Wednesday, November 29, 2006

"Secret Sauce" of True Engineering Revealed!

Gheezz! I thought everyone knew this. Who Knew?

The Future of Work

by Richard Watson

Why the future of work could become child's play.

People divide their lives into work and play. But a clever few realize that if you pick the right work it ceases to be work and becomes play. The trick is finding something that you are passionate about and then devoting your life to it. This won't necessarily make you a fortune but it will make you happy. It may also turn you into a successful innovator, because playfulness is an essential prerequisite for invention.

In 1989 58 percent of the UK population said they were happy. By 2003, this figure had fallen to 45 percent despite a 60 percent increase in average incomes. And recently, The Observer newspaper claimed that most Britons would rather have their working hours cut than have their salaries increased. There are various explanations for all of this, but one is that people are doing the wrong kind of work. But what does the 'wrong' kind of work look like? The answer is highly personal, but in my experience it means working with people you dislike, doing something that's too easy, or doing something that's repetitive. It can also mean that you have a job that lacks meaning or doesn't make a difference.

According to author/philosopher Charles Handy there are three forces driving change at work. The first is globalization. As Thomas Friedman argues in his book The World is Flat, there is a single global market emerging for everything from products to people. In theory this means that soon you'll compete against everyone else on the planet for your job -- although in practice there will be a limit on what gets outsourced. Nevertheless, if your job can be done cheaper somewhere else, it might be worth looking at other employment opportunities. The flip side of this global village is that if you're really good at what you do companies will compete globally for your skills, as more jobs become mobile.

The second driver of change is demographics. Most countries face a demographic double-whammy with an ageing workforce colliding with a declining birth rate. According to the Herman Group this means there will be a shortage of 10 million workers in the US by 2010. Employers will have to get smarter at attracting and retaining good people. Because of this, we can expect to see more flexible working practices and the development of initiatives that attract older workers.

For example, B&Q -- a Home Depot style retailer in the UK -- offers jobs to retired tradesmen. The results are improved customer service and lower employee turnover. Similarly, BMW in Germany has designed a factory to attract older workers while Procter & Gamble has developed YourEncore -- a network of retirees that it dips into when it needs to crack a problem. Incidentally, one further idea implemented by P&G is 'reverse mentoring' that helps older workers (especially men) understand the problems faced by newly recruited staff (especially women).

The third driver of change is technology. Thanks to cellphones, laptops, and the Internet, work is becoming less tied to a physical location. Instead we are becoming a tribe of digital nomads working whenever and wherever we choose. This means that in the future employment contracts will have to change. Companies will realize that they are buying people for their ideas, and not their time or physical presence. In this scenario, annual contracts will be related to objectives met instead of hours worked. This will lead to an increase in sabbaticals and a further blurring between what's done at home and what happens 'at work.'

But this is just the beginning. In another twenty or thirty years artificial intelligence and robotics will have displaced another layer of workers. So if your job can be reduced to a set of formal rules that can be learnt by an intelligent and emotionally aware machine it may be worth looking for another career. It's possible that your current profession might disappear.

In other words we are facing a third industrial revolution. The first swapped fields for factories while the second -- the information revolution -- replaced brawn with brains. The third revolution will be the shift from left to right-brain economic production.

During the last century people were paid to accumulate and apply information. In doing work that requires acquisition and analysis of data, workers use logical left-brain activity. But Daniel Pink, author of A WHOLE NEW MINDpoints out that it’s an activity that is disappearing thanks to developments in areas like computing. For instance, speech recognition and GPS systems are replacing people for taxi bookings, and websites are helping people defend themselves in trials, giving mediocre lawyers a run for their money.

For further proof of a changing worklife, consider this fascinating statistic that I recently came across. Twelve years ago, 61 percent of McKinsey’s new US recruits had MBAs. Now only around 40 percent of the recruits hold MBAs. Partially, this statistic is based on an oversupply of MBAs in the domestic market, and the fact that data analysis can be outsourced to cheaper countries. But it's also because art graduates are demand. In a globalized world, products and services become homogenized and then commoditized. One of the best ways to create differentiation is through innovation, but what some people mean when they say innovation is actually design. Design involves the application of lateral thinking and physical beauty, both of which bring us right back to right-brain thinkers.

Of course some jobs cannot be done by a machine or outsourced to India. These include what I'd call 'high-touch' jobs, like nursing and teaching, both of which involve a high level of emotional intelligence. Jobs that involve the application of creativity and imagination are also safe. According to Richard Florida, one of the world's leading social theorists and public intellectuals, these types of jobs don't work just anywhere. There are specific types of cities that are attractive to right-brained entrepreneurs and innovators, because the score highly on the three Ts -- Technology, Talent, and Tolerance. Technology refers to the proximity of world-class research facilities. Talent is the clustering of bright, like-minded people from varied backgrounds, and Tolerance is an open progressive culture that embraces 'outsiders' and difference.

In the new economy, child-like receptivity and cognitive flexibility may prevail. Psychological neotency, a fascinating new theory developed by Professor Bruce Charlton at the University of Newcastle-Upon-Tyne (UK), says that the increased level of immaturity among adults is an evolutionary response to increased change and uncertainty. This sounds ridiculous when you first consider it, but it does make a certain amount of sense if you stop and think about it. Historically maturity was useful because in a 'fixed' environment it indicated wisdom and experience. However, in a rapidly changing environment experience can actually be disabling. In other words, youthfulness and playfulness may be adaptive responses to change where jobs, skills, and technology are all in a state of flux. This could certainly explain the apparently adolescent behaviour of innovators like Richard Branson and Steve Wozniak and, if true, has profound implications for everything from HR policy to office design.

First-like THUMB-Print made on the Huron Peninsula! Congratulations Award!

Students showcase alternative energy vehicle: Students in the Huron Intermediate School District in Huron County displayed their Innovative Vehicle Design project this month at the Huron Area Technical Center. In October, the students received the Innovation Award, the Presentation Award and the Founders’ Award at Convergence 2006 at Cobo Conference and Exhibition Center in Detroit. A group of 20 students from each K-12 school in the county, named Breaking Wind, built a blue one-person car named Aeolus that operates with two 12-volt batteries powered by wind energy garnered by a 24-volt wind turbine. When the batteries run low, they’re recharged by hooking up the turbine to the vehicle. The IVD project is the result of a $10,000 grant from the Convergence Education Foundation, designed for high school students to stimulate innovative thinking by blending engineering, science, math and advancing technologies to create an alternative fueled vehicle. More at the Huron Daily Tribune.

Monday, November 27, 2006

Big MAC Attack

Dear Friends and Family,
With a recent transition to the Apple Macintosh platform, I am shifting my primary e-mail account to a .Mac address. I am sorry for the inconvenience, but please update my e-mail address in your files to:
313-590-4000 (mobile)
313-647-9993 (office & fax)
Wishing all of you a wonderful holiday season!
Karl
Karl Klimek

Thursday, November 23, 2006

NSF Grant Intiative LAUNCH 2006

Details regarding same in coming "posts!"

Thursday, November 16, 2006

DENY THIS at OUR OWN PERIL!


