Tuesday, October 10, 2006

The Long Tail of the LONG ZOOM!















October 8, 2006

The Long Zoom

By STEVEN JOHNSON

Most eras have distinct “ways of seeing” that end up defining the period in retrospect: the fixed perspective of Renaissance art, the scattered collages of Cubism, the rapid-fire cuts introduced by MTV and the channel-surfing of the 80’s. Our own defining view is what you might call the long zoom: the satellites tracking in on license-plate numbers in the spy movies; the Google maps in which a few clicks take you from a view of an entire region to the roof of your house; the opening shot in “Fight Club” that pulls out from Edward Norton’s synapses all the way to his quivering face as he stares into the muzzle of a revolver; the fractal geometry of chaos theory in which each new scale reveals endless complexity. And this is not just a way of seeing but also a way of thinking: moving conceptually from the scale of DNA to the scale of personality all the way up to social movements and politics — and back again.

It is, by any measure, a difficult way of thinking, in part because our brains did not evolve tools to perceive or intuitively understand the scales of microbes or galaxies. You can catch glimpses of the long zoom in special-effects sequences, but to understand the connections between those different scales, to understand our place in the universe of the very large and the very small, you have to take another way in. To date, books and documentaries have done the best job of making the long zoom meaningful to mass audiences, starting with the Eames Brothers’ proto-long-zoom “Powers of Ten” documentary of the 70’s, which took the viewer from the outer cosmos to the atoms spinning in the hand of a man lying by the lake in Chicago. But a decade or two from now, when we look back at this period, it is more likely that the work that will fix the long zoom in the popular imagination will be neither a movie nor a book nor anything associated with the cultural products that dominated the 20th century. It will be a computer game.

The designer of the game happens to be both the most famous and most critically acclaimed designer in the young medium’s history: Will Wright, the 46-year-old creator of the blockbuster hits SimCity and the Sims. When I visited with Wright recently, he was sitting in a greenhouselike office on the roof of an anonymous-looking complex in Emeryville, Calif., a few miles west of Oakland, where his studio is based. For the first few minutes of our meeting, Wright was having trouble with the atmosphere of the game, which is called Spore. He was trying to explain how some players will be able to create entire galaxies populated by artificial life forms when the game is introduced sometime late next year. He had pulled up the highest level of Spore — where the player gets to create and colonize a new planet — to demonstrate the way in which the game simulates the complex dynamics of ecosystems and food webs. But before he could colonize the planet, he had to cultivate an environment hospitable to life by heating up the surface or cooling it down and by adding moisture. Unfortunately, Spore’s planetary simulator —- like our own atmosphere — is vulnerable to the inconvenient truths of runaway feedback loops; as Wright added a little heat to his planet, it quickly spiraled into a molten fireball. And so our conversation lurched to a halt as Wright tried to get the right balance.

“O.K., now we’re finally cooling off,” he said, clicking furiously on his computer screen. “The temperature’s going down, so we can get more water in here. Oh, now we’ve got way too much atmosphere.” While adjusting the planet, he paused long enough to say: “It’s kind of like that labyrinth game where you’re rolling the ball around the maze, trying to drop it in the hole. Except we’ve got these inertial effects, where your planet starts heating up, and you’re trying to slow it down, but you get these runaway greenhouse effects.” He turned back to the screen. “O.K., our temperature’s pretty good; our atmosphere’s pretty good. Now let’s see if we can add water.”

This atmospheric balancing act is emblematic of Wright’s whole career: hitting that elusive sweet spot between difficulty and accessibility, between highbrow concepts and lowbrow diversion. If he can get the atmosphere-building tool to work, it could be both an addictive game-play element and, at the same time, a hands-on lesson in the dynamics of atmospheric systems. The challenge here is, ultimately, a smaller version of the larger challenge that faces Spore. No one doubts that the game will be the most ambitious work in the history of this new medium, whenever it is released. But for it to succeed as a game, it can’t just be complex. It also has to be fun.

If anyone can pull it off, it’s Will Wright. This is the guy who made the urban planning simulation SimCity into one of the all-time top-selling games in history. There is probably no one alive who has a comparable track record of combining arcane scientific theories and compulsively addictive entertainment.

But even Wright hasn’t tried to simulate an entire universe before.



I got a first glimpse of Spore six years ago, when I visited Wright to talk to him about the Sims Online, the networked version of the massive international hit, the Sims. We talked about the Sims Online and his general design philosophy for an hour or so, and then he cut off our conversation abruptly and said, “Let me show you something else that I’m really excited about — but you can’t write about it yet.” He then proceeded to show me a sequence of animations that looked, to my eyes at least, like the trip-out special-effects sequence at the end of “2001.” I had no idea what I was even looking at. It wasn’t at all clear where the game was or if it was a game at all.

Spore has progressed mightily over the past six years — an eternity in game-development time — though an official start date has yet to be set by its producer, Electronic Arts, the world’s largest game maker. “What you’re doing in Spore is layer by layer creating an entire world that at the end of the day is entirely yours: the creatures, the vehicles, the cities, the planets,” Wright explained. Those layers map onto different spatial scales that you advance through as you play: cell, creature, tribe, city, civilization and space. (As in most traditional games, once you have completed a level, you can always go back to it. A skilled gamer might be able to reach the highest level after 30 hours of play, but like all of Wright’s creations, the game has no definite ending.) As you begin playing Spore, you take on the role of a single-celled organism, swimming in a sea of nutrients and tiny predators. This part of the game has a streamlined, 2-D look that harks back to classic games from the 80’s like PacMan. Once you have accumulated enough “DNA points” or “evolutionary credits,” you acquire the use of a feature called the “creature editor,” and things start to get really interesting. You assemble a new life form to represent yourself using an almost comically intuitive tool. If you have the technical chops to assemble a Mr. Potato Head, you can build a creature in Spore. You start with a basic body type wrapped around a standard skeleton, and then you can pretty much do whatever you want to it: stretch it out, condense it, add seven asymmetrical legs and one pincer, give it eyes on both sides of its head or wrap a polka-dot skin texture around it. I’ve seen creatures designed as exact replicas of the Care Bears, and I’ve seen creatures that look like H.R. Giger’s sketches for “Alien.”

