Textbooks -- moving beyond the "Gutenberg Bible"

Nature Education, in partnership with the California State University System (my employer), has announced a series of digital textbooks in college-level science. The first book in the series, Principles of Biology, is intended for biology majors and will be available September 1, 2011. It will be used at three CSU campuses in the fall.

Gutenberg's first books were reprints of the large handwritten bibles of the time. Today, traditional textbook publishers are offering machine readable versions of previously printed books and chapters. Nature's books promise to depart from tradition in the way they are created and distributed.

Nature's books will be "born digital" -- created from scratch by a group of scientists, instructors, artists, and interaction designers working together under the guidance of their editorial team. The first book will not be out until September, but it is undergoing extensive peer review by CSU faculty and is slated to include 175 interactive lessons and the usual supplementary material like test banks and PowerPoint presentations.

Nature's business model is also is also different. The biology book will retail for $49, which is cheap by the standards of the mainstream textbook industry. But that is not the big change. Students purchasing electronic versions of textbooks today typically gain access for a limited time, perhaps a year. Nature is proposing lifetime access to a continuously-updated book -- a textbook with an open-ended subscription.

They plan to sell direct to students through college book stores or sell site licenses to schools. But, if the subscription/books are as good as they sound in the press release, won't there be a general retail demand for them? Hey, I want one.

The textbook industry is ripe for change. There are a few dominant companies (including Nature’s parent company, MacMillan) with large sales forces, high printing and distribution costs, and bookstore markups. (Click the image above for a cost breakdown). These books from Nature may be game changers. Nature is a prestigious publisher, the CSU is a large textbook customer, and the access model and price are very attractive.

Nature is departing from the traditional textbook model by having a team of collaborators create a digital book from scratch and selling it as an ongoing subscription at a low price. If they can deliver, they may be the Aldine Press of our day. (Aldine's 15-16th century innovations included publishing small, portable books, punctuation like the period at the end of a sentence, and typography like italic text). Stay tuned for more when we get some hands-on experience with the biology book and interactive lessons.

Multimedia Learning by Richard E. Mayer

A few years ago, I was skeptical of PowerPoint, going along with the assumption that PowerPoint presentations had to be dull. I unthinkingly bought presentation guru Edward Tufte's claim that PowerPoint is evil, that "Power corrupts and PowerPoint corrupts absolutely."

Well, I'm a convert -- PowerPoint presentations are at the heart of my electronic text. I believe presentations combining slides and narration can be effective teaching tools, and I just read a book of research supporting that claim.

Richard E. Mayer, a UCSB psychologist, reports on 93 controlled studies in his book Multimedia Learning. Mayer's experiments test a dozen presentation principles, which he hypothesizes to be true, and 92 of those studies confirm the hypothesis.

For example, consider his redundancy principle, which holds that people learn better from graphics and narration than from graphics, narration and text -- the text is a redundant distraction.

To test this principle, Mayer and his colleagues ran five experiments in which one group learned from a multimedia presentation with narrated graphics and a second group saw the same presentation with text captions below the graphics. The non-caption group learned more in all five experiments.

He also gives theoretical explanations for his principles. The redundancy principle follows from visual overload in seeing captions and images simultaneously and mental effort expended in comparing spoken narration and written text. Mayer also explores the boundary conditions of his principles. Redundancy is less of a distraction if the captions are short or the text is shown after the narration finishes, not while it is playing.

Here are Mayer's twelve principles. Don't be bound by them, but use them as a checklist when going back over an old presentation or planning a new one.

• Coherence Principle: People learn better when extraneous words, pictures, and sounds are excluded rather than included.
  
• Signaling Principle: People learn better when cues that highlight the organization of the essential material are added.
  
• Redundancy Principle: People learn better from graphics and narration than from graphics, narration, and on-screen text.
  
• Spatial Contiguity Principle: People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
  
• Temporal Contiguity Principle: People learn better when corresponding words and pictures are presented simultaneously rather than successively.
  
• Segmenting Principle: People learn better when a multimedia lesson is presented in user-paced segments rather than as a continuous unit.
  
• Pre-training Principle: People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
  
• Modality Principle: People learn better from graphics and narration than from animation and on-screen text.
  
• Multimedia Principle: People learn better from words and pictures than from words alone.
  
• Personalization Principle: People learn better from multimedia lessons when words are in conversational style rather than formal style.
  
• Voice Principle: People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.
  
• Image Principle: People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

Let me close by suggesting two Mayer-like experiments that I would like to see run. One is a test of the effectiveness of showing images followed by the images with captions, the other a study of the effect of changing the tempo of a presentation. I'd love to hear the results if you run the experiments.

Some experience with a modular electronic text

I have been building and using a modular electronic text (etext) for an IT literacy course this term.

I recently gave a presentation on modular electronic texts and my course. You can see a link to the presentation and comments on it here.

The following is a digest of those comments and some of my reactions to them.

Cost: Several people noted that lower cost was an advantage of etexts. The etext for my course is free, but traditional publishers charge for etexts. While those charges are high today, they will eventually decline to reflect savings in printing and distribution cost.

