My certainty is based on a single anecdotal experience (of no scientific value). Some friends and I meet for a weekly podcast bull-session on technology (Yet another tech show). We do the podcast using a Google Hangout.

As you see here, video thumbnails of all the participants are shown under a larger head-shot of the person who is speaking. (Switching is automatic). But, check the thumbnails and you see that the second from the left is blank. That is because one of us had a slow Internet connection that night and could not stream video. We could hear what he said, but not see his face.

If you had asked me before we did that podcast whether not seeing him while he spoke would matter, I would have said "no" -- figuring that the audio conveyed all the information in a technical discussion.

If you ask me now, my answer is "yes, for sure." It had nothing to do with information or content. We understood what our invisible colleague was saying and he participated fully, but it felt weird.

Talking to disembodied people on the phone feels natural because there is no point of reference. But, in a mixed conversation, where you can see some, but not all of the participants, the difference is palpable. I don't know if it is because of subtle clues as to who gets the floor next, some primitive fear or something else, but it feels more natural to talk with someone you can see.

Two researchable questions: do talking heads and moving hands improve learning?

I would like to see studies testing the hypotheses that seeing a talking head or a hand writing on the screen improves student comprehension and retention.

I've developed a collection of modules for my digital literacy course. Each module contains an annotated PowerPoint presentation and other material. As I find time, I record videos of the PowerPoint presentations, using the annotation as a script.

To conserve bandwidth and storage space, I only use still images of the PowerPoint slides in my videos. There is no video of me speaking. I reasoned that my students knew what I looked like, and viewers who were not in my class could see what I looked like in a photo.

But, I notice that Google (left), Coursera (right) and others include video of the speaker's face during their presentations.

Is there evidence that talking heads improve comprehension and retention?

We see a similar contrast in the screencast videos produced by Udacity (left) and the Khan Academy (right}. Udacity videos are screencasts with superimposed video showing the teacher's hand and pen while drawing and writing on the screen (with noticeable parallax). Khan produces screencasts in which only a cursor is shown.

Does seeing the hand and pen improve comprehension and retention?

(If these research questions sound interesting, see a proposal for a related study of the effect on comprehension and retention of varying playback speed and bullet point images).

FCC approves Verizon + Comcast -- The gentleman's agreement between cable and wireless companies

Verizon Wireless on Thursday won unanimous Federal Communications Commission approval to move forward with its $3.9 billion purchase of 4G LTE spectrum from the country’s largest cable providers. The partnership also enables the cable companies to market Verizon services and in some cases sell their own services inside Verizon stores.

Here is how the industry sees the deal:

Dan Mead, president and chief executive of Verizon Wireless: “This purchase represents a milestone in the industry, and we appreciate the F.C.C.’s diligent work to review and approve the transaction.”

David L. Cohen, executive vice president of Comcast: “a smart and efficient way for Comcast to deliver a broader array of wireless services, and is an efficient deployment of this spectrum.”

And here is the opinion of Gigi B. Sohn, president and co-founder of Public Knowledge, a nonprofit organization based in Washington that promotes an open Internet:

“By allowing Verizon and the cable companies to sell each other’s services, the D.O.J. and the F.C.C. are acknowledging what has been clear for some time — that broadband competition policy in the United States has failed."

I have to agree with Gigi Sohn. The US congress tried to foster competition with the 1996 Telecommunication Act. The idea was that the incumbent telephone companies would allow competitors to use their facilities at wholesale rates to compete as retail level service providers. The telephone companies drug their feet and fought at the state and local level to keep that from happening, and they succeeded.

This is what William Kennard, who, as chairman of the F. C. C. from 1997-2001, was charged with implementing the Telecommunications Act, had to say near the end of his term:

“All too often companies work to change the regulations, instead of working to change the market.”

“[regulation is] too often used as a shield, to protect the status quo from new competition - often in the form of smaller, hungrier competitors -- and too infrequently as a sword -- to cut a pathway for new competitors to compete by creating new networks and services.”

“companies invest in lawyers, lobbyists and politicians, instead of plant, people and customer service.”

Some have argued that wireless connectivity would eventually bring competition to the Internet service industry, but it seems we have instead a gentleman's agreement in which the cable companies will provide land-line connectivity and the cell phone companies will provide wireless connectivity. Furthermore, sometimes they can sell each other's service.

My experience illustrates the gentleman's agreement. I was a Verizon DSL customer for years. I was about to leave them when I started seeing ads and billboards saying I would soon be able to get their fiber service, FIOS. After a couple years wait, they announced they would not be bringing FIOS to my neighborhood after all. Then they cut my DSL speed from 5 to 1.5 mbps! I switched to cable -- my one alternative.