The Workforce Readiness Crisis

By Susan McLester and Todd McIntire
Nov 15, 2006
URL: http://www.techlearning.com/story/showArticle.jhtml?articleID=193700630

from Technology & Learning

We're not turning out employable graduates nor maintaining our position as a global competitor. Why?

Back when the Soviet Union shot Sputnik into orbit, a panicked United States responded by improving math and science instruction in the nation's schools. Now that the United States is facing an increasingly competitive world market driven by digital globalization, how is our education system stepping up to the demand for graduates skilled enough to keep our country on the cutting edge? According to a survey of more than 400 Fortune 500 companies, we're not doing enough.

Released in September, "The Workforce Readiness Report Card" from the Partnership for 21st Century Skills, The Conference Board, Corporate Voices for Working Families, and the Society for Human Resource Management found the nation's new workforce entrants "woefully ill-prepared for the demands of today's—and tomorrow's—workplace." Donna Klein, president, CEO, and founder of Corporate Voices for Working Families, says the study's results were "amazing and sobering."

Klein, a former executive with the Marriott Corp. and current liaison between numerous American businesses, has seen firsthand the bumpy transition of today's new hires from school to the work world. "Education has been an area of interest for business for a long time because employers recognize that education is the pipeline into the workforce," she says. "We conducted 'The Workforce Readiness' survey essentially to verify our assumptions about what to expect from the upcoming workforce." With the Baby Boomers retiring in droves throughout the coming decade, Klein and others predicted a workforce smaller in number and without the necessary skills needed to thrive in the new technology-based economy.

But not even those commissioning the survey were prepared for the dramatic results the study uncovered.

Critical Skills for Today and Tomorrow

Core findings of the broad report identify what businesses' rate as the most important "must have" skills for new workplace entrants and also the specific areas in which new hires are both most deficient and best prepared. Skills employers cite as "very important" now and predict will be of increasing importance in the digital workplace reflect the shift in the past 25 years from a traditional economy to a knowledge-based economy. Among the skills identified as critical to success in the 21st century workforce are:

  1. a combination of basic knowledge and applied skills, with applied skills trumping basics as in the top five most important for any level of education;
  2. professionalism/work ethic, teamwork/collaboration, and oral communications, which are rated the three most important applied skills;
  3. knowledge of foreign languages, an area that will increase in importance in the next five years, more than any other basic skill;
  4. and creativity/innovation, which is projected to increase in importance for future workforce entrants.

Perhaps not surprising is the finding that employers place much greater value on the applied skills of leadership, critical thinking, and problem-solving than on more traditional basic skills such as reading comprehension or mathematics (for a full breakdown of what is meant by basic knowledge and applied skills, see the table below). Study sponsors are quick to emphasize that this does not suggest employers do not care about the basic skill level of new employees but rather that they seek a balance of the basic and applied skills. As the study states: "While the 'three Rs' are still fundamental to any new workforce entrant's ability to do the job, employers emphasize that applied skills are 'very important' to success at work."

Basic Knowledge and Applied Skills

Workforce Readiness Report Card for New Entrants to Workforce
Click here or click on image for larger view.

Measuring Up

Although respondents reported that some new workforce entrants have an excellent balance of the basic knowledge and applied skills they're looking for, and also acknowledge that information technology application makes a strong standing in two of the three education level categories, there remain significant deficiencies among entrants at every educational level, especially in the areas of written and oral communications and general workplace professionalism, including leadership abilities. Beyond that, it's troubling that the majority of college graduates remain just "adequate" rather than "excellent" in key skill areas (see the table at left for how new hires fared).

Also particularly disturbing is the study's findings on the current lack of preparedness of the nation's high school graduates. In addition to the deficiencies in communication and professionalism shared by those with varying degrees of college education, well over half of new workforce entrants with only a high school diploma are deficiently prepared in all ten of the skills that employers rate critical. These include both basic skills such as writing, mathematics, and reading, as well as applied skills such as critical thinking, work ethic, diversity, and teamwork.

The Crisis

The "Workforce Readiness Report Card" sounds a serious alarm for the current state of education in the United States. The implications touch numerous areas in today's education policy, procedures, and theory and presage serious "ripple effects" for the country's domestic and international standing.

On the domestic front, the study points to the degree to which federal education policy in the form of NCLB, with its focus on basic skill reform, appears to be at almost complete odds with the applied knowledge that employers say they value most in workers. Klein sees this disconnect as an inescapable by-product of the sweeping transformations of the past couple of decades. "We have changed to a knowledge economy, culturally, socially, and economically, but have not yet figured out how to reinvent ourselves to keep up with this, including in the area of education."

On the current lack of graduates' ability to apply skills, Klein believes this may in part be a result of an increasingly narrow and segmented curriculum, due largely to the cutbacks in after-school programs we've seen in the past 25 years. "After-school programs that provide opportunities for young people to remain in school to get experience in art, music, drama, computers, community leadership, and athletics help kids develop applied skills," Klein says. "There is lots of research showing this holistic approach to youth development is more beneficial in the long run than segmented development."

Cisco Systems Global Lead for Education Charles Fadel also believes that American students' lack of ability to apply learned skills in the workplace environment may be the result of an imbalance in our instructional approach. "We Americans tend to be purists," Fadel says. "We go from one extreme to the other, conducting academic debates over the merits of such things as whole language vs. phonics, or succumb to fads like 'new math,' instead of recognizing that we need to offer practical means to learn."

Fadel, who earned physics and business degrees, says the American education system has been losing its edge in both the creativity and deeper thinking areas over the past 20 or 30 years. "In the past, we saw NASA engineers thinking daringly and creatively, and they also had the analytical background to go with it," Fadel says. "American education has now somehow lost its ability to impart analytical skills to the masses."

Communication Breakdown

Klein and others also lament the "C in written communication" grade assigned by today's employers even to four-year college grads. "It's just so hard today to find entry-level people who can communicate effectively," she says. "Businesses are currently picking up the slack in remedial instruction, but the cost of training is prohibitive."

And for the many graduates who find themselves in working situations where companies are not willing to invest in training, a lack of communication skills can be a barrier to upward mobility.

John Curson, a veteran high-tech executive and CFO and cofounder of the San Francisco Bay Area's Complete Genomics DNA Sequencing company, finds the college graduates he's hired to fill middle management positions flatly "unpromotable" as a whole. "They may have good ideas, but they are simply unable to express them, either in writing or orally," Curson says. "If you want to be reminded about how important it is to communicate well, look at Steve Jobs." And while the company's highly skilled top technology workers, success-track PhDs and MBAs, may be able to communicate ideas clearly, they too often exhibit a limited ability to interact successfully with others, especially in the area of conflict resolution. Curson suspects the digital natives' natural dependence on e-mail may be partly to blame. "E-mail has introduced incredible efficiencies, but there is no substitution for old fashioned, face-to-face dialogue when it comes to straightening out misunderstandings," he says.

Workplace Professionalism

Such complaints from employers about employee behaviors dovetail with larger survey findings pinpointing concerns about new hires' lack of professionalism. Punctuality, courtesy, and manners are among the qualities many employers see as having fallen through the cracks between the Baby Boomer generation and succeeding ones. Klein attributes this in part to the shift in America from the single-earner household to the double-earner household, a result of women entering the workforce en masse in the '70s. "Suddenly, no one was around to make sure you had table manners or were dressed neatly," says Klein. "And even more has been lost since we've become a 24/7 economy. We're dependent on female labor and that's not going to change, but we haven't figured out anything to take the place at-home moms' jobs."