Once you have assembled your creature, you deposit it in a functioning ecosystem, a computer-generated world populated by plants, food, water, weather, predators and prey. At first you guide a single creature, instructing it to forage, hunt, drink, sleep, mate; your strategy evolves depending on the needs of your creature and the opportunities and threats presented by the environment. As you struggle your way through this early stage, you earn more DNA points that allow you to add new attributes to your creature — like humanlike intelligence — and eventually graduate to the next level, where you control a group of creatures that form a primitive tribe, augmented by simple tools. (Wright showed me a tribe bonding around a campfire, playing drums and dancing, before heading out for a communal hunting expedition.) At this point, the player moves from questions of basic metabolism to social dynamics: Is your tribe a band of warriors or a peace-loving commune? Is it intent on exploiting new technologies? Or does it focus on low-tech social camaraderie?

When your tribe has reached a sufficient level of sophistication, it will begin to form cities, and the player shifts to issues of trade and commerce or constructing roads and buildings. All the while, decisions made at earlier stages of the game continue to shape the current stage: adopting a carnivorous lifestyle in the creature stage changes the activities available to your subsequent tribe; a tribe of warriors will have a harder time building alliances with other cities when it reaches that stage. Eventually, you ascend to a United Nations-like perspective as you try to unify an entire planet divided between rival civilizations. Once you successfully pass from the “clash of civilizations” stage to the “end of history,” the game grants you that ultimate in Hegelian rewards: a spaceship. And then you’re off terraforming other planets and exploring an entire universe teeming with Spore life.

The different levels of Spore call for radically different styles of game play, each a subtle tribute to a canonical game of the past that influenced Wright. There is an elegance to those allusions, but as a game design strategy, it’s a risky move; most games don’t force you to juggle different genres. “When I looked at each scale,” Wright said, “the game play just seemed kind of natural to me: at the cellular level, you’d be PacMan; at the city level, it’d be Populous. I was worried about that, because mixed-genre games don’t do that well. But eventually we just decided to break the rules, and the genres would just be a kind of landmark that the players would recognize.”

To date, Wright has publicly demonstrated Spore on four occasions. Three of them were major game-industry conferences, all of which have triggered a frenzy of online analysis and debate. (Video clips of those demos have been downloaded hundreds of thousands of times on YouTube.) But for people who still think of game design as the province of nerds and arrested adolescents, Wright’s most striking public demo came earlier this summer in San Francisco during an onstage conversation with the musician and artist Brian Eno in front of a thousand rapt fans gathered at the Herbst Theater. The two men riffed comfortably onstage, talking about “generative” art that evolves in unpredictable ways, often determined by the audience and not the original creator. Eno played one or two examples of his generative compositions, and Wright showed off a few levels of Spore.

“We’ve both been working on similar lines,” Eno said recently on the phone from his Notting Hill studio when I asked him about the connections between his work and Wright’s, “and I suppose we’ve converged. Instead of making fixed definitive things that we put out into the world, I think we’ve both decided that it’s much more interesting to make things that even we can’t predict.”

One explanation for the widespread interest in Spore is the gaming industry’s recent troubles. Sales have been uneven, and the best-seller lists are stacked with franchise hits, games whose basic conventions were established years ago, like the Madden football series, the controversial Grand Theft Auto titles and Wright’s own Sims franchise, which has thus far spun off more than a dozen sequels and expansion packs. When you factor in the moral panics over violent gaming emanating from Washington, it makes for a somewhat depressing time to be a game developer. Spore promises an escape from this bleak present: the game itself is about as violent as a cartoon version of Animal Planet, which should come as welcome relief for an industry tired of public attacks on Grand Theft Auto as a corrupter of youth.

Another factor in the hype is Wright’s extraordinary track record. His original breakthrough game, SimCity, released in 1989, helped inaugurate an entire genre of gaming: the “god game,” in which the player supervises a bustling and multifaceted system, managing resources, juggling different objectives. Visit the racks at a game store and you’ll see dozens of titles that descend from Wright’s original design for SimCity, games that let you manage a railroad empire or an amusement park or a zoo. (There are at least three games currently on the market that let you recreate Ancient Rome.) The Sims — released in 2000 — narrowed the god-game vista to the realm of the living room and the neighborhood. It went on to become the best-selling PC game of all time, in part because it attracted an unusual number of female players. Instead of allowing you to create the civic infrastructure for a vast metropolis, the Sims let players explore the more quotidian decision-making of home economics: paying the bills, buying furniture and appliances, cooking dinner for the kids. It is one of the resounding paradoxes of the game industry that its all-time best seller consists largely of performing household chores.

The sales history for the Sims is, of course, part of the reason that so many people are following Spore so closely. Since its introduction, more than 70 million copies of the original game and its spinoffs have been sold, generating $1.6 billion in sales. (The biggest Hollywood moneymaker of all-time, “Titanic,” grossed $1.8 billion worldwide.)

But Spore — which will reportedly cost about $20 million to develop — promises to be more than just a blockbuster diversion. As Wright’s appearance with Eno suggests, the game perhaps deserves to be seen as a work of art first and foremost, a way of seeing and making sense of the world. If it succeeds, it may be in part because of the way its long-zoom perspective resonates with this particular moment in time. “I don’t know if we’re thinking about ‘powers of 10’ more, but we definitely bump into that perspective now in all kinds of cultural contexts,” says the game designer Ralph Koster, who wrote one of the best books to date about games and culture, “A Theory of Fun.” “But Will has definitely been thinking about it. There was always something powers-of-10-ish about SimCity. And way, way back in SimEarth” — Wright’s 1990 game — “there was a window that would pop up and say, ‘This key reserved for future expansion for putting your SimCity into your SimEarth.”’



“It’s funny how many people, average people who aren’t science buffs or hard-core gamers, get the elegance of the theme — the powers of 10 idea,” Wright told me in his Emeryville office, having finally given up on creating a viable atmosphere. “Everybody has a different take on it: for some people, it has a religious theme; for others, it’s awe at nature and science. But everybody seems to understand that it’s a valuable perspective, and it’s a perspective that they like to have. In a way, what I’m trying to do is connect the almost inconceivable universal scale to the deeply personal, because what you do in the game is deeply personal.”