Environmental concerns: An etext can be read from a screen, which requires power, but no printing. Many students print the module transcripts, but that is not as costly to the environment as printing and distributing a book.

Portability: My course would easily fit in a flash drive; however, there is (at present) no facility for one-click download of a module, subset of modules or the entire course. This is less important to people with Internet-connected portable devices like tablets and smart phones.

Internet connectivity: Several people pointed out that Internet connectivity is needed to access the etext. Without a simple module-download function, that is the case. On the other hand, being connected is valuable even if you have a local copy of the entire etext. If one is online while studying a module, they can search for complementary information, send messages to other students, the professor and the module content creator, follow the module resource links, etc.

Flexibility: Several people pointed out that an etext was more flexible -- new content or a new way of explaining or illustrating a point can easily be added. However, others pointed out that this caused a versioning problem -- the transcript a student printed or the presentation they studied from might not be current. Furthermore, the videos might lag behind the presentations and not reflect all changes. An explicit version history can solve that problem -- I will start recording significant changes to presentations in the topic module comment section.

Campus infrastructure: This etext can be used for self-study, but I use the presentations in a face-to-face classroom. All of today's classrooms do not have Internet-connected computers and projectors, though they are becoming common. In general, infrastructure must become ubiquitous to generate cultural change. (See this post for more on ubiquity in education).

User interface: Several people mentioned the simplicity of the user interface. The fact that each topic module and each assignment has a unique URL makes it easy for the topic modules and assignments to link to each other and for a teacher to include one or many modules in a class. The presentations also follow a uniform format.

Still, the user interface is not as simple and standardized as turning a page in a book or looking up a term in the index. Some people mentioned that an etext user interface might be confusing to a student who was not comfortable with computers. For example, one person pointed out that a newcomer might have trouble differentiating between the links comprising a topic module (on the left side of the screen) and the cloud tag and links to other documents and sites on the right side. I will add that distinction to the "About our electronic text" page.

Focused content: Several people liked the relatively narrow focus of the annotated slide presentation format. The skills and concepts covered were explicitly stated, and the students knew what to study. For enrichment, they could follow the "resource" links at the end of each presentation. Each module is the rough equivalent of a section in a textbook chapter.

Multiple learning modes: Some students prefer the video presentations, others the PowerPoint presentations or the presentation transcripts. Some prefer reading from paper to reading from a screen. The modules are flexible in that a student can go through a presentation online, watch a video or print the transcript with its slide images for offline study.

I could easily provide audio recordings of the video sound tracks for podcast listening. I plan to add audio recordings of classroom presentations next term, which will provide another option -- a more spontaneous presentation plus classroom interaction.

Marginal notes: Marginal notes can be done by printing the transcript and writing on it or by keeping a notepad window open while watching a presentation online. There is definite room for improvement here -- one can imagine writing/drawing/dictating marginal notes while using a computer or tablet. (Dictated notes should be coupled with well integrated speech recognition to convert them to text).

Instructor convenience: One person commented that a modular etext makes it easier for a professor to develop a customized course. That is true, but most faculty do not worry about customization -- they simply select a textbook and build a course around the accompanying PowerPoint slides, test banks, etc.

Professors are used to adopting a textbook and letting it structure their course. The modular etext requires that they become editors and curators, not mere textbook adopters, and that takes time and thought.

Standards: The material for this course is browser based -- no special reading program is required. The material is in widely used formats -- HTML, pptx, docx, and Flash video. But, the electronic text is in its infancy, and I suspect that other standards for file formats, collaboration, and user interfaces will emerge.

Collaboration and community: An etext allows for collaboration among students, professors, and authors of the teaching material. This collaboration is particularly easy and scalable in the case of a modular etext, in which a community can form around a single module in the same way as Wikipedia users can focus on the articles they are interested in.

I had expected that the topic module and assignment comments would be used for this sort of collaboration and interaction, but they were not. Instead, students used an email list server and face-to-face contact in the classroom to give me feedback and to help each other. (We met twice a week). The comments or other collaboration mechanisms would be more important in a distant education or self-study setting.

The future of the (text)book

New media start by emulating old media, then evolve. Gutenberg's movable type was first used to print large bibles that, like their hand-copied predecessors, were kept in monasteries. It took about 50 years to evolve the form factor of the smaller "portable" book and still longer to settle on conventions for typography, punctuation, tables of contents, figures, indices, footnotes, and so forth. It took 80 years for early movies, shot with a relatively static camera, perhaps filming a stage play, to evolve into the fast-cutting style introduced by MTV.(Change is not always for the better :-).

The textbook is no different. A couple weeks ago, our class saw a digital book presentation by McGraw Hill. They are developing digital versions of their print books, starting with the best sellers and moving down the list. They supplement those with PowerPoint presentations, test banks, links to video, etc. geared to that textbook.

But, like the Gutenberg Bible, this is only the first step. I do not know where the textbook is headed, but I know we are not yet there. A few rough guesses as to future directions are that ...