Despite the concerns expressed by many employers about the workplace ethics and general behavior of new hires, others disagree. Dave Anderson is chairman and founder of Sendmail, a company that routes 60 percent of all the e-mail on the Internet, as well CEO of the newly formed Evergrid, which develops software for high-performance technical computing. He disputes the notion that new hires lack professionalism, a work ethic, and applied skills. On the contrary, he says, it couldn't be "farther from the truth." His employees—mostly one to two years out of college—deal regularly with Wall Street brokerage firms and other high-level businesses. "They're not dressed in suits, they wear jeans and shorts, but they're well-mannered and aware of business standards," he says.

All New Grads Not Equal

In the area of applied skills, Anderson reports almost the opposite of what the survey says about new hires. "They're much better at working collaboratively, as part of a team, and have a greater understanding of processes than earlier grads have had," Anderson says. "Many are much more self-taught and self-guided, with lots of experience with open source and business internships under their belts."

The broad disconnect in the experience of employers such as Anderson, who admits to "being very picky" about the quality of new hires; Curson, who notes the "incredibly advanced technical capabilities" of recent hires with high-level degrees on his staff; and the majority of employers responding to the "Workforce Readiness" survey, suggests a growing disparity between workers with the most advanced degrees from the best schools and all other employees. This broadening gap also applies to the high school educated students who can be seen as set apart from all other groups because of their deficiency in virtually every crucial skill required for today's workplace.

It is difficult not to fear that this increasing divide will create a new and more stringent workforce hierarchy in American society, a distinctly un-American system with an elite, top-educated workforce maintaining power over a less-educated class that holds little chance of upward mobility.

The Global Threat

But while the United States battles its domestic issues, serious international threats are undermining its status as a global competitor. Producing and maintaining a prepared workforce is an ongoing challenge within an era of increased mobility of goods, services, labor, technology, and capital throughout the world. American employees no longer solely have the advantages provided by superior education and technical infrastructure. Nations around the world, such as India and China, have invested in education and technology to overcome barriers of communications, distance, and time to provide competitive products and services usually at much lower costs than those produced domestically. The result is a host of new threats to the American competitiveness on the horizon.

The Solutions

The sponsors of "The Workforce Readiness Report Card" ask, "How can the United States continue to compete in a global economy if the entering workforce is made up of high school students who lack the skills they need and college graduates that are mostly 'adequate' rather than 'excellent?'"

They look to two basic solutions to ensure that the nation's students are prepared to successfully meet the demands of the 21st century workforce. First, schools must find ways to teach applied skills integrated with core academic subjects. "America needs to relearn how to grow talent indigenously," Fadel says. "Teaching content and skills together is not a new concept—it goes back to Socratic methods. Technology just helps do it on a broader scale." (T&L will explore how cutting-edge districts are dealing with this challenge in the January issue).

Second, the business community must be more active in defining the skills they need from their new employees and then partner with schools to create opportunities for students to obtain them. "We need cross-sector dialogue that is not politically charged," Klein says. "There should be ongoing discussion among all stakeholders—education, business, and government—about what the ideal state is and how we can get there."

School-business partnerships can also provide direct learning opportunities such as internships and summer jobs, employee mentors and tutors, investments in proven work preparation courses, and monetary resources to find new solutions to this challenge.

The 21st Century Digital Learning Environments Future

If one is to take at face value the findings of "The Workforce Readiness Report Card," the United States faces a perfect storm of challenges arising from the disconnect between education and workforce values, the growing disparity in the degree of preparation of new hires, and the apparent inability of nearly all graduates to communicate effectively. But how do educators feel about this? Do these findings resonate with their experiences in the field? Do they agree that education is facing a serious crisis? Or are we making good progress in keeping up with skills required for the 21st century workplace? We'd like to hear your thoughts—e-mail your opinions to smclester@cmp.com.

Susan McLester is editor-in-chief of T&L. Todd McIntire is vice president at Edison Schools.

Wednesday, November 15, 2006

Oakland Schools GOES 3-Demensional!

Delmia provides software to Oakland Schools: Dassault Systèmes (NASDAQ: DASTY) Tuesday announced an academic partnership between its Delmia manufacturing simulation software division and Oakland Schools.

Under the deal, Oakland Schools, Oakland County's intermediate school district, will receive specialized software and training throughout its 28 school districts, preparing students for careers in engineering. Specifically, more than 200 seats of Delmia's V5 three-dimensional manufacturing software and instructional materials have been made available to Oakland County high schools and technical campuses. Instructors at each of the facilities have been provided training and mentoring in the software.

The partnership covers Oakland County's 43 high schools and the four Oakland Schools Technical Campuses. Instructors at each of the facilities have been provided training and mentoring in the software. Schools initially participating in the program to date include Walled Lake Central, Walled Lake West, Walled Lake North, Southfield, Avondale, Orion, Pontiac and the four Oakland Schools Technical Campuses. More at www.delmia.com or www.oakland.k12.mi.us.

About OUR Work!


Published: November 15, 2006

Funder Seeding Work in the Emerging Field of ‘Digital Learning’

At a time when technology has changed how K-12 students learn, create, and interact with others, schools are behind the curve in teaching the skills they need to be savvy consumers and producers of digital media.

That’s the conclusion of a study commissioned by the John D. and Catherine T. MacArthur Foundation to kick off a five-year, $50 million “digital learning” initiative announced last month.

The broad-ranging project will support projects to research technology’s effects on students; use social networking and other online tools to help students learn; design and develop online games; and create media-literacy curricula for a digital age.

One of the initiative’s main goals is to figure out what and how students are learning through podcasting, blogging, video games, and other Web-based activities in an online environment, said Jonathan Fanton, the president of the Chicago-based foundation.

For More Info

“Given how present these technologies are in their lives, do young people act, think, and learn differently today?” he asked in a statement. “And what are the implications for education and for society?”

One implication is that educators need to recognize the power of the Web’s “participatory culture,” in which anyone can critique student work and offer advice, said Henry Jenkins, the director of the comparative-media-studies program at the Massachusetts Institute of Technology, in Cambridge, Mass.

Mr. Jenkins, the lead researcher for “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century,” the MacArthur-supported study, said that the virtual worlds that students move around in are unlike anything resembling the traditional learning environment.

Those online communities include the 3-D virtual world assembled on the Web site known as Second Life, at http://secondlife.com. More than 1.3 million people worldwide use the site, where “residents” can buy land with virtual dollars, “attend” live audio-streamed town hall meetings, watch live concerts, and talk to one another via Skype, an Internet phone service.

The MacArthur Foundation simulcast its Oct. 19 event in New York City announcing its digital-learning initiative on Second Life, garnering about 80 online attendees.

But not all students have equal access to the Web or other technology tools, Mr. Jenkins said. In addition, the students who are online have limited analytical skills to assess what they see, read, and create. And no established guidelines govern what personal information students should post online about themselves or their friends, Mr. Jenkins added.

“Kids don’t have a critical vocabulary on the effect of media in their own lives,” he said. “If [students] play a [video] game about history, that’s how history was.”