The long-zoom perspective is one of the key ways in which Wright’s work dovetails with Eno’s. Their talk in San Francisco was sponsored by the Long Now Foundation, an organization created to facilitate thinking on immense temporal scales: a thousand years or beyond. (The “long now” is a coinage of Eno’s, and the group’s most famous project to date is the Clock of the Long Now, an engineering marvel designed to keep time for thousands of years.) “One of the things that’s obviously been happening for the past 100 or 200 years,” Eno told me, “is that the range of our experience has greatly expanded: we can see much smaller things and much bigger things than we ever could before. But we can also start thinking about much longer futures and much deeper pasts as well. That really makes a big difference to us as humans, because on the one hand it makes us realize that we’re very powerful in that we’re able to comprehend and see all of this universe. But it also makes us seem so much less significant. We’re a tiny blip on a tiny radar screen. I think this is a feeling that people are trying to come to terms with, the feeling of where do we fit in all of this.”

And arguably the best way to come to terms with that feeling is to explore those different scales of experience directly, to move from the near-invisible realm of microbes to the vast distances of galaxies. Of all the forms of culture available to us today, games may well be the most effective at conveying that elusive perspective, precisely because they are so immersive and participatory and because their design can be so open-ended. “I wanted to make a game that would recreate a drug induced epiphany,” Wright told me. “I want people to be able to step back five steps, five really big steps. To think about life itself and its potential galactic-scale impact. I want the gamers to have this awesome perspective handed to them in a game. And then let them decide how to interpret it.”



The idea of a video game’s tackling such complex subject matter may strike some readers as surprising, but in truth staggeringly complex games have long appeared prominently on the gaming best-seller lists. One of the most lucrative franchises in the history of computer games is the Civilization series, which lets players recreate the entire course of human economic and technological history, experimenting with different political and legal systems, exploring alternate time lines of scientific development. The collaborative worlds of hugely popular, networked online games like World of Warcraft have evolved entire economies and social systems that mimic the complexity of small nation-states in the real world. Spore may be more ambitious in scope than these games, but its two most important innovations lie elsewhere: in its system for generating user-created creatures and in the way it allows players to share their creations with others.

Conventional game development follows a predictable pattern: the game designers decide which objects and characters will inhabit the world of the game, and then animators create computer models for those objects and characters, which are then inserted into a game in a fixed state — an animation of Tiger Woods swinging a golf club or James Bond reaching for a gun or a character in the Sims taking out the trash. But Spore’s open-ended approach to creature design fundamentally broke that system. Before I met with Wright, Spore’s executive producer, Lucy Bradshaw, gave me a tour of the Spore studio and introduced me to a barefoot, speed-talking “technology fellow” named Chris Hecker, who had helped develop Spore’s unique animation system. Hecker had a perfect one-liner for the technical hurdles the team faced: “The question is, How do you do animations for things you’ve never seen before?”

The solution Wright and his team hit upon revolves around something called “procedural animation,” a way for the game designer to model certain key behaviors — walk, run, grab, fight — without necessarily knowing anything about the basic body type of the creature itself. If you design a creature with five legs asymmetrically scattered around its body, the Spore animation engine will figure out how such a creature would walk. To demonstrate the adaptability of the system, Hecker pulled up a collection of a dozen Spore creatures on his monitor, each with a strikingly distinct body architecture. The initial image was comical enough: it looked as if the bizarre Cambrian-era fossils that Stephen Jay Gould wrote about in “Wonderful Life” had been reassembled for a police lineup. Some looked like slugs, some like spiders, some like extras from “Where the Wild Things Are.”

And then Hecker hit a key, and they all, miraculously, did a back flip, each in its own decidedly idiosyncratic way.

But surely, I asked, given the open-ended, no-two-creatures-alike nature of the editor, there are going to be some creatures that have body types that won’t perform certain actions? Hecker and Bradshaw nodded emphatically. They know that a certain percentage of their users will be building creatures deliberately designed to foil the procedural animation system. Those creatures won’t likely be “fit” in a traditional evolutionary sense, in that they will be less skilled at collecting food or avoiding predators. But they will be perversely satisfying to players keen on exploring the boundaries of the Spore architecture. Hecker pulled up a new lineup to demonstrate a clapping animation that included a creature whose cranium is so inconveniently located that clapping forces him to slap both his hands against the side of his head. It looked like slapstick comedy of the highest order — vaudeville meets “Monsters, Inc. ”

“Our philosophy is,” Bradshaw said, “if it’s going to break, it should break funny.”

The procedural approach has another fringe benefit, one that helped bring about Spore’s other major innovation. Characters and objects can be compressed down to incredibly small files. An entire planet in Spore — teeming with plants, weather and creatures — takes up about 80K of memory. By comparison, a typical song on your iPod is about 50 times larger. You could download an entire galaxy of Spore planets before you could download all the tracks on “Dark Side of the Moon.”

That small file size is crucial to the way the game allows players to share their creations with other players in the Spore universe. As you work your way through the Spore levels, your creatures are automatically sent back to the central Spore file servers, where they are then used to populate the worlds of other players. This approach was directly inspired by Freeman Dyson’s notion of Panspermia — the idea that life on earth may have been seeded via meteors carrying microscopic “spores” of life from other planets. (Dyson’s concept is also the origin of the game’s title.) When you land on a new planet in the game’s final stage, it may be teeming with multiple exotic species, all of whom have evolved separately on other computers around the world, guided by the tastes and imagination of complete strangers. But these creatures will, crucially, have lives of their own once they have found their ways onto your machine. They will not be controlled by other players as you interact with them on your screen. Once they have migrated to your computer, they will act autonomously, based on the procedural animation and artificial-intelligence algorithms of the Spore software. By the same token, the creatures that you have lovingly brought to life will spread throughout the alternate universes of other Spore players, struggling for existence on their own, independent from your direct control.

In this respect, Spore breaks decisively from the fastest-growing genre in gaming today: the so-called massively multiplayer networked games — like World of Warcraft — where thousands of players share a single persistent virtual world, interacting with other players via their onscreen characters. (Interestingly, Wright’s only foray into massively multiplayer design — the online version of the Sims that launched in 2002 — was a flop.) When you visit a bustling town center in a multiplayer game and see hundreds of characters sharing the space, you are intensely aware that each of these onscreen characters is being controlled from moment to moment by a live, sentient human somewhere in the real world. The social element is very much in the foreground of the experience. Spore flips that model on its head. Instead of a single shared world with millions of active participants, Spore promises a million alternate worlds, each occupied by a single player. You will meet creatures invented by others, but ultimately you are alone in your own private universe. Wright calls Spore “massively single player.”