• There will be a place for collections of modular teaching material rather than integrated textbooks for an entire course -- the professor will become a curator or editor, assembling material as opposed to a textbook adopter, selecting a textbook.
• Communities will form -- students, professors, and authors of learning material will be able to interact with each other, and their roles will blur.
• We will have different user interfaces. We are beginning to see new options with touch interfaces on tablets, but will see more. For example, we should be able to use voice input with speech recognition for control and annotation.
• Standards will evolve for formats, user interfaces, social platform interaction, etc., just as we evolved standards for book pagination, format, and punctuation. We are at version .1 today.

I could keep going on like this, but it is general and speculative. Many people are working diligently on the task of reinventing the book -- thinking about it and developing research prototypes and early standards and products. Here are some you might want to check out:

• The International Digital Publishing Forum is a trade and standards organization. Their activities include holding an industry conference and developing the open Epub format.
• Epub is an open standard for book publishing -- you can see reviews of Epub readers here.
• Archive.org has pioneered online access to audio, video, books, Web site archives and more. They have books in many formats including Epub, Kindle and PDF.
• Internet Archive also has a prototype reader. To try it out, pick a book, navigate to its detail page and click "read online," or jump straight to this example: Darwin's Voyage of the HMS Beagle.
• Pushpop Press has a noteworthy publishing platform and tablet user interface. Check out this 6 minute video demonstration featuring Al Gore's latest book.
• The Institute for the Future of the Book is a research institute focused on, no surprise, the future of the book. They value scholarship and research as well as aesthetics.
• If you'd like to read an old-fashioned book on the history of the book, check out Ivan Illich's In the Vineyard of the Text: a Commentary to Hugh's Didascalicon, University of Chicago Press, Chicago, 1993.

Technology innovation and the beginning of Microsoft

We've talked about the evolution of a technology from vision to research prototype to product. We used the invention of the Web as an example, starting with the vision of Vannevar Bush, the research prototypes of Doug Engelbart, and the product developed by Tim Berners-Lee.

Microsoft co-founder Paul Allen has written a memoir, which was excerpted in a Vanity Fair magazine article describing the founding of Microsoft. Allen writes that he and high-school classmate Bill Gates discovered and fell in love with programming in 1968, and goes on to give a snapshot of IT innovation at that time.

That year, 1968, would be a watershed in matters digital. In March, Hewlett-Packard introduced the first programmable desktop calculator. In June, Robert Dennard won a patent for a one-transistor cell of dynamic random-access memory, or DRAM, a new and cheaper method of temporary data storage. In July, Robert Noyce and Gordon Moore co-founded Intel Corporation. In December, at the legendary “mother of all demos” in San Francisco, the Stanford Research Institute’s Douglas Engelbart showed off his original versions of a mouse, a word processor, e-mail, and hypertext. Of all the epochal changes in store over the next two decades, a remarkable number were seeded over those 10 months: cheap and reliable memory, a graphical user interface, a “killer” application, and more.

Engelbart gave his famous demo at the same time as products that would eventually make his prototypes practical were being invented (DRAM) and going into mass production (Intel).

What innovations are in the vision stage today? What innovations are in the research prototype stage today? Have any revolutionary new products been introduced recently? Information technology was a key field for innovation in 1968, what are the key fields today?

Should social networking/marketing be decentralized (a positive experience)?

There is a lot of talk about social marketing these days.

Some feel it is the next big thing -- pushing the valuation of Facebook to billions of dollars.

Others worry that it might be a bubble that will leave us with no real infrastructure or innovation gains when it bursts, and that the best and brightest among us are wasting their time and skill trying to get people to click on ads.

I don't know how social marketing will evolve, but I do know that it did not begin with Facebook. Amazon was one of the first to capitalize on social media -- their user-written reviews surely contributed to their outstripping Barnes and Noble back in the earliest days of online book selling.

I was reminded of the early days of Amazon because I just had a positive social shopping experience there. I went to the Amazon Web site to find a book, but found a book reviewer instead. The reviewer's name is J. Marsano. He did not like the book I was looking for, but I liked something about his review, so I started browsing through his other reviews.

When I read his review of a picture book on Greek Mythology, I ordered it for my grandchildren. I bought the book without hesitation because I had gotten to know Marsano through his reviews. I learned that he lived in Brooklyn, was a fourth grade teacher, had an ipod, worked on boats, was married, was going to get a pet rabbit, bought his wife an ipod docking station for her birthday, etc. It felt nice -- I liked and trusted the guy. So, I took his advice and bought the book.

The process was almost perfect -- it served my purpose and Amazon's.

Only one glitch -- I had a question, and would have liked to send Marsano a message -- to ask for a recommendation for a kids book on Norse mythology. I could not do that through Amazon, so I had to ask it in a comment on his review and hope he sees it. Kind of like putting a note in a bottle and thrown into the sea.

Do we really need to centralize our social marketing and media in Facebook or anywhere else? Would it be better to decentralize -- to add social networking as a feature wherever it is relevant?

An informal survey of student views of PowerPoint

The table below shows responses of 160 University of Pittsburgh students to a ten-minute survey of their attitudes toward and use of PowerPoint. The survey questions were 5-level Likert scales -- a student could either disagree strongly, disagree somewhat, be neutral, agree somewhat or agree strongly with the statement.

The survey was not random. It was taken by about half of the class -- the students who were motivated enough to attend an optional study session.