Given those gaps, educators should integrate media-literacy skills into core academic subjects, Mr. Jenkins said.

For example, he said, teachers can use online robotics simulations to help explain algebraic concepts and introduce students to physics.

“This is about a paradigm shift,” Mr. Jenkins said. “These are skills that can be integrated across the curriculum.”

Considering Trade-Offs

As part of its digital-learning initiative, the MacArthur Foundation has given grants to 18 organizations, some of which had received previous support from the foundation for their work on digital learning.

See Also
Read the accompanying story,
“Grants for R&D.”

See also a related story,

The foundation has also set up a Web site to house the project, and next year it will publish six books, online and in print, on innovative uses of digital learning and its relationship to such issues as civic engagement, identity, race, and ethnicity.

“Just as the printing press … changed how knowledge works, we have hypothesized that these new digital media will have the same effect,” said Connie Yowell, the director of education grantmaking for the MacArthur Foundation. “It’s critical that we understand [digital media’s] benefits and its unintended consequences. There are implications for both of those for schools.”

The unintended consequences, she said, could include less physical play and less time to think and explore offline.

“What may be lost?” said Ms. Yowell. “Does something happen to daydreaming? Creativity?”

A Glancing Look..........At Our LARGER FUTURE Picture!


Published: November 15, 2006

Democratic Majority to Put Education Policy on Agenda

College Affordability Tops List; Key Members Back NCLB Renewal

The leaders of the incoming Democratic-controlled Congress say they will make college affordability their top education policy priority, while also working to reauthorize the No Child Left Behind Act, a goal they share with President Bush.

Rep. Nancy Pelosi of California, the presumptive next speaker of the House, said last week that Democrats will honor their campaign promise to curtail the costs of higher education by lowering student-loan interest rates and by expanding tax deductions for college tuition.

Democrats won at least 231 of the 435 seats in the House in the Nov. 7 midterm elections, with 10 seats still undecided late last week. The party also won a 51-49 majority in the Senate, counting two Independents who have promised to caucus with the Democrats.

Meanwhile, President Bush cited the No Child Left Behind law as the kind of bipartisan issue he and Democrats could work together on once the current minority party takes formal control of the two chambers in January. Rep. George Miller, D-Calif., who most likely will become the chairman of the House education committee, said in an interview that he would like to have NCLB hearings soon after the 110th Congress convenes.

Yet education policy experts and former congressional aides predict the new Congress will struggle to accomplish both the Democrats’ higher education agenda and the politically difficult task of reauthorizing the NCLB law, which covers most federal K-12 programs.

“It will be an uphill battle, given the logistical demands of the transition and the political demands on the Democratic leadership agenda, which will focus on higher education first and foremost,” said Michael Dannenberg, the education policy director for the New America Foundation, a Washington think tank. Mr. Dannenberg worked for Democrats on the Senate education committee when Congress approved the almost 5-year-old education law by large majorities.

The prospects for the reauthorization might also be determined by a group of at least 40 incoming freshman Democrats, many of whom ran campaigns in which they criticized the law that President Bush made one of his top priorities when he took office in 2001. The legislation, which revamped the now four-decade-old Elementary and Secondary Education Act, requires schools and districts to meet annual student-achievement targets, among other mandates.

“Somebody who is newly elected … will have heard more complaints than praise for No Child Left Behind,” said Jack Jennings, the president of the Center for Education Policy, a Washington-based research and advocacy group, and a former longtime aide to House Democrats. “They will want to voice the criticism they’ve heard.”

Rep. Miller, a staunch supporter of the NCLB law’s requirements holding schools accountable for student performance, said he believes that, in general, the law has as many supporters as detractors.

“I think the fact of the matter is that there’s a lot of critics of the bill,” he said in an interview the day after the elections. “But there’s a lot of supporters of the legislation, in terms of we have an obligation to provide a first-class learning opportunity to poor and minority children in this country.”

During the campaign, House Democrats outlined a six-point platform that included promising to raise the minimum wage, to protect Social Security benefits and workers’ pensions, and to accelerate turning over governing and security responsibilities in Iraq to that country’s government.

Different Lens

The only education item included in the pre-Election Day platform was to lower the cost of attending college. The 31-page book outlining the Democrats’ plans said the party would cut student-loan interest rates in half, simplify federal tax breaks for college tuition into a $3,000 tax credit, and raise the maximum Pell Grant award to $5,100, up from $4,050 now.

Beyond that, Democrats who will play a significant role in federal education policy said last week they would work toward reauthorizing the No Child Left Behind law on schedule next year.

Rep. Miller, who was one of the architects of the law, said he would like to begin the NCLB hearings while pursuing the college-affordability agenda.

Supporters of Chris Murphy, a Democrat who defeated Rep. Nancy L. Johnson of Connecticut, celebrate on election night.
—George Ruhe/AP

Another Democrat who helped craft the law, Sen. Edward M. Kennedy of Massachusetts, has also said he would push for its reauthorization. Mr. Kennedy chaired the Senate education committee when the Democrats led that chamber before 1995, and once again when the balance tipped in their favor in May 2001 and until Republicans resumed control in January 2003.

Although the Democratic majorities in Congress may significantly change the debate over certain federal economic, budget, and national-security policies, the change in control is less likely to result in dramatic changes to the NCLB law and other K-12 policies, congressional aides and observers say.

If the Republicans had retained control, the debate over the reauthorization would more likely have focused on questions such as how widely to expand school choice requirements for schools failing to make adequate yearly progress, or AYP, under the law.

The Democrats, however, are more likely to look for interventions to help struggling schools improve, and to provide money to help the states improve their testing for AYP purposes.

At the same time, Rep. Miller and Sen. Kennedy have been steadfast supporters of the testing-and-accountability requirements that President Bush considers essential to the law’s goal of raising all students to academic proficiency by 2014. ("Political Shift Could Temper NCLB Resolve," Sept. 27, 2006.)

The return of Democratic control to Congress will not produce a “sea change” in K-12 policy debates, in contrast to the impact of Republicans’ capture of the House and the Senate in the 1994 midterm elections, argued Jeanne Allen, the president of the Center for Education Reform, a Washington group that advocates charter schools and other forms of school choice.

Minn. Teacher Elected

After their 1994 election victory, Republicans set out to dramatically scale back the federal government’s role in K-12 policy by closing the Department of Education and slashing the financing of many of its programs, including Title I and others that are now at the heart of the No Child Left Behind law. Those proposals, however, never became reality because President Clinton and congressional Democrats resisted them.

“This will be a change of lens,” Ms. Allen said of the Democratic takeover. “The modest change in philosophy is not going to make a major difference.”

But the new Democrats could complicate the NCLB renewal.

While Rep. Miller and Sen. Kennedy, both liberals, joined with President Bush in championing the law and support its central tenets, Democratic lawmakers coming to Washington for the first time are unlikely to have the same commitment to the law or any pride of authorship in it.

Most of the new Democratic freshmen, in fact, have significant reservations about the way it is affecting schools, according to their campaign Web sites.