It remains an open question whether this model will take hold with today’s players, who are increasingly used to the social dimension of online play. “I’m obviously biased toward the online worlds,” Koster said, “but the fact that I’ll never encounter someone else’s galactic empire that actually has some human brain behind it depresses me a little, because that would be awfully cool — especially with the scope and scale we’re talking about with Spore.”

When you visit the Spore studio in Emeryville, the largest open room looks, at first glance, like a standard well-financed Bay Area software company: the double-height loft-ceilings, the bean-bag chairs slung around an oversize monitor, the barefoot employees. But the art strung up on the walls suggests that something different is being concocted here. There are beautiful renderings of imagined Spore planets that demonstrate the range of aesthetics possible in the game: a lush, organic world called Shittake Moon; a surreal globe called Crabclaw with landmasses shaped like giant crustaceans. Everyone’s desk is populated by plastic action figures of Spore creatures, manufactured in-house by Wright’s employees using a 3-D printer that can generate a physical toy in a matter of minutes from a computer model. (Electronic Arts is investigating the possibility of selling customized Spore critters in toy stores as a side business.)

As Bradshaw, the executive producer, gave me a tour of the office, I found myself being reminded of something, but for a few minutes I couldn’t quite put my finger on it. And then it hit me: the general feel of the place reminded me of my son’s kindergarten classroom, with its walls covered with renderings of imaginary worlds and creatures and its shelves filled with toys designed to teach and entertain at the same time.

When we finally made it up to his office, I asked Wright about the educational side of his game. “The big underlying theme is creativity,” he said. “We want to prove to the players that they can make these really cool things that they never thought they could make. It’s the computer as an amplifier of your imagination.” Like all of Wright’s games, Spore is likely to attract a broad range of age groups. A tech-savvy 7-year-old could easily obsess over the game, as could a mid-50’s reader of Jared Diamond or E.O. Wilson.

Of course, some of the content of Spore is fanciful. The “DNA points” that players accumulate have no real-world analogue, for instance, and thus far no one — that we know of — has been able to grow a life-sustaining environment on a lifeless planet. “I’ve had a few people ask me if I think Spore will help teach evolution,” Wright said, “and the ironic thing is that, if anything, we’re teaching intelligent design. I’ve seen a few games that relied on evolution — I’ve even designed some of them — and it’s just not as fun.” But, of course, there’s one crucial way in which Spore breaks from intelligent design. The universe of the game is not dominated by a single, all-powerful creator. It’s a universe governed by a million intelligent designers, each unleashing his or her creations to be fruitful and multiply, to conquer and befriend, to fly spaceships and fashion planets.

Despite the fictions, many of the themes of Spore are immensely valuable ones, particularly in an age of environmental crisis: the fragility of life, the connection between micro- and macro- scales, the complex networks of ecosystems and food webs, the impact of new technology on social systems. Spore’s players will get to experience firsthand how choices made on a local scale — a single creature’s decision to, say, adopt an omnivorous lifestyle — can end up having global repercussions. They will detect similarities between one level of the game and another, the complex balancing act of global trade mirroring the complex balancing act of building a sustainable environment. And traveling through a simulated universe, from cells to constellations, will, ideally, make them more curious about the real-world universe they already inhabit — and show them that they have the power to shape that universe as well.

“What’s very interesting about games,” Eno said, “is that they let you begin thinking about possibilities when you’re young enough to incorporate them into your life. So I think a game that says to people, You can make things that then have independent lives, that’s already quite an amazing idea. And then these things can interact with other people’s objects — that’s quite a grown-up idea.”

It occurred to me as I wandered through the halls of the Spore offices that a troubled school system could probably do far worse than to devote an entire, say, fourth-grade year to playing Spore. The kids would get a valuable perspective on their universe; they would learn technical skills and exercise their imaginations at the same time; they would learn about the responsibility that comes from creating independent life. And no doubt you would have to drag them out of the classrooms at the end of the day. When I mentioned this to Eno, he immediately chimed in agreement. “I thought the same thing,” he said. “If you really want to reinvent education, look at games. They fold everything in: history, sociology, anthropology, chemistry — you can piggyback everything on it.

“But my wife made a good point when I was talking about this the other day. She says it’s important for kids to do boring things too. Because if you can find excitement in something boring, then you’re set up for life. Whereas if you constantly need entertainment, you might have a problem, because life is full of things that aren’t entertaining. So I think I’d have three days of Spore and two days of obligatory Latin.”

Steven Johnson is the author of “Everything Bad Is Good For You.” His new book, “The Ghost Map,” about an epidemic in Victorian London, will be published later this month.

Friday, October 06, 2006

School of the Future / Validation of OUR Research & Development Digital Education Executions



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


'School of the Future' opens
Microsoft, Philly explore new ground with high-tech facility

By Corey Murray, Senior Editor
October 1, 2006

The School of the Future, the long- anticipated joint venture between software giant Microsoft Corp. and the School District of Philadelphia, held its first day of classes Sept. 7. Project organizers say the state-of-the-art facility is intended to serve as a model for other school districts as administrators seek to better meet the needs of 21st-century learners.

eSchool Newswas on location as students and teachers took to the halls to explore this technological marvel. The sprawling facility, situated in the traditionally low-income neighborhood of Fairmont Park, just a few blocks from the Philadelphia Zoo, will serve some 750 students within four years.

More than simply building a school that would showcase technology for its own sake, project leaders sought to create a truly interactive learning environment that could tackle the unique needs of today's students.

Built for $63 million and paid for out the school system's capital improvement budget, the school was designed not as a one-of-a-kind institution, but as a concept that could be replicated by other school systems looking to better prepare their students for the challenges of the 21st century. Rather than donate money to help build the school or supply equipment, Microsoft instead donated human capital, assigning a team of educators and technologists to work in concert with the school system and the surrounding community to create a sustainable learning environment that could be expected to produce a more engaged, productive, and committed student body. "As a company, Microsoft didn't simply want to cut the school district a check," explained Mary Cullinane, Microsoft's lead on the project.

For the parents and students who took to the school for the first time to meet with teachers and administrators, the moment marked the start of a school year steeped in hope, pressure, and the highest of expectations.

"This is a very special moment & it's a very special class," said Philadelphia Mayor John Street prior to welcoming students into the school.