Answer the questions for yourself, and see how you compare with the Pittsburgh students. For example, the strongest positive response was on printed handouts. Do you print PowerPoint handouts and study from them? These motivated students do.

The study is described in Barbara A. Frey and David J. Birnbaum, Learner's Perceptions on the Value of PowerPoint in lectures, January 31 2002.

Faculty retention, tenure and promotion (RTP) in the Internet era

Teaching, service and research are considered when evaluating university professors for retention, tenure and promotion (RTP).

RTP committees generally look at things like teaching evaluations by students at the end of a class, published journal articles and conference papers, and service on school committees.

Today's active, effective faculty do a lot of time-consuming work on the Internet -- things like:

Teaching: podcast lectures, develop online teaching material, help students via email, chat or VoIP, create a blog or Twitter stream relevant to a class.

Service: build a Web site or other application for a department or conference, build a Web site or other application for an organization in the community, offer mentoring or advising to students in feeder schools, offer tech training to colleagues, develop campus infrastructure.

Research: create a scholarly blog, publish in online journals, participate in online research communities, maintain an online database, make scholarly contributions to Wikipedia.

What would you add to these lists? Which of these activities would count toward RTP on your campus? Which should?

Auburn University recently considered significant contributions to Wikipedia in granting tenure to professor. Would your university have done so?

Does your city offer Internet service? Why not?

         

The community broadband map on the left shows the 133 US cities that offer residents Internet service. Is your city one of them?

It is common for local government to offer services like gas, electricity, water and sewage disposal to residents. Why do only 133 cities offer Internet service?

The reasons are different in each case, but one factor that is common to every case is that the telephone and cable companies do not want competition from cities. They fight to block municipal Internet services in many ways. In some states they have even gotten laws passed to prohibit cities from offering Internet service. The broadband preemption map on the right shows states with legislation prohibiting or making it difficult for cities to offer Internet service to residents.

(Both maps are interactive -- you can get further detail on the services offered and the restrictions placed on them by visiting the map pages and clicking on them).

The maps are taken from a report called Publicly Owned Broadband Networks: Averting the Looming Broadband Monopoly that was written by Christopher Mitchell and published by the Institute for Local Self-Reliance on March 23, 2011. You should also read Bob Frankston's comment on the report.

You may also be interested in Breaking the Broadband Monopoly, a report Mitchell wrote last May. It covers similar ground and includes many examples of municipal networks.

(We have also covered related topics on this blog in the past).

AT&T, the nations second largest wireless Internet service provider is trying to acquire T-Mobile, the fourth largest provider. If the acquisition is approved, how will that affect wireless Internet competition, service, and prices?

What are the arguments for and against municipal Internet service?

Wall Street Journal -- MBA writing is important and needs to improve

The Wall Street Journal just published an article on the decline in writing and presentation skills of MBAs. The article reports that GMAT (admission test) writing scores are down. They also interviewed employers at General Mills, Booz Allen Hamilton and Morgan Stanley, who are dissatisfied with the writing ability of newly hired MBAs. In response, business schools at The University of Pennsylvania, The University of Rochester, Northeastern University and Cornell University have increased the emphasis on writing in their MBA programs.

The article speculates that some of the decline may be due to increased numbers of foreign students and poor habits picked up on the Internet. My own belief is that writing and careful reading are more important in the Internet era than they were before. Internet writing is also different than writing for print -- it is more likely to be conversational, collaborative and concise.

I consider Internet reading and writing skills to be part of basic IT literacy, and have created several teaching modules on the topic. I am also working on a teaching module on presentations, which are also discussed in the article.

The Dictator's Dilemma

Ethan Zuckerman

I am not sure, but I may have been first to use the term "dictator's dilemma" in a 1997 report on the Internet in Cuba:

This presents a "dictator's dilemma" -- the desire to have the benefits of the Internet without the threat of political instability. How do you give people access to information for health care, education, and commerce while keeping them from political information?

I was naive at the time, and imagined the Internet as a force for democracy, but my view is more balanced these days. It is clear that dictators use the Internet as well as democrats -- they restrict access, block sites and people, and conduct surveillance. Terrorists use the Net for propaganda and recruiting, planning and logistics. Furthermore, happy, well fed citizens (for example in China) are relatively complacent in their attitudes toward Internet openness -- see this report and this interview.
With recent events in North Africa and the Middle East, the dictator's dilemma is back in the news. Hillary Clinton talked about it in a recent speech, and I wrote a post on current developments in Cuba, but the best discussion I have heard lately was on the radio show On The Media. On February 18th, they broadcast an excellent discussion of the topic with Ethan Zuckerman from Harvard’s Berkman Center for Internet and Society. If you are interested in the role of the Internet in politics and democracy, check it out. You can listen to the 19-minute discussion or read the transcript.

Before the Twitter revolutions, there was the Usenet revolution

Polina Antonova and Eugene Peskin operating Kremvax, the link between
Relcom and the West

The first example of relatively large-scale citizen journalism online was during the August 1991 coup attempt by eight high-level Soviet officials. There were two days of confrontation between demonstrators and troops, during which all Russian media except Usenet news groups were shut down by the authorities. Usenet, a precursor of today's Internet discussion forums, carried traffic into, out of and within Russia (70 cities) during the days of the coup attempt.