Tim Walz, a Minnesota high school teacher, won election to Congress as a Democrat. His campaign Web site criticized the No Child Left Behind Act as "an uneven bureaucratic nightmare" that "harms the students and schools who need it most."
—Jason DeCrow/AP

Tim Walz, a high school teacher elected to the House from a southern Minnesota district, wrote on his site that the law is an “uneven, bureaucratic nightmare” that “harms the students and schools who need it most.”

Paul Hodes a Democrat elected from New Hampshire, promises on his Web site “to fix and fund, or to repeal, the No Child Left Behind Act.”

Such criticisms of the law will create political pressure to amend it, Rep. Lynn Woolsey, D-Calif., said in an interview.

“As long as we let that discontent broil and bubble, we’re missing what works with” the law, she said. “If we put [the reauthorization] off too long, we’ll be throwing the baby out with the bath water. We need to fix what’s not working.”

Although Rep. Woolsey is the senior Democrat on the House Education Reform Subcommittee in the current Congress, she apparently won’t become the chairwoman of the subcommittee, which oversees K-12 education issues, when the Democrats take charge.

Rep. Dale E. Kildee, D-Mich., said at a banquet attended by education advocates last week that he would use his seniority over Ms. Woolsey to claim the panel’s chairmanship. Mr. Kildee was the chairman of the subcommittee that spearheaded the 1994 reauthorization of the ESEA.

Republican Helpers

At a White Hosue press conference the day after the elections, President Bush said he would work with Democratic leaders to produce bipartisan legislation, citing the No Child Left Behind Act as a product of the parties’ collaboration in his first term.

Key House Republicans are likely to throw their support behind the renewal, including current Majority Leader John A. Boehner of Ohio; Rep. Howard P. “Buck” McKeon of California, who chairs the education committee; and Rep. Michael N. Castle of Delaware, the chairman of the Education Reform Subcommittee.

But Mr. Bush may not be able to count on conservatives in his own party next year.

Conservatives who voted for the law in the president’s first term are not as likely to be as supportive in the current political environment. Many of them voted for the law to support their party’s new president and are less likely to do so as the president nears the end of his final term.

One thing the law has going for it, said Mr. Dannenberg of the New America Foundation, is a core group of powerful lawmakers and Bush administration officials squarely behind it.

“I wouldn’t put anything past the political skills of Senator Kennedy, Representative Miller, Secretary [of Education Margaret] Spellings, and the president,” Mr. Dannenberg said. “They are among the best in Washington at the art of closing a deal.”

Tuesday, November 14, 2006

Fuzzy, Wuzzy, Wasn't Fuzzy, Wuzzy?

The New York Times
Printer Friendly Format Sponsored By


November 14, 2006

As Math Scores Lag, a New Push for the Basics

SEATTLE — For the second time in a generation, education officials are rethinking the teaching of math in American schools.

The changes are being driven by students’ lagging performance on international tests and mathematicians’ warnings that more than a decade of so-called reform math — critics call it fuzzy math — has crippled students with its de-emphasizing of basic drills and memorization in favor of allowing children to find their own ways to solve problems.

At the same time, parental unease has prompted ever more families to pay for tutoring, even for young children. Shalimar Backman, who put pressure on officials here by starting a parents group called Where’s the Math?, remembers the moment she became concerned.

“When my oldest child, an A-plus stellar student, was in sixth grade, I realized he had no idea, no idea at all, how to do long division,” Ms. Backman said, “so I went to school and talked to the teacher, who said, ‘We don’t teach long division; it stifles their creativity.’ ”

Across the nation, the reconsideration of what should be taught and how has been accelerated by a report in September by the National Council of Teachers of Mathematics, the nation’s leading group of math teachers.

It was a report from this same group in 1989 that influenced a generation of teachers to let children explore their own solutions to problems, write and draw pictures about math, and use tools like the calculator at the same time they learn algorithms.

But this fall, the group changed course, recommending a tighter focus on basic math skills and an end to “mile wide, inch deep” state standards that force schools to teach dozens of math topics in each grade. In fourth grade, for example, the report recommends that the curriculum should center on the “quick recall” of multiplication and division, the area of two-dimensional shapes and an understanding of decimals.

The Bush administration, too, has created a panel to study research on teaching math. It is expected to issue recommendations early next year.

Here in Washington, Gov. Chris Gregoire has asked the State Board of Education to develop new math standards by the end of next year to bring teaching in line with international competition, and a year later to choose no more than three curriculums to replace the dozens of teaching methods now in use. Ms. Gregoire, a Democrat, also wants new math requirements for high school graduation.

In Utah and Florida, too, state education officials are re-examining their math standards and curriculum.

Grass-roots groups in many cities are agitating for a return to basics. Many point to California’s standards as a good model: the state adopted reform math in the early 1990s but largely rejected it near the end of the decade, a turnaround that led to rising math achievement.

“The Seattle level of concern about math may be unusual, but there’s now an enormous amount of discomfort about fuzzy math on the East Coast, in Maine, Massachusetts and Pennsylvania, and now New Jersey is starting to make noise,” said R. James Milgram, a math professor at Stanford University. “There’s increasing understanding that the math situation in the United States is a complete disaster.”

Schools in New York City use a reform math curriculum, Everyday Mathematics, but some parents there, too, would like to see that changed, a step they are advocating through NYC HOLD, a group of parents and teachers that has a Web site with links to information on math battles nationwide.

A spokesman for the New York City Department of Education said that Everyday Mathematics covered both reform and traditional approaches, emphasizing knowledge of basic algorithms along with conceptual understanding. He added that research gathered recently by the federal Department of Education had found the program to be one of the few in the country for which there was evidence of positive effects on student math achievement.

The frenzy has been prompted in part by the growing awareness that, at a time of increasing globalization, the math skills of children in the United States simply do not measure up: American eighth-graders lag far behind those from Singapore, South Korea, Hong Kong, Taiwan, Japan and elsewhere on the Trends in International Mathematics and Science Study, an international test.

Parental discontent here in Washington State intensified after the announcement in September that only 51 percent of 10th graders passed the math part of state assessment tests, far fewer than showed proficiency in reading or writing.

“Math is on absolutely everybody’s radar in the state right now,” said Ms. Backman, whose Where’s the Math? group drew hundreds of parents and math teachers last month to a forum on K-12 math.

Many parents and teachers remain committed to the goals of reform math, having children understand what they are doing rather than simply memorizing and parroting answers. Traditional math instruction did not work for most students, say reform math proponents like Virginia Warfield, a professor at the University of Washington.

“It produces people who hate math, who can’t connect the math they are doing with anything in their lives,” Dr. Warfield said. “That’s why we have so many parents who see their children having trouble with math and say ‘Honey, don’t worry. I never could do math either.’ ”

“In Asian cultures,” she added, “the assumption is that everyone learns mathematics, and of course, parents will help with mathematics.”

But even many of those who admire the goals of reform math want their children to have more drills.

“My mother is a high school math tutor, and her joke is that this math is what’s kept her in business,” said Marcy Berejka, who each week brings Ben, 8, and Dana, 6, to Kumon, a tutoring center based in Japan that has more than a dozen franchises in the Seattle area. “There’s a lot that’s good in the new curriculum, but if you don’t memorize the basic math facts, it gets harder as math gets more complicated.”