Street called the School of the Future "the premier institution of its kind anywhere in the country" and challenged the students as they walked through the doors for the first time to commit themselves fully to the opportunity before them. "There are no excuses," said Street as students entered the building for their first full day of classes.

"To whom much is given, much is expected," charged school district CEO Paul Vallas. Perhaps nowhere is such an adage more appropriate. Not only will the school's students be expected to meet all of the usual standards of accountability and testing that their counterparts throughout the state are required to meet; they also will be the poster children for a new approach to learning, one that leverages technology and creative thinking.

Prescriptive learning

More than simply putting computers in classrooms, Microsoft's Cullinane said, the School of the Future looks to apply technology prescriptively, complementing the individual learning habits of its students.

Apart from providing students with the latest in high-tech learning tools, including laptops, digital whiteboards, and campus-wide wireless access, Microsoft also has developed a suite of web-based tools designed to help educators meet the unique needs of each student.

One such innovation is the Virtual Teaching Assistant. Developed by Microsoft, this software program allows teachers to distribute ad-hoc assessments during class to gauge student progress more effectively. The assessments, given to each student during class via computer, are designed to allow teachers to work with students at their own pace. Depending on how well each student performs on the assessment, teachers can provide students with more advanced materials, or supply them with further remediation--all of which can be done anonymously, so slower learners don't have to suffer the embarrassment of being singled out in class, said Cullinane.

Looking to create a more engaging environment for students, the school also is equipped with several special rooms, including an Interactive Learning Center that includes access to streaming media and video. By using video conferencing and other technologies, educators hope to connect students with outside experts and professionals who can help them understand their various fields of study--and make more informed decisions about what careers they might pursue after high school.

Accessible to students via laptops from anywhere in the building and even from home, the Interactive Learning Center provides an open pipeline for students to their schoolwork and includes access to other resources, too, including a virtual encyclopedia and a customizable learning portal, which enables each student to configure his or her desktop to display information relevant to his or her particular course load.

Lesson in philosophy

Though the building's name--School of the Future--no doubt conjures up images of students pecking away on laptop computers and classrooms stocked with the most modern of learning amenities, administrators say the real victory for Microsoft and the school district isn't in the technology itself, but in the approach educators and students involved in the project take to learning.

Opting to shed the traditional title of principal, Shirley Grover, the school's top administrator, refers to herself as "chief learner" and says she demands that every educator on her staff adopt a philosophy of life-long learning, wherein teachers become partners with their students, working together as a team to solve complex problems and build lasting relationships.

Building on this subtle change in philosophy, project developers have equipped classrooms with a variety of tools designed to give teachers more control over how they use their environments. To promote a culture of teamwork and project-based learning, each classroom is equipped with desks that can be easily moved and rearranged to create customized learning spaces, where students can work together in groups or come together as a class to review key concepts. The school's auditorium provides a similarly adaptable space. Built on hydraulic lifts, the space can be mechanically adjusted to provide additional learning spaces for students and teachers.

Operating under the assumption that any school, no matter how advanced, is only as good as the teachers who staff its classrooms each day, the School of the Future encourages collaboration and teamwork among educators and students alike by providing controlled access to communications tools such as instant-messaging and personal eMail accounts. Looking to make better personnel and staffing decisions, administrators also have integrated a specially designed Education Competency Wheel to help them better match educators with assignments suited to their individual strengths and talents (see story: http://www.eschoolnews.com/news/ showStory.cfm?ArticleID=6493).

A technological marvel

But it isn't just the teachers and administrators who will be working smarter. Project developers integrated technology into every aspect of the building's design, using innovations and new developments in structural efficiency to help the school system better maintain the facility for years to come. Aside from simply helping students learn more effectively, architects said, technology also is used to aid in building upkeep and energy consumption. These two variables, they say, can siphon millions of dollars a year from the operating budgets of large metropolitan school systems.

To cut down on these costs, the School of the Future was built to LEEDS standards. Established by the United States Green Building Council, LEEDS, or the Leadership in Energy and Environmental Design Rating System, is a voluntary national standard in which construction and renovation projects earn credits toward certification as sustainable buildings. The standard considers aspects of new building construction and existing building upgrades and maintenance that include building materials, energy use, land use, facility and waste management, and water use.

As energy prices continue to soar, school administrators say, one way to keep costs down is to build smarter. Among the many "smart" features at work in the School of the Future are a water "catchment" system that stores and reuses rainwater in working toilets, a solar energy system for capturing sunlight and transforming it into usable energy, and a unique cooling system that stores air on cool days and reuses it to cut down on the rising cost of air conditioning during warmer ones.

Looking to improve efficiencies and further surround students with the types of technologies they're likely to encounter in the workforce of tomorrow, the school also has supplied every student with his or her own personal smartcard. Like interactive ID badges, the cards will be used throughout the building to do everything from check out library books and pay for school lunches, to open students' lockers.

Ensuring that students' access to technology doesn't end when the bell rings, each learner also is provided with a broadband internet connection so he or she can access learning materials stored on school servers from home.

Conjuring up images of innovation from years past, Jim Nevels, chairman of the city's School Reform Committee, compared the School of the Future to the World's Fair. He talked about the famous Machinery Hall, an exhibit that once stood a few short blocks from where the school building stands now, and how famous inventors and technologists debuted innovations--from the telephone to the printing press--that one day would change the world.

Branding the school "a 21st-century laboratory of innovation," Nevels said the School the Future would be a place where students and teachers would be encouraged to explore the innovations of tomorrow.

Craig Mundie, one of two Microsoft executives tapped by outgoing chairman Bill Gates to succeed him when he leaves the company to work full-time at his foundation, said Microsoft and other corporations have a vested interest in seeing the school succeed--not simply because the company's name is on the building, but because its students likely will be among the ones to help high-tech companies like Microsoft and others achieve success in the years to come.

"At the end of the day, we have a vested interest in making sure education happens effectively, every day," he said. The goal is to be competitive not in the world of the past, "but in the world of the future."

Wednesday, October 04, 2006

Stay Connected Digitally!

Print Logos
Government Technology

Story Art

Digital Inclusion: Social Justice in a Communications Age

Sascha Meinrath
Sep 29, 2006
Story Art This is Part One of a 3-part series on Digital Inclusion perspectives from around the globe.