One of the quotes from that time foreshadows subsequent attempts to shut the Internet down. Polina Antonova of RELCOM, the Unix distributor that operated the network wrote:

They try to close all mass media, they stopped CNN an hour ago, and Soviet TV transmits opera and old movies. But, thank Heaven, they don't consider RELCOM mass media or they simply forgot about it. Now we transmit information enough to put us in prison for the rest of our life.

After two tense days, the coup failed and president Mikhail Gorbachev was restored to power. For more on the role of the network during the coup attempt, see:

• The role of the network during the coup attempt (Internet Society)
• Description of RELCOM (CACM)
• Archive of all network traffic and other material (David Bozak, SUNY)
• List of quotes from the network traffic (ACM Risks Forum)
• More quotes (EFF)

The following video clip (3:13) was part of a documentary on the Internet. (It includes a short interview of me at the time -- no white hair :-).



Usenet played a relatively significant role during the Soviet coup attempt, but there was also some Usenet traffic during the 1989 Tienanmen Square protests. Everyone is familiar with the heroic image of the unidentified man stopping a column of tanks on June 6 1989 -- the day after troops had opened fire on protesters.

But, there was some Usenet traffic as well. Olivier Crepin-Leblond has saved a description of the situation that was posted by a Sun Microsystems employee on May 23. It describes the optimistic time before the storm, beginning with:

The situation here seems getting better and better. All army members are blocked outside Beijing city. The people’s life in the city looks as normal as usual.

Here is a movie clip of the tank man at Tiananmen Square:



This clip was not on the Internet at the time, but it is today -- providing a dramatic view of a heroic act and illustrating the futility of China's attempt to erase the memory of the event.

-----
Update 8/20/2016

Slate has published a relatively long post entitled "An act of courage on the Soviet Internet" on RELCOM's role during the Soviet Coup attempt of 1991. The article describes my involvement at the time, but fails to link to the archive of the network traffic and other material, which is available to historians and others interested in the event.

I believe this was the first example of active citizen journalism involving the Internet. The Internet has given us a means of documenting historical events in detail -- "big data" for historians. We need a mechanism for discovering and preserving such archives.

-----
Update 1/12/2017

Mark Graham, who relayed news over the Sovam Teleport link during the Soviet coup attempt, just sent me an article on their activity at the time. Unfortunately, the data they transmitted and received has been lost. Our archive is still online at the State University of New York site mentioned above and, even better, it is online at the Internet Archive.

-----
Update 7/7/2018

For an excellent article on the role of RELCOM in the Soviet Coup attempt, click here.

Tablet PCs will impact education, but it will take time.

Many new tablet computers were announced at the Consumer Electronics Show last week.  Walt Mossberg of the Wall Street Journal predicted that they will flood college campuses.

I agree that we will soon see students and professors carrying iPads and other tablets on campus, and, in the long run, I think we will view, annotate, discuss and share most of our teaching material on tablet-like devices.

But that is the long run -- they will not be part of mainstream education for many years.

Mainstream impact requires ubiquity.  Today, chalk and white-boards are ubiquitous.  We take them for granted and use them in every class.  Internet-connected computers with overhead displays are becoming widespread, and will also be taken for granted in the classroom.

Ubiquitous hardware is necessary, but not sufficient to drive major educational impact.  Standards are also needed.  The chalkboard works because we assume everyone speaks English or another language, and PowerPoint and Flash video are widely accepted standards for the classroom PC with a projector.

It will be some time before we can assume that nearly everyone has a tablet computer with a fairly standard hardware configuration.  It will take even longer to settle on standard formats for storing, annotating, and sharing teaching material.

Once the machines and standards are in place, we will see a significant impact on mainstream education, but that will not happen over night.

In general, we underestimate the time for a promising new technology to be adopted, but we also underestimate the extent of its impact on our lives, organizations and society when it is finally applied. I think this will hold true for tablet PCs in education.

(For an 18-year old article along these lines, see http://som.csudh.edu/fac/lpress/articles/uart.htm -- you can see what I got right and what I got wrong :-).

The 2010 Sloan online teaching survey

I recently summarized the 2009 Sloan online teaching survey. Now lets take a quick look at the 2010 survey.

Among other things, the survey found that online instruction is growning fast, federal regulation aimed at curbing financial aid abuse at for profit schools would impact other schools, but to a lesser degree, the market is competitive, and most academic leaders think online instruction is as good as face-to-face. Here are a few sample results:

• Sixty-three percent of all reporting institutions said that online learning was a critical part of their institution’s long term strategy, a small increase from fifty-nine percent in 2009.
• Over 5.6 million students (nearly thirty percent) were taking at least one online course during the fall 2009 term -- an increase of nearly one million students over the number reported the previous year.
• The twenty-one percent growth rate for online enrollments far exceeds the less than two percent growth of the overall higher education student population.
• Over three-quarters of academic leaders at public institutions report that online is as good as or better than face-to-face instruction (compared to only 55.4% of private nonprofits and 67.0% of for-profits).
• Nearly one-half the institutions report that the economic downturn has increased demand for face-to-face courses and programs while three-quarters report that it has increased demand for online courses and programs.
• The economic impact on institutional budgets has been mixed; forty-seven percent have seen their budgets decrease, but twenty-seven percent have experienced an increase.
• For-profit institutions report a potential negative impact from proposed Federal rules on financial aid on their enrollments at more than twice the rate of other types of institutions (33.9% compared to 12.2% for public institutions and 10.1% for private nonprofit institutions).
• A majority of institutions continue to report that there is increasing competition for online students.
• Public institutions report more pressure from the for-profit sector than do the private nonprofit institutions.
• Reported year-to-year enrollment changes for fully online programs by discipline show most growing, but with a sizable portion seeing steady enrollments.
• Virtually all recent growth in online enrollments has come from the growth of existing offerings, not from institutions new to online starting new programs.

It's noteworthy that public school leaders are most likely to consider online as good as or better than face-to-face instruction and they are also most likely to offer online courses. This raises the causality question -- are they more likely to offer online classes because they feel they are effective or vice versa? Regardless, will the growing proportion of online courses come to further differentiate public and private education?

It also makes one wonder how to judge the effectivness of a course. Is it scores on an objective exam, student satisfaction levels on a survey, the quality of interaction with fellow students, experience of the values and enthusiasm of a teacher, etc.? As stated in our review of the previous Sloan survey, hyrbid courses, which can offer some of the advantages of both modes of instruction, seem to be the best solution for some schools and some classes.

Immigration and future technology

Last Sunday, the LA Times had an article about a high school science project competition sponsored by Siemens. High school juniors were competing for scholarships and a chance to progress to the national competition.

The article described several projects and gave the student's names: Akash Krishnan, Matthew Fernandez, Ryan Chow, Eric Huang, Eric Wu, Hanna Lee, Angela Zhang, Jacqueline Wang, Lesley Chan, Edward Huang, Bonnie Lei, Sean Wang, Scott Zhuge, Abhishek Venkataramana, and Andrew Liu.

The names made me smile and feel optimistic about the US. It also reminded me of my father, who was the second of six kids born to immigrant parents in a three room house with no plumbing or electricity.

The entries focused mainly in biology and IT, and the contest winners demonstrated (and patented) a technique for classifying emotion in voice recordings. Being relatively open to immigration has its costs, but we should not overlook the benefits to our economy and culture.

Online classes -- hybrids? Large lectures? A growing elite education gap?

An article in today's New York Times looks at online university classes. The article presents a number of anecdotes and examples -- some supporting and some criticizing online undergraduate teaching.

Students like the convenience of online classes and universities hope they will save money (though not all do). On the other hand, some students and parents want contact with faculty in relatively small classes. The Times gave the example of Ilan Shrira, who teaches developmental psychology to 300 students. He said he chose his field because of the passion of a professor who taught him as an undergraduate, but he thought it unlikely that anyone could be so inspired by an online course.

Good or bad, online classes are taking off. The Sloan Survey of Online Learning reported that 4.6 million students took a college-level online course during fall 2008, up 17 percent from a year earlier. More than one in four higher education students took at least one course online.

The article and report reminded me of the tension between classes in large lecture halls with teaching assistants and those in classrooms with a professor. Many online classes are replacing large lectures, and we need to differentiate between that and replacing small classes.

I was taken by professor Shrira's comment. I believe that in my small classes I connect with and make a difference to one or two students a semester. Since students take many classes, the odds of one or two such connections during their time in school are good. I would hate to see that dimension of education eliminated, so:

Perhaps we should be focusing our online efforts on the lecture hall, not the classroom.

Another finding from the Sloan Survey caught my eye. Jeff Seaman, co-director of the survey, said that a large majority, about three million of the 4.7 million online students, were simultaneously enrolled in face-to-face courses, many in community colleges. That indicates that we are not doing as much "distant education" as we might think -- most of our online students are local, which leads me to wonder:

Should we be leaning more toward hybrid than pure online classes?

Finally, the Sloan survey showed that students at large, public universities are more likely to take online classes than those at small, private (expensive) universities. With steadily growing income inequality in the United States, the move to online classes may widen the gap between mass and elite education.

The Internet in K-12 schools, an Educause presentation

I recently attended the Educause conference. (Educause is a professional society focused on educational technology).

One of the more interesting presentations was by Julie Evens, CEO of Project Tomorrow. She reported the results of their survey of over 300,000 K-12 students, parents, teachers, administrators, and teachers in training.  The survey sheds some light on the preparation and proclivities of our future students.

Evans began with the student vision -- what students want and envision for themselves in their future education. The essential elements of their vision are that education should be socially based, untethered and digitally rich.

1. Socially based

Students want to use communication and collaboration tools to create personal networks of collaborators and helpers. They want to teach each other and learn from outside experts, online tutors and their teachers.

2. Untethered

Students envision technology-enabled learning that goes beyond classroom walls. They already have smart phones, tablets and laptops and want to use them in school. They want to take online classes and learn at their own pace.

3. Digitally rich

They want relevant, interactive teaching materials and self-administered tests -- for their eyes only. They also want digital tools so they can be content developers as well as consumers.