The state’s superintendent of public instruction, Terry Bergeson, a supporter of reform math, said in an interview: “I came through the reading wars years ago, and now we’re right in the middle of that with mathematics. It comes back to balance. Of course you need to know your math facts, but you also have to understand what you’re doing. The whole country has been in denial about mathematics, and now we’re sort of at a second Sputnik moment.”

In part, the math wars have grown out of a struggle between professional mathematicians, who say too many American students never master basic math skills, and math educators, who say children who construct their own problem-solving strategies retain their math skills better than those who just memorize the algorithm that produces the correct answer.

After Dr. Milgram of Stanford appeared at a Where’s the Math? meeting, Dr. Warfield, an expert on teaching math educators, wrote in a newsletter that when Dr. Milgram told parents to fight for change, it was “implicit in the instructions that mathematicians who do not agree are classified as mathematics educators (a rung or two below the night custodian).”

The battle here has left many parents frustrated, confused and not sure if they should trust their children’s schools to give them the skills they need. Many have already voted with their feet, enrolling their children in math tutoring.

State Representative Glenn Anderson, a Republican member of the House education committee who has fought for a more rigorous curriculum, said state data showed that Washington residents spent $149 million on tutoring and other education support services in 2004, more than three times the $44 million they spent 10 years earlier.

Kumon, which has a global clientele of more than four million children in 43 countries, focuses on drilling children on basics. Students work their way through hundreds of assignments that move in incremental steps from tracing numerals all the way through differential calculus.

Every week for five years, Tove Burrows has brought her son, Petter, 13, to the Kumon Center in Mercer Island to turn in the worksheets he has done at home, sit down to new drills and pick up a set of assignments for the week ahead.

“If the math curriculum in the schools were different, I would not be doing Kumon,” said Ms. Burrows, whose son is an A student at Islander Middle School. “But I want to make sure he’s mastered the basics, and in school they don’t spend enough time on basics to get that mastery.”

On Mercer Island, an affluent suburb of Seattle that had the state’s best scores on the 10th-grade test, the pendulum has begun to swing toward emphasizing computational skills, especially in high school.

“We’re looking at texts that have more numbers and less language,” said Lisa Eggers, president of the Mercer Island School Board, who at one point sent two of her three children to Kumon. “And we’re one of the few districts where the math scores are going up.”

Even so, seeking outside math help is common in the district, with almost 100 students leaving the high school for math and going instead to nearby private academies for one-on-one tutoring, for which the school give will give them credit.

John Harrison, principal of Mercer Island High School, estimates that as many as 10 percent of his school’s 1,400 students are getting outside math help. “It’s not surprising that math is so important in Seattle, with so many people earning their living at Microsoft or Boeing,” Mr. Harrison said. “Our kids do very well on the state tests, compared to the state averages, but even here, math proficiency is less than reading and writing.”

Sunday, November 12, 2006

What's Old is New Again..........The First Time Digital!

Digital Learning Report 2000

http://www.ceoforum.org/downloads/report3.pdf

Virtual Tour of a Digital Learning Collaboratory

Purdue University "Digital Learning Collaboratory" Virtual Tour

http://dlc.purdue.edu/#

Comments?

Digital Learning 101


Digital Learning: Why tomorrow's schools must learn to let go of the past. By Thomas G. Layton

The big mistake in planning for the school of the future is starting where we are today and imagining how to move forward. With that approach, we necessarily drag along a great deal of excess baggage. Instead, we should begin with where we want to be, where we think we will be, and work back through all the steps necessary to get to that point.

Let us begin, then, with a description of the "digital child," the boy or girl who came into existence and lived his or her whole life in a digital world. This child has never known a time when computers were not an ordinary part of day-to-day life, or a time when constant change in the world was not the norm, or a time when it was difficult to access information or to communicate with other human beings with little regard to their actual geographical location. The digital child is the offspring of parents who were not born in a digital world but grew up during the transformation from an analog world to the digital one. Even so, they share with the digital child a number of common characteristics that make them different from the analog parents and analog children from the latter half of the 20th century.

Time

For the digital child, life is a balance between working, learning, playing, and tending to physical and spiritual needs. These aspects of life are not broken up into concrete and nearly immobile blocks of time, however, as they traditionally have been for most 20th-century children. Instead, working, learning, and playing are interspersed throughout the day and throughout the year. It's not that routine is unimportant for the growing digital child. It's that the timing of these various activities is tailored to the child's individual needs and desires, as well as to the schedules of the child's parents. After all, working and playing are not necessarily best done at the same moment for all children, and digital parents do not necessarily follow the 8:00 to 5:00 work regimen of their forebears.

Location

Just as time is fitted to the child, so is the location of life's activities. Learning does not always take place in the same building or even at the same longitude and latitude. Learning is something that is a constant throughout the day, as are work and play. All these activities are done at home, at "school," and in the community, both physical and digital. (Of course, safety in both of these worlds is of primary importance for digital children.)

Activities

In fact, the lines between what is learning, what is work, and what is play are difficult to distinguish. Activities are no longer compartmentalized according to time and place -- the time for recess, the place at school where the computers are housed -- and that has tended to blur the lines. Of course, there are times when the digital child is clearly at play or clearly at work, but there are also many times when these activities are inseparable. Just as 20th-century schooling mirrored 20th-century adult work, with its competition and cubicles and hierarchies, so too does 21st-century schooling resemble 21st-century adult work. The digital parents work at home as independent contractors, or telecommute, or move easily from job to job and career to career, learning as they go and remaining productive as they adjust their hours to their needs or whims. Their work time and play time are often indistinguishable.

Relationships

For the digital child, relationships with other human beings are the most important aspect of life. Together, family relationships, personal relationships, community relationships, working relationships, and learning relationships form the fabric of the child's existence. These relationships are much less subject to time and place than were the relationships forged by the 20th-century child, however. Digital children learn with and play with people whose age, religion, culture, economic status, and first language are quite different from their own or those of their parents. And, most likely, a significant number of these relationships are with people who live thousands of miles away. This is important because, when they grow up, digital children will be expected to work with people of any age, religion, culture, economic status, and first language -- not just at a local workplace, but anywhere.

Technology

An old proverb says, "Fish can't see the water." Likewise, our digital child swims in an ocean of changing technologies. The ebb and flow of new gizmos and scientific discoveries are merely punctuated by occasional technological typhoons reminiscent of the Y2K storm. Quite at home in this swirling sea, the digital student learns to take advantage of each new technological advancement, making the most of its contributions to his or her professional and personal life and confidently awaiting the next new breakthrough.

Temperament

Digital children react to the world rather differently than their 20th-century counterparts did. For example, they are patient with the deficiencies of adults, who often seem hopeless and helpless in the face of emerging technologies. These children have had lots of practice. After all, they are the first generation in history that is, as Don Tapscott has put it, "more comfortable, knowledgeable, and literate than their parents about an innovation central to society." Digital children are more independent, more intellectually open, more tolerant, and more adventurous than most 20th-century children. They hold strong views and expect instant gratification. At the same time, they are at greater risk from AIDS, school shootings, terrorism, depression, and suicide than their 20th-century predecessors. And they represent a larger population segment than those analog "baby boomers" who dominated the 20th century. Their collective voices are heard above all others.