When do we recognize a shift in the fundamental social fabric of civilization? Where do we look to find better exemplars of participatory democracy? When do we realize that notions of justice have to expand to include a new ways of thinking about human rights? How do we change our institutions to support a more just and equitable world? These are the questions that thought leaders in the community and municipal wireless movement have been asking themselves more and more over the past few years.

An overarching theme that came up time and again during the interviews I conducted for this article is that we often think far too small when we talk about community networking. In a communications age, access to the resources, information, opportunities, and conversations that broadband services and community and municipal wireless networks facilitate is a vital element -- the foundation upon which the future of civil society rests.

The problem is to change the very nature of the municipal wireless debate -- incorporating a more liberatory language, more thoughtful actions, and the development and implementation of telecommunications infrastructures that directly improve the lives of users. At the heart of this debate is a tension between market economics and the "social contract" companies should be held to when providing critical resources to local communities. As Jim Baller, senior principal of the Baller Herbst Law Group, sums up, "digital inclusion is, or should be, a basic right of all Americans."

In citing the Declaration of Independence, Baller concludes that citizens have certain unalienable rights -- Life, Liberty and the pursuit of Happiness. "In the years and decades ahead, virtually everything that we do at work, in education, in public safety and homeland security, in medical care, in entertainment, in our communities, at the polls, etc., will depend increasingly on affordable access to advanced communications services and capabilities," states Baller. "No nation can lay claim to greatness without acting vigorously to ensure that none of its residents will be left out of the world."

What are the social and economic benefits of digital inclusion? Over the last few years, the importance of broadband services to communities has increased dramatically. Ben Scott, policy director for Free Press, puts it this way, "it is now beyond dispute that information and communications technologies bring advantages in education, job-training, social networking, health-care, and overall quality of life." However, accessing this critical resource is only one component of digital inclusion. As Scott relates, "Having the 'ICT trifecta' -- access to the Internet, the equipment to use it, and the skills to exploit it -- may well be the difference for many families between upward social mobility and a declining standard of living. For children especially, having access to technology is not a luxury, it is a social necessity."

The United States was founded on the notion of ubiquitous, equitable communications infrastructures. In fact, post-Independence, almost three-quarters of all federal employees worked for the Post Office. And the Post Office was built in response to the discriminatory policies prevalent at the time in the Royal Post of Great Britain. When Alexis de Tocqueville wrote "Democracy in America" in 1835, he praised the Postal Service and the newspapers and other information it conveyed as greatly responsible for the America's successes and the education of its populace. In discussing the Postal Service, de Tocqueville writes, "it is difficult to imagine the incredible rapidity with which thought circulates...It cannot be doubted that, in the United States, the instruction of the people powerfully contributes to the support of the democratic republic."

Paralleling this analysis, Jim Snider, senior research fellow at the New America Foundation, states, "Democracy requires well educated citizens. The Internet has become a necessary foundation for a well educated, economically productive citizenry for the 21st century."

John Atkinson, director of Wireless Ghana, concurs, positing that "communication and information give people hope and inspiration. You might say that communication access fosters social well-being, and that information access allows for economic potential." Dr. Arun Mehta, president of the Society for Telecommunications Empowerment, underscores the stakes for civil society, "you cannot have democratic processes that exclude a significant percentage of citizens."

The change in perspective that many wireless pioneers advocate is to look at digital inclusion as a vaccine that enhances civil society and protects against disruption. According to Harold Feld, Media Access Project's senior vice president, "leaving aside any considerations of social justice, creating permanently marginalized and technologically isolated pockets spread throughout our rural and urban areas is recipe for disaster. It imposes huge social and economic costs and creates a permanent underclass disconnected from the broader society."

And yet, leading broadband analyses support the notion that the United States has done a remarkably terrible job of connecting its citizenry over the past half-decade. Baller puts it thusly, "For the last six years, the Administration has defined America's best interests as synonymous with those of a handful of giant telephone and cable companies. During this period, trillions of dollars of investment capital have evaporated, America has plunged from 4th to 16th (some would say 19th) in global broadband penetration, and we have fallen increasingly behind the leading nations in access to high-bandwidth capacity and in cost per unit of bandwidth."

If we believe that civic participation is a central tenant of democratic society, then we need to think about Internet access as equally important. During the past half-decade, Matthew Rantanen, director of Southern California Tribal Technologies, has seen the impact of broadband services on Indian reservations he's worked with, "the people of this community have a better sense of control of their own destiny. They feel that by their own hand, they have taken control and have provided themselves with the opportunities that the majority of the rest of the country has access to."

Given the nature of broadband access, it is important to point out that the positive impacts of digital inclusion efforts do not accrue solely to those who are newly connected. As Mehta summarizes, "The value of a network goes up proportional to the square of its size." Like many "commons" (e.g., education, roads) everyone benefits as more people have access to the resource. Feld puts it this way, "The 'knowledge economy' really does benefit by having new people look at old problems in different ways or bring in wholly new considerations, ideas and tastes. In other words, digital inclusion is not about averting social catastrophe, or noblese oblige to the underprivileged, or charity. It is a calculated investment to promote our national self-interest, as sensible as any Silicon Valley VC investing in a start up."

With the class and knowledge divide growing in the United States, racism and xenophobia on the rise, and increasing concern about everything from the state of the Iraq war to woeful child poverty and healthcare coverage rates, why should we be concerning ourselves with municipal wireless? As Joshua Breitbart, principal at the Ethos Group, warns, "To the extent we digitize the public sphere, we exacerbate the racial and economic divides already prevalent in our society. It's the new Jim Crow. The Internet still offers the promise of a broader, more participatory democracy. Community wireless -- and not just civic projects, but networks with true community involvement and ownership -- is the vehicle for bringing people online and into the digitized public sphere."

Thus, when we talk about digital inclusion, it is important to think holistically about the potential impacts of this work. Michael Maranda, president of the Association for Community Networking has been forwarding what he calls "Digital Literacy, Access & Equity" for years. "Digital Inclusion is an aspect of social justice or equity," declares Maranda. "The Communications sector is both one of the most profitable and one of the most essential in the modern economy. The quality of the networks and infrastructure we have, along with the social and human capital investments in our communities, will define our quality of life and the direction our economies and societal structures will take."

This article is part of a three-part series on digital inclusion. Bellsouth declined comment for this series. Repeated e-mails and phone calls seeking comment were not returned by AT&T, Comcast, Earthlink, Insight, Qwest, and Verizon.

Wednesday, September 20, 2006

School of the Future / TODAY!