My current slim hope for getting connectivity that close to what is available in Riga Latvia is Google's pilot in Kansas City.

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Update 10/5/2014

The FCC okayed Comcast's deal with Verizon, but maybe they are getting tougher now. They've put the Time Warner Cable merger on hold:

In a public letter to Comcast and Time Warner Cable executives, the FCC announced that it is hitting the pause button on its review of the proposed $45 billion merger. Citing inadequate responses by both cable companies to earlier FCC requests for additional information, the agency is stopping the clock on its 180 day review period until late October.

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Update 5/10/2015

The end game has been revealed -- Verizon will exit the wireline business within ten years:

A utility company familiar with Verizon's business plans says Verizon has told it the company plans to exit the fixed-line broadband business entirely within the next ten years. Stop The Cap directs our attention to a filing at the FCC made by Florida Power & Light, urging the FCC to reject Verizon's decision to offload its Florida, Texas and California DSL, FiOS and POTS customers to Frontier Communications.

I guess they are counting on 5G cellular, but I hope public WiFi hotspots give them some stiff competition.

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Update 11/8/2015

During a recent earnings call, Verizon CFO Fran Shammo said that FiOS will be available to about 70% of their east coast, fixed-line customers once the company finishes the sale of their Texas, Florida and California fixed-line networks to Frontier Communications.

If they stick to their plan of leaving the wireline business, they will have 100% penetration the day before selling off the last customer.

While no further sales are imminent, Shammo stated that all options remain on the table. "As I have always said you never say never," Shammo noted. "We're always open to new options and we always keep our eyes open for that but at this point we're very committed to the wireline business."

Verizon is living up to the aforementioned gentleman's agreement with Comcast. In my personal case, that means Time Warner Cable will remain my only viable Internet service provider until Google or Elon Musk or someone else comes to my rescue.

Google patents the network OS

Google has been awarded US patent #8,239,662 for "a system for providing an operating system over a network to a local device."

The patent describes the system architecture and goes on to make 3 independent and 15 dependent claims for protection, but how unique are those claims? There have been several "thin client" products and Oracle marketed their Network Computer. Furthermore, is downloading a program that is an operating system conceptually different than downloading a program that is a Web browser or word processor -- where exactly do you draw the line between an operating system and an application program?

I spoke with intellectual property attorney Thomas Ewing of Avancept LLC about those 18 claims and he pointed out that "the number of claims a patent has is only very loosely correlated with its inventiveness." He added that while multiple claims are common in the US, they are less so in other nations and that to infringe upon a dependent claim, one must also infringe upon its corresponding independent claim.

He noted that the patent examiners initially questioned the novelty of several claims in Google's application and it took two rounds of rejection and appeal to finally get the patent, but characterized this as a "fairly typical back and forth with the patent office." He also noted that the patent examiner cited references to prior art in 1 issued patent and 6 published applications (listed below).

Ewing said that to infringe a claim literally, someone would have to do everything listed in the claim. I would think that engineers working on a competing product could find work-arounds that would differentiate their work from Google's. “There is a possibility for arguing infringement under what’s known as ‘the doctrine of equivalents,’” he said, adding that such arguments are often difficult to win.

Ewing also mentioned that it is unusual for someone as senior as David C. Drummond, Google's Senior Vice President, Corporate Development and Chief Legal Officer to sign the power of attorney for a patent application. He acknowledged that that may be standard procedure at Google, but, if is not, it may give us an indication of their commitment to the Chromebook.

With their Motorola acquisition, the Chromebook, Google TV, Nexus tablet and the quickly withdrawn Nexus Q, it looks like Google will end up a hardware manufacturer, heeding Alan Kay's advice that "People who are really serious about software should make their own hardware." They may also have noticed Apple's profit margins.

If you would like to really geek out on this patent, you can see all of the accompanying documentation by requesting information on patent number 8,239,662 at the Patent Office portal. I did so, and was impressed (and depressed) by the effort needed to secure the patent -- there are records of 46 transactions, 69 documents on file, 63 adjustments (some minor) made during the application process and contact information for 82 attorneys and agents (though only two attorneys actually filed the documents in the case).

Whether it is eventually upheld or not, this patent gives Google and its lawyers a weapon to use in the sad court fights that are so characteristic of today's computing scene.