Learning style

Digital children do not learn in isolation. They might work alone, but they learn in groups (even if some of the group members live in other countries). For them, knowledge is like dropping a pebble in a pond. Waves of understanding wash over the digital classroom. Working out an answer and sharing it with your digital classmate is no longer considered cheating. Cheating is keeping the answer to yourself. Cheating is copying someone else's expression of ideas and knowledge -- not sharing those ideas and that knowledge with others. Learning is collaborative and social, not solitary and competitive.

These children abhor being made to jump through arbitrary hoops. Thankfully, 20th-century work sheets and busywork are a thing of the past. Digital children seek relevance. They want to solve real problems. They want what they do to make a genuine contribution to the world. (Yes, even if they are only in digital kindergarten.) And they want recognition for real accomplishments. They are guerrilla learners, learning only what they need at the moment to solve the problem, to complete the project. Although they recognize that some knowledge, some insights, some creative works are timeless, they instinctively understand that today's knowledge might turn out to be useless tomorrow. They do not accept the proposition that they must learn something now because it will be useful 10 years from now. They know better.

So what do these digital people want from their school system anyway? They want pretty much what children and parents want today -- only they want the digital version, not the 20th-century analog edition.

Curriculum

Like all schools throughout history, the digital school must prepare students for life in their own time. Because the 21st century is one of explosive social change driven by explosive advances in technology, this will be a real challenge for teachers, administrators, board members, and parents. There are, nonetheless, some constants.

One skill we must help children master is the ability to learn -- to gather knowledge, make use of it, let go of knowledge that is of little use, and then learn new and relevant things. The estimate of the number of totally different careers digital children will have in their lifetime continues to climb. These students must be prepared to perform the tasks of jobs that do not even exist while they're in school. People in the 20th century often had trouble unlearning what they had learned as children, but that process was necessary in order to move forward. Digital children must retain that skill as they grow up -- they'll be called on to use it over and over.

Digital children must learn to read critically, write effectively, listen intently, and speak fluently. They must be able to find information, understand the information they locate, evaluate the reliability of that information, and see how to apply it to answer a pressing question or to take advantage of a new opportunity. They must be able to communicate their ideas to diverse groups using a variety of media. They must also be able to understand the ideas of others and see how their own concepts might blend with those of their work-mates to solve problems and create new things.

Finally, the digital curriculum must produce citizens who are extremely discerning. With access to an avalanche of information and countless numbers of human beings, the digital child must learn to distinguish the useful from the hype, the genuine from the imitation, the sincere from the con, the quality from the flash, the truth from the propaganda. And to do so quickly and repeatedly.

Flexibility

What the digital family requires of its school system is flexibility, especially the opportunity to chose from a wide range of educational choices. Digital parents expect to custom-design their children's education. The old "my way or the highway" attitude of 20th-century schools is, thankfully, a thing of the past in the digital world. Parents blend and mix educational opportunities afforded by face-to-face classrooms, home schooling, distance learning, private lessons, travel, and other profit and nonprofit educational institutions in the local community or the Internet community.

Choice has been tremendously expanded. The time, place, frequency, and content of instruction is individualized but not isolated. Digital children, as a result, are much more likely than their 20th-century analog counterparts to get what they need or want whenever and wherever they need or want it.

Digital parents react strongly if they perceive that schools are getting in the way of their children's education. As a result, schools no longer set policies that put the benefit of their employees above the benefit of their students.

Quality

The digital community demands quality in education above everything else. Its members know that an excellent education is the key to thriving in the digital world. They are not misled by the educational/political trends of the analog 20th century: "Standards" have been replaced by choice; test scores have been replaced by products and solutions; and diplomas have long since been replaced by the flow from data to information to insight to wisdom.

Thomas G. Layton, a self-professed online learning evangelist, is the originator of CyberSchool, the first Internet-based public high school distance learning program. He is a consultant with Clarity Innovations, Inc., in Portland, Ore.

Illustration by Robert Liberace.

Go to Analog Lessons by Kevin Bushweller.

Copyright © 2000, National School Boards Association. Electronic School is an editorially independent publication of the National School Boards Association. Opinions expressed by this magazine or any of its authors do not necessarily reflect positions of the National School Boards Association. Within the parameters of fair use, this article may be printed out and photocopied for individual or educational use, provided this copyright notice appears on each copy. This article may not be otherwise linked, transmitted, or reproduced in print or electronic form without the consent of the Publisher. For more information, call (703) 838-6739.

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Friday, November 10, 2006

Ray Kurzweil on Sigularity and the Wisdom of Crowds

The Larger the Pool of Intelligence From Which to Draw Information the Larger the Pool of Wisdom becomes.

http://www.eschoolnews.com/video/?v=138&c=4&f=150&cb=1161615386265

Intelligence Dump 101

http://www.eschoolnews.com/erc/Challenges/

Of course all of this changes tomorrow simply because time & space wait for no one!

Wednesday, November 08, 2006

In the World of Better Late then NEVER!

Received this from Matt Roush feed today............

Southeast Michigan high school students showcase electric vehicles: Four high school teams showcased electric vehicles this month during a performance test day hosted by Siemens VDO in Auburn Hills.

The Huron Intermediate School District in Bad Axe, Summit Academy High School in Flat Rock, University High School in Ferndale and the William D. Ford Career Technical Center in the Wayne-Westland schools participated in the Innovative Vehicle Design program, in which high school students work with corporate partners to build one-person electric vehicles.

The IVD program, an initiative of the Convergence Education Foundation, is built as an innovation, not a racing competition. Each team received $5,000 from a corporate partner matched by $5,000 from the foundation, a 10-month build window, and the leadership for all portions of the planning and development for the vehicle.

The test day, phase one of the judging process, evaluated each team's vehicle performance. Teams were evaluated on the distance traveled during two 30-minute windows on two different track configurations.

The second phase of judging will take place at Convergence 2006 next week, where teams will be further evaluated in the areas of engineering, presentation, ambassadorship and innovation.

The winning team will be announced at the Convergence Education Foundation's Convergence 2006 booth Oct. 18 at Cobo Center. More at www.cef-trek.org.

Tuesday, November 07, 2006

Google....Wikis.....Schools...,,nice fit.....

http://www.eschoolnews.com
Contents Copyright 2006 eSchool News. All rights reserved.

Google acquires wiki tool
Search giant's purchase of JotSpot could help spur interest in wikis among schools

From eSchool News staff and wire service reports
November 2, 2006
Expanding its efforts at providing software that helps users create and post their own materials online, Google Inc. has acquired JotSpot Inc., a California startup that develops online collaboration tools known as wikis. The integration of JotSpot into Google's suite of free online applications could encourage the use of wikis among schools, some observers say.

The announcement came Oct. 31 through separate postings at Google's and JotSpot's web journals. Terms were not disclosed.

JotSpot Chief Executive Joe Kraus said JotSpot would be able to tap into the internet search leader's large user base and robust data centers, which are capable of handling any growth.

"Our vision has always been to take wikis out of the land of the nerds and bring them to the largest possible audience," Kraus said in an interview. "There's no larger audience that you can reach than one you can reach through Google."

Wiki tools, popularized by the online encyclopedia Wikipedia, let users create, modify, and even delete information on what others in a group have developed.