Evans says many students are "free agent learners." The survey profiled a typical middle school student as follows:

• 37% have searched online for self-directed learning
• 23% have found podcasts/videos to learn about something
• 18% took an online test or assessment on their own (my italics)
• 17% used cell phone apps to self organize
• 14% used online writing tools to improve writing skills
• 12% found experts online to answer questions

The survey also compares the views of students and administrators with those of teachers in training, concluding that teacher training needs to move beyond Microsoft Office:

While these future teachers have a desire to integrate the technology to support socially-­-based, digitally rich curriculum in their classroom, they are primarily being taught to use technology for word processing, spreadsheet, database tools or multi-­-media presentations. Less than 25 percent of these future teachers are being taught core skills which will enable them to leverage the power of technology for student achievement with online assessments, the use of student achievement data to inform instruction, or facilitate collaboration amongst students using Internet-­-based tools (such as blogs, wikis or social networking tools). Even fewer are learning how to teach online classes (4 percent).

You can read or download the slides from Evan's talk or a copy of the survey report.  The survey is done annually, and the 2010 version is online now.

Disclaimer

While these results are thought provoking, they are biased. Survey participants are self-selecting so they are already online and clearly interested in the topic. The work is funded by Blackboard, which has a clear interest in online education, but I have no reason to think they influenced the results in any way. Finally, Project Tomorrow grew out of the Net Day organization so they are probably fans of the Net -- that may have shaped the survey wording a bit.

In spite of the disclaimer, the survey results shed light on the future, and educators and prospective employers of today's kids should keep them in mind.

Follow this link for more on the preparation and expectation of today's university students.

An example of collaborative writing at Educause 2010

We frequently write collaboratively on the Internet.  Writing a composite document, where each co-author is responsible for his or her own section, is relatively simple to organize, but finding a way for many people to collaborate on a more integrated document is difficult.

The organizers of last week's Educause educational technology conference were faced with a large collaborative writing challenge.  They wanted to create a white paper synthesizing the presentation highlights from the sessions concerned with research on teaching and learning. The problem they faced was that there were 23 50-minute sessions spread over three days. One person could not have attended, let alone documented every session.

Their solution was to seek collaborators among the three to four thousand attendees, many of whom would attend one or more of the 23 presentations.  They created a simple survey form (using Google Docs) and asked those who attended the sessions to answer four open-ended questions. The report will be written by an Educause staff member using the results of the survey.  We will follow up when that report is published.

Related links to:

• Posts on Internet writing
• Teaching modules on Internet writing

Student skills at Arizona State University -- create content and collaborate

Arizona State was a pioneer in "cloud computing" by and for students. They were early adopters of Google Apps and cloud computing.

That was four years ago, and they are now graduating their first "cloud class."

They consider the move a success.

Sam DiGangi, ASU's associate vice president of university technology and an associate professor of education says:

I think this is the first generation that will graduate with a foundation not only in knowledge and expertise of a specific content area, but also in tool skills--the ability to collaborate, to edit, to revise one's work, to dynamically incorporate input in writing and in designing.

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Own your connection infrastructure, use netBlazr

A while back I wrote an article and blog post stating:

The question is not whether we are going to deploy new infrastructure; the question is “who will own it?”

The article discusses several alternatives to ownership by the current telephone and cable companies: local governments, cooperatives, small ISPs, and home and building owners.

I know of two trials in which home owners purchase their own links to a backhaul point -- similar to what we now do with our sewer and gas lines, and one wireless access company called Fon.

Fon claims 1,726,336 "members." Members purchase an 802.11n base station that is augmented with several application-layer programs for $99 or €79 and share bandwidth with other members. There are eight Fon installations in my zip code, but only two have been active during the last hour. After several years, Fon deployment is not dense enough to provide a viable alternative to the cable and telephone ISPs in my area, and I don't expect it ever will be.

But, technology and business models improve, and a new company, netBlazr, hopes to sell small business owners equipment for forming a network. The $299 equipment package contains three 802.11n radios and a fast router. Fiber backhaul is supplied by netBlazr. The basic service is free, but they also offer a premium service and dedicated circuit plans with guaranteed speed for small businesses.

NetBlazr's technology and business model are different than Fon's. The extra radios and faster router should improve performance in densely populated areas -- the extra routers let netBlazr change the network architecture on the fly if something goes wrong. The network architecture and backhaul provisioning lead them to deploy in highly local areas. They pick a backhaul point then sign up customers they can reach from that location. They started in a small area within Boston, and will expand from there as demand and density allow. If things go well, they will expand to service office buildings in other cities.

Will netBlazr catch on and scale up to provide a viable alternative to the incumbents? It may be a long shot, but companies like Google or Craig's List seemed like long shots at one point. You never know -- improving technology is on their side and their competitors are not used to competition.

Appended link:

Here are the slides from netBlazr founder Brough Turner giving a talk on the advantages of WiFi over Wimax and LTE and introducing netBlazr.

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Update 6/12/2015

Fon announced today that they have over 15 million people sharing Internet access over their personally owned open hotspots. Since WiFi range is limited, the value of a Fon membership increases with dense coverage, and as shown here, most of the "Fonistas" are in Western Europe.