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Prior art referenced by the patent examiner:

Patent:

• 7,343,560 - Method and system for generating dynamic images - owned by Novell

Applications:

• 20030126242 - Network boot system and method using remotely-stored, client-specific boot images created from shared, base snapshot image - owned by Compaq/HP
• 20040153694 - Reliability of diskless network-bootable computers using non-volatile memory cache - owned by Microsoft
• 20050091349 - Automatically configuring a computer - owned by SAP
• 20060010314 - Methods and systems for running multiple operating systems in a single mobile device - owned by Intellectual Ventures
• 20060047946 - Distributed operating system management - owned by MaxSP Corp.
• 20090083404 - Software Deployment In Large-Scale Networked Systems - owned by Microsoft

A gold medal for the BBC's Internet coverage of the Olympics

BBC's Olympic Internet coverage was better than NBC's. In this post I'll tell you why I say that and also take a look at BBC's terrific Sports blog.

I watched both the BBC and NBC Olympic coverage on the Internet and the BBC did a better job than NBC. Four BBC pluses come to mind.

1. The BBC Web viewer was more interactive, less passive and TV-like, than NBC's and they are continuing to improve it. As you see here, the user could display and hide data on demand and jump to the start of a "chapter" corresponding to an event.

2. I watched the BBC stream via a VPN, which, as shown below, slowed my connection considerably.

In spite of the increased latency and decreased speed, the BBC's video experience was as watchable as the video when using YouTube's content delivery network in the US.

3. Many of the NBC events I watched were video feeds with no commentary and every event I watched on the BBC had commentary. That could have been random chance and I watched more NBC than BBC, but it was my experience. (Commentary is more important for some events than others and some people dislike it. Users should be able to toggle commentary and the ambient sound on and off).

4. The BBC was commercial free -- paid for by the British TV license fee.

The BBC also wins the gold medal for Olymic blogging. The developers of BBC sports have a blog with suprisingly informative posts, and around 20 of the recent posts pertain to the Olympics.

Here are snippets from a couple that caught my eye.

Phil Fearnley, General Manager, News and Knowlege at BBC Future Media outlined their goals for the Olympic coverage and placed it in historical context.

The goal was to deliver over 2,500 hours of live sport online via 24 high definition streams - to cover every sport, from every venue on every day – across four screens: PC, mobile, tablet and connected TV. There were not 24 events going at all times, but the screenshot below was taken at a moment when there were -- the user could choose among 24 video streams.

Finley saw this as the start of a new era, writing

Broadcast television’s first big moment was the coronation in 1953, which brought the nation together around the TV screen for the first time. Our aspiration is that 2012 will do for digital and connected televisions what the coronation did for TV.

Cait O'Riordan, Head of Product, BBC Sport presented some statistics and analysis of the site traffic.

Below, you see the number (millions) of people watching the six streams with highest peaks on the first of August. People could easily switch between streams, and chapter links on the time-line let them find specific events they were interested in.

This graph shows relative usage during the day for each of the four screen types between July 28 and Aug 9. It looks like people watched on their computers (at work?) during the day and took their tablets to bed during the evening.

Matthew Clark, the Senior Technical Architect for BBC Online's Olympic website and apps described the site architecture. Here is his architecture diagram -- frustratingly small and impossible to read, but it conveys complexity:

In the post, Clark states that "Over the coming months we'll be working on bringing many of these features to the rest of Sport, and perhaps other parts of BBC Online too."

Alex Perry, Project Manager for the Live Interactive Video Player, outlined its key capabilities, including:

• Easy switching between up to 24 live streams at any time
• The ability to pause and rewind live video or jump straight to key moments you may have missed by using chapter markers (eg the Men's 100m final)
• Alerts for the key events that have happened or are coming up so you don't miss the moments that matter to you
• Extra facts and info on the sports and competitors you are watching alongside the video

this gives you a taste of the blogs -- if you are a live-stream event coverage geek, be sure to check them out.

Why did BBC do better than NBC? Two things come to mind. BBC's non-commercial culture makes a difference -- the viewers are their customers while NBC's customers are their advertisers. There is another clue in two of the tags on the BBC blog posts open source and open standards. Those tags indicate that BBC "gets" the Internet, and maybe NBC doesn't.

Regardless, the BBC team gets the gold medal for streaming live events.

(I've written several other posts on NBC's coverage of the Olympics and the Tour de France. You can see links to my observations as well as predictions for future event coverage here).

Amazon's Glacier storage service will disrupt online backup

The bar chart below sums it up -- Amazon's Glacier is cheap -- 1¢ per gigabyte per month. (Follow the link for pricing detail).

Amazon has published a Glacier API, and, for now, you have to be a programmer to use it. But they have committed to releasing FTP access very soon, and it will not take long for developers to release backup programs and services with graphical user interfaces to Glacier.