In July, JotSpot released a new version that aims to make shared pages similar to spreadsheets, photo albums, and other software people already use. In the past, wiki tools have generally mimicked basic web pages or word-processing documents--photographs, for instance, might appear as a list of attachments, with no thumbnails previewing the image before downloading.

Kraus said Google shared his company's vision for helping groups share information and work together online. As the two companies talked over the past nine months, he said, "we were completing each other's sentences."

Google's acquisition of JotSpot, which closed Oct. 30, comes as the internet search leader is completing its purchase of the online video-sharing site YouTube Inc. for $1.65 billion in stock.

Earlier in the year, Google bought Upstartle, the maker of the online word-processing program Writely. Google has since packaged Writely with an online spreadsheet it developed in-house (see story: http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6656).

The free tools could help groups simultaneously work on documents over the web and provide alternatives to Microsoft Corp.'s dominant business-software applications, which run largely on computer desktops rather than the internet.

Kraus said Google's acquisition of JotSpot "validates the notion that people want to do more online than just read. The web is moving from a monologue to a dialogue."

As JotSpot makes the transition to Google's systems, new registrations have been suspended. Existing users can continue using the service, and JotSpot will stop billing for paid accounts.






Kraus declined to discuss future product plans under Google. In the past, Google turned the Picasa Inc.'s $29 photo organizer into a free download, but it sold a premium version of Google Earth, a mapping product that incorporated technology acquired from Keyhole Corp.

JotSpot currently has 30,000 paid users at about 2,000 companies using its service hosted on premise or at JotSpot. About 10 times as many people use the free, JotSpot-hosted service, which restricts the number of pages and the size of the collaborating group.

Kraus said Google has yet to determine whether existing users eventually would have to sign up for free user IDs through Google, as Writely users ultimately had to do.

The universal identity could heighten privacy concerns, making it easier for governments to obtain one's search history, eMail messages, word-processing documents, and now wiki data with just one subpoena. Kraus said users could delete accounts before migrating to Google.

Privacy concerns aside, some users of wikis in education applauded the move, saying it could help introduce more educators to the benefits of using wikis in the classroom. "It's exciting to have [JotSpot] integrated with the rest of the Google tools, probably for free--it's really cool," said Tim Wilson, director of technology for the Buffalo-Hanover-Montrose schools in Minnesota, about 30 miles west of Minneapolis.

Wilson said he has seen educators use wikis for such tasks as collaborating with students in other countries, as well as making a "Frequently Asked Questions" page on a school web site.

Having easy access to a wiki creation tool through Google might allow teachers "to pursue this technology if they are in a district where the tech leadership wouldn't generally have the skill or the interest to install a wiki service," he said, though he cautioned that teachers should be careful if their district's IT department does not support the use of outside wikis for security or other reasons.

"It's a great resource, potentially, but it's also a potential point of contention in districts," Wilson said.

Links:

Google Inc.
http://www.google.com

Google for Educators
http://www.google.com/educators

JotSpot Inc.
http://www.jotspot.com

Wikipedia
http://en.wikipedia.org/wiki/Main_Page







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"DRAFT" Request for Intentional Relationship


"DRAFT" Rescinded 11-10-2006 11:30AM

Today we witnessed something that gave "new meaning" to the word hustle..........."urgency in the face of the digital emergency" should not give way to knee-jerk reactions even though we must move swiftly (albeit with certainty) because the future is gaining on us exponentially (space & time continuum).

THANKS for the repast.....or was that Break-Fast?

Saturday, November 04, 2006

Building an Online Community

Submitted by: John Iras

Tips for Building an Online Community

By Susan Taylor
Nov 1, 2006
URL: http://www.techlearning.com/story/showArticle.jhtml?articleID=193401799

Attention school administrators: using technology to support virtual collaboration and establish an online community can serve as a useful tool to “keep the fire burning” among a planning group and help bring positive resolution to the task at hand.

The value of bringing the school community and various stakeholders together to address problems, find solutions and generally contribute to improving situations on the campus cannot be overstated. The most common way to bring people together is to host a face-to-face meeting. However, most issues are not resolved during a one-time meeting and follow up is usually required. In today’s world of competing priorities, it is difficult to find the space and time amenable to everyone’s schedule to allow for follow-up and ongoing conversations. To the rescue comes Virtual collaboration, and it can make a real difference.

Virtual Collaboration Tools

Virtual collaboration may be either Synchronous or Asynchronous. The difference: if it occurs during real-time activities like video teleconferencing or audio conference, where people are in different places participating at the same time, it is Synchronous; but if it enables participants to join in from different places at different times, then it is Asynchronous.

Some strategies to support virtual collaboration include the following:

Establish regular times for team interaction
Send agendas to participants beforehand
Designate a team librarian
Build and maintain a team archive
Use visual forms of communication where possible
Set formal rules for communication and/or technology use


Establishing an Online Community
To accommodate an online community, it is useful to think about the media being utilized and its effect on group dynamics. Kimball (1997, p. 3) provides some useful questions to help you with this process:

Media
Questions for Facilitator/Manager

Electronic Mail
What norms need to be established for things like: response time, whether or not Email can be forwarded to others?
What norms are important about who gets copied on Email messages and whether or not these are blind copies?
How does the style of Email messages influence how people feel about the team?

Decision Making Support Systems
How does the ability to contribute anonymous input affect the group?
How can you continue to test whether “consensus” as defined by computer processing of input is valid?

Audio (telephone) Conferencing
How can you help participants have a sense of who is “present?”
How can you sense when people have something to say so you can make sure that everyone has a chance to be heard?

Media
Questions for Facilitator/Manager

Video conferencing
How can you best manage the attention span of participants?
Where can video add something you can’t get with audio only?

Asynchronous Web-Conferencing
How do you deal with conflict when everyone is participating at different times?
What’s the virtual equivalent of eye contact?
What metaphors will help you help participants create the mental map they need to build a culture, which will support the team process?

Document Sharing
How can you balance the need to access and process large amounts of information with the goal of developing relationships and affective qualities like trust?

Building trust and establishing relationships is cited as a challenge for online communities, so begin with a face-to-face meeting and then pursue the online community. During your face-to-face meeting, let people know that you want to continue the conversations and ask people to join your online community by submitting their Email addresses to you.

To reach as many people as possible, keep things simple in the beginning. Initiate your online community with listserv messages. Begin by sending a message to your group thanking them for attending your recent meeting. One way to begin interaction is to post a question and ask people to respond.

Consider if you want responses to go out to everyone on the listserv or if you want all responses to come to you and you will compile the responses and send back to everyone. Compilation of responses may help ensure anonymity for your members and encourage participation in the beginning when the trust level may not be where it needs to be.

As your online community grows, it will be useful to host an audio conference or another face-to-face meeting to continue the work on building trust.

Remember to offer content and information focused on participants’ interests. Provide resources to help participants make informed decisions. Although information sharing does not encourage community interaction, it may serve to reinforce continue use of the online community.

Use opportunities to share success stories and reward or recognize members.

As your group becomes comfortable with the online community, you may want to consider providing more sophisticated methods to support and maintain your community. Of course, this will be determined by your members’ level of expertise and ability to meet the technology requirements.


Email: Susan Taylor


REFERENCES

Kimball, L. (1997). Intranet Decisions: Creating your organization’s internal network, Miles River Press.