Published: September 20, 2006

Where Big-City Schools Meet ‘Microsoft Smarts’

Born of a partnership between the Philadelphia public schools and the world's leading software-maker, a new high-tech high school starts strutting its stuff.

As its organizers see it, Philadelphia’s School of the Future is high-tech testimony to just what can be accomplished when big-city school districts team up with corporations that like to try new things.

“Philadelphia asked us to do something we’ve never done before: build a school,” said Craig J. Mundie, the chief research and strategy officer at the Microsoft Corp., which created the newly opened high school in partnership with the city school district. “So we took our best shot.”

A gleaming white building on the edge of a blighted West Philadelphia neighborhood, the $62 million school garnered wide attention when it opened this month, in part because of its technological bells and whistles. Those futuristic features include a tablet personal computer for each student, interactive digital whiteboards, a supercharged wireless network, customized educational software, and digital “smart cards” to open lockers and pay for meals—all making possible a virtually paperless environment.

Business, government, and education officials also laud the 162,000-square-foot school for its energy-efficient design, the flexible classroom furniture, its use of some of Microsoft’s business practices for staff and students, and a curriculum featuring project-based learning and career-skills requirements.

The need for such a school—and the business community’s support of it—is clear in light of an increasing demand for smart, adaptable employees in the United States and abroad, said Mr. Mundie. “It is more important than ever for companies … to help global educators meet future economic and social needs,” he said.

Microsoft and district officials stress that the technology giant did not pick up the tab for building the school. Nor did the money come from the Seattle-based Bill & Melinda Gates Foundation. The funds came from the district’s $1.9 billion capital-improvement program.

Instead, Microsoft brought something better, said Paul G. Vallas, the chief executive officer of the 194,5000-student district: its people.

“This isn’t Microsoft money,” he said on the school’s opening day, wearing a blue Oxford-cloth shirt with the Microsoft logo on the front. “This is Microsoft smarts.”

Doug Lynch, the vice dean of the University Pennsylvania’s school of education, said superintendents elsewhere should look at the partnership between the Philadelphia district and Microsoft, with its can-do culture and wealth of learning resources. Yet he also suggested that such relationships should be approached with care.

“This innovative spirit … is laudable,” Mr. Lynch said. “But I urge caution, because if you fail, you’ll lose a lot of kids.”


Such admonitions were nowhere to be heard during the school’s opening ceremonies Sept. 7, when a crush of local dignitaries, 170 students and their camera-toting parents, and reporters and camera crews swarmed the campus, careful not to trample the newly sodded grass.

The events culminated with a video clip of Microsoft founder Bill Gates promising to visit. Then, as U2’s “Beautiful Day” boomed over loudspeakers, local, state, and company education officials rang handbells, signifying the school’s formal start.

Microsoft

The technology giant primarily provided human capital to the School of the Future. Forty-seven Microsoft Corp. employees helped plan the school’s design, technology, and management tools. The company also provided customized educational software and donated $100,000 to name the visitors’ briefing center.

Almost 50 Microsoft employees helped devise the School of the Future, the company says. “We wanted to create a learning environment more continuous, adaptive, and relevant,” said Mary J. Cullinane, the group manager for Microsoft’s U.S. Partners in Learning, a program that works with state governments and local schools on improving education, and the company’s point person for the school.

Ms. Cullinane led the creation of an “education competency wheel,” a set of 37 essential work skills for staff and students. The tool is modeled on Microsoft’s hiring and professional-development competencies. The Redmond, Wash.-based company also developed software, called the Virtual Teaching Assistant, that lets students direct the pace of their learning and allows teachers to give tests via the students’ computers.

The idea for the School of the Future started with Mr. Vallas, who approached Microsoft in 2003. At the time, the company was already considering building a school laboratory to show how technology can enhance learning, Ms. Cullinane said. The concept was to be similar to the Microsoft Home, a house near Microsoft’s facility in West London, England, that is outfitted with various new technologies, such as a bathroom mirror that doubles as a television or music player.

The partnership between the district and Microsoft kicked off in September 2003. By December of that year, the Microsoft team had begun full-time management of the project. In 2004, the district and Microsoft held school briefings in Philadelphia, England, and Australia and visited tech-savvy schools in California, Texas, and England to gather ideas.

Construction crews broke ground in March 2005. That July, Microsoft sponsored a summit on the future of education in which more than 200 education and government leaders from more than 30 countries participated. The second summit is scheduled to be held here in November.

“This [school] contains the best thinking of everyone we could bring into the project,” said Ellen Savitz, the district’s chief development officer.

Microsoft is not the school’s only corporate partner. For example, Blackburn, England-based Promethean Group Technologies Ltd. provides the school’s whiteboards; Sunnyvale, Calif.-based Meru Networks installed the wireless computer network; and Gateway Inc., based in Irvine, Calif., provides laptop computers to the students and staff.


The school has had its share of obstacles. Construction delays placed pressure on an already truncated 18-month building schedule. Costs also rose from a projected $48 million to $62 million, Ms. Savitz said.

Then there’s the name of the school. Its present name is temporary—though not from lack of trying.

The district hoped to raise up to $14 million in naming-rights fees for the school’s endowment fund, ranging from $25,000 for a classroom to $5 million to name the entire school. The district has raised $3 million so far, said Ms. Savitz. If no company steps up with $5 million—the price the district has set on the school’s name—the district may ask the community to help pick a permanent name, she said.

Of the money raised to date, $2 million comes from the Bowland Charitable Trust, a foundation in Blackburn, England, that helps support education projects in the United Kingdom and other countries.

The trust has a special interest in improving education in poor areas, and will encourage educational exchanges between urban schools in the United Kingdom and in Philadelphia, said Carole Fahy, the trust’s administrator. “We believe that not just the School of the Future, but the work that is being done by the Philadelphia school district, will in some areas show the way to improvements in urban schools, and not just in the U.S.,” she wrote in an e-mail.

Donations

Outside organizations donated about $3 million toward the School of the Future. Other businesses donated equipment or human resources.

• Bowland Charitable Trust: $2 million
• Philadelphia Water Department: $300,000
• SAP AG: $150,000
• Vanguard Foundation: $250,000 to hire a community-engagement coordinator for three years
• Promethean Technologies Ltd.: $250,000 in technology and equipment
• Microsoft Corp: $100,000
• Philadelphia Stock Exchange: $100,000
• SunGard Data Systems Inc.: $25,000
• Gateway Inc.: 10 laptop computers

The remaining $1 million comes from other companies, including $100,000 from Microsoft to name the visitors’ briefing center.