In addition to signing up individual users, Fon is making deals with Internet service providers. In the US, cable companies are rolling out their own versions of shared access as is Google Fiber.

ICT energy consumption -- in the data center and at home

We usually think of IT as saving energy, as being green. For example, we speak of the substitution of communication for transportation -- teleconferences replacing airplane trips. IT would save energy if all we used IT for was teleconferences, but our appetite for IT is growing rapidly.

This slide was taken from a Network World IT Roadmap talk by Frederic Chanfraou, Senior VP of IT at Schneider Electric.  (Schneider is an energy management company).

As you see, the production of data is growing rapidly and the cost of computing is falling rapidly. That leads to increased data center demand, and data centers consume a lot of energy. Chanfraou estimates that IT consumes 4% of our electricity today, and, if we do not increase efficiency, it would be 40% by the year 2030.

The problem goes beyond the data center. How about your home? What percent of your electric bill goes to information processing devices like TV sets, radios, computers, set-top boxes, DVRs, and chargers, as opposed to appliances, heating, lighting, and other uses?

Excellent customer support from SurveyGizmo

From time to time, I encounter noteworthy customer support. That might be excellent customer support from a company like Zoho or bad and wasteful customer support from a company like Verizon.

I am happy to report another example of excellent customer support from the online survey service SurveyGizmo.  They have tutorials and webinars on their Web site, and instead of customer forums, they offer email support.

I recently asked a technical support question, and, as you see below, received a cheerful answer in 51 minutes and an answer to a follow up in 68 minutes. Even better -- mine is a free account. If I were paying, I could have called on the phone with my question.

Here is the actual email exchange:

Larry Press
Sep 08 09:31 pm
Is there a way to delete a group of responses -- those before a specified date?

SurveyGizmo
Sep 08 10:22 pm
Hi Larry,
We don't actually have the ability to delete groups of responses, but this is a great idea. I think you should add this suggestion under our green Feedback tab on the right side of your account. This would be very useful!

Larry Press
Sep-08 2010 10:22 pm.
Thanks -- is there any way to delete them other than viewing and deleting them one at a time?

SurveyGizmo
Sep-08 2010 11:30 pm.
You can only delete all responses or delete them one at a time.
Sorry for the inconvenience!

The cost of differentiated services

We have seen ways in which the information-service business model is enriching cable and telephone companies at our expense.  Charges for text messaging might be the most egregious example of a service that is priced much higher than its cost in spite of supposed competition among cell phone companies.

The author of a recent New York Times article calculates that at 20 cents per text message, cell phone companies are charging $1,498 to transfer one megabyte of data.

But, if you send a lot of text messages, you would probably switch from a metered plan to an unlimited plan, which is typically $20 per month.  We average about 500 text messages a month, according to Nielsen, the media measurement firm.  A $20 unlimited plan would drop the price of a text message to 4 cents, or $300 a megabyte.  Nielsen says teeneagers average about 104 messages a day. That drops the charge to "only" $47.62 a megabyte on a $20 unlimited plan.

Contrast these prices with Apple's music distribution, which uses the vanilla Internet.  Apple sells a song for $1.29.  If they had to pay $47.62 per megabyte to transmit that song to the user, it would cost them about $180 per song.  At 20 cents per message, it would cost Apple $5,486 per song.

If you read the New York Times article, you will also see that the cell companies are moving traffic from the cellular network to WiFi -- the same thing we consumers are doing.

How does Twitter select Trending Topics?

This morning around 6 AM, PST, I noticed that the newly announced Samsung Galaxy tablet was at the top of Twitter's world wide Trending Topics list.  It was also at the top of the United States list and number two in the UK.

But, it was not even listed in the top 10 for Los Angeles.  I figured that was because it was early in the morning, so I checked New York and London.  Nothing.

It turns out that the Samsung tablet was not listed in the top 10 of any of the cities listed by Twitter:  Atlanta, Baltimore, Boston, Chicago, Dallas-Ft. Worth, Houston, London, Los Angeles, New York City, Philadelphia, San Antonio, San Francisco, Seattle, São Paulo and Washington, D.C.

Half an hour later, the Galaxy had replaced Stephen Hawking as number one in the UK, but it was still not in the top 10 for London.

Twitter says they will sell the 11th spot on the Trending Topics list to a term that is in the top 1-200.  Do they also sell spots on the top 10?  If they are selling Trending Topic spots without identifying them as paid, will their credibility be undermined?

Electronic text books

Monterey College of Law is distributing Apple iPads to all students enrolled in a supplemental curriculum program that helps them prepare for the state's bar exam.

The program is motivated by the desire to save time for busy night students who typically work full time and have families, not cost. However, technology improvement coupled with new business models will eventually drive the cost of electronic textbooks well below that of printed textbooks, as shown in this cost breakdown.

Electronic book sales have already passed hard cover sales at Amazon, and the cost of a Kindle reader is down to $139.

In addition to cost and time savings, electronic textbooks will have new features including capability for social or collaborative reading. It is too soon to know what those features will be or how they will work, but check the Institute of the Future of the Book if you are curious about the possibilities.

Would you prefer electronic to printed textbooks?