Walk into the school and what strikes you is the sunlight flooding its interior, its wide public spaces, and its strong, bold design. Mr. Vallas has called it a “school without shadows.”

But the school doesn’t just look good. It’s also energy-efficient, garnering the third-highest level in the Leadership in Energy and Environmental Design rating system of the U.S. Green Building Council, a Washington-based coalition of building industry leaders advocating environmentally responsible buildings.

The school’s heating and cooling system is almost 50 percent more efficient than a traditional system, said Jason Kilwinski, the director of sustainable design and operations for the Prisco Group, the Hopewell, N.J.-based architectural firm that designed the school.

A 40,000-gallon tank captures rainwater, which is used to flush toilets. That by itself will cut water use by 60 percent, Mr. Kilwinski said. Photovoltaic glass panels also help decrease the school’s electricity costs. In addition, the performance center’s green roof—composed of plants and mosses—will help insulate it and protect it from ultraviolet rays.

“The more you can do with natural processes,” Mr. Kilwinski said, “the more savings you can build into the system.”

The building itself is a teaching tool, he added. Students can soon go to a Web site to monitor how much power the school is using, for example, or how much water is being absorbed by the green roof.


Despite its pedigree, the school is not a magnet school, but largely draws students from the neighborhood. It will eventually educate 750 students, adding a class each year.

Roughly 1,500 students applied to the School of the Future this year; the 170 chosen were picked by lottery. Seventy-five percent came from the West Philadelphia community, and the remainder from the rest of the city.

Almost all the students are African-American, about 10 percent are in special education, and about 85 percent are poor.

“We did not screen for grades, attendance, discipline issues,” said Ms. Savitz. “We’re going to get what we’re going to get.”

At the end of the opening day, Principal Shirley Grover says goodbye to students from the first freshman class at Philadelphia's School of the Future.
—Christopher Powers

Students must demonstrate fluency in a foreign language, complete a research project, and demonstrate 11 “21st-century skills,” such as time management and problem-solving, to graduate, said Shirley Grover, the school’s principal. They must also apply to a college or university to get their high school diplomas, she said.

Honor students from Villanova University will tutor School of the Future students online, and professors from the University of Pennsylvania will teach a class in robotics and another in urban design. Drexel University will also provide resources, including a graduate student in library science, for its interactive learning center.

On the morning of Sept. 7, the school’s first freshman class approached the school holding white banners bearing names of continents. Many were neatly dressed in khaki pants and blue polo or T-shirts with the logos of local universities.

One of them was 14-year-old Aja Fairbanks, who wants to be an astronomer. “I’ve always been interested in the stars, skies, and space,” she said. “[The school] will give me the knowledge to succeed.”

Virginia Campbell, a parent of another student, said she hopes the school will fulfill its promise and won’t fall victim to urban neglect. “I hope people will keep it up, keep it clean,” she said, eyeing the spotless exterior. “West Philly could really use this.”

As with any experiment, Ms. Cullinane of Microsoft predicts, the new school will face bumps along the road. “We’re sure there will be mistakes, and sure there will be things done well, ” she remarked. But she said the company would stick by the school for the long haul: “We’ve committed not to just opening the school, but also learning from what’s been created.”

Tuesday, September 19, 2006

The "POWER OF THE OBVIOUS"

TECHLEARNING BLOG, SEPT.14, 2006 nailed the reality of today's technological superior students who thirst for knowledge and seek to make a contribution and share with the world their discoveries and understandings.

DIVE The "END GAME!"


September 14, 2006

Students as Creators and Contributors

Today’s generation has an opportunity like none before it. The opportunity to freely create and contribute to society and a global audience from the confines of their own home, school, library or any other place they can connect into the network of information.


It’s this power of creating and contributing that draws our students to the rapidly growing sites of Myspace, Facebook, Xanga, and YouTube.

The Wall Street Journal reported some interesting data on the popular video uploading site YouTube. (Via Micro Persuasion)

* In a single month the number of videos on the site grew 20% to 6.1 million
* YouTube has some 45 terabytes of videos
* Video views reached 1.73 billion
* 70% of YouTube's registered users are American, roughly 50% are under 20
* The total time people spent watching YouTube since it started last year is 9,305 years

Students today do not want to receive information, they want to create it. They want to be a part of a social-network not just read about it. This is why sites like YouTube and Myspace are so popular. These spaces were designed for the purpose of allowing people to create information, not just receive it. Brian Crosby had a posting earlier this week on the Learning is Messy blog in which he states:
One of the issues I believe is that kids are perceived by society as only having the potential to contribute to society sometime in the future. If kids were appreciated for what they can contribute now, and that “contribution” was valued by society, perhaps society would be more willing to “invest” more substantially in them at an earlier age. One of the transformative aspects of technology is that it allows students to produce finished products that others have access to and can use: Other students, other members of the local community and members of the global community.

We are in a place and time when creating and contributing to a worldly audience is easier than ever; whether through the written media (blogs and wikis), spoken media (podcasting), or the visual media (videos). It reminds me of the educational idea:

Tell me and I forget
Teach me and I remember
Involve me and I understand

Creating is doing and doing with a purpose is contributing to society. So as educators how do we harness this power in positive, educational ways? We listen to our students.

Morning after morning my middle school students come in and head to one web site…YouTube. YouTube is the new entertainment center for teens, and I don’t blame them. Spend some time there and you soon find the minutes flying by as you get deeper into viewing what people have created and contributed to this social-network. Where was this when I was in school? I remember having to run to the computer lab to make sure I got one of the copies of Oregon Trail…the original Oregon Trail!

Watching this day after day, I decided to harness this power of creativity and have my students create digital stories. Using the free Microsoft application Photo Story 3 and the tutorials created by David Jakes, my students taught themselves how to use the program to create their stories for class. Then using the K12 group within YouTube that Miguel Guhlin created, the students uploaded the videos to share with a worldly audience. Students as creators contributing their new knowledge to the world.

Listen to your students; find what new web tool, web site, or social-network excites them. Find a way to harness their excitement of being creators and contributors and bring that excitement into the classroom and allow your students to create something that teaches or tells a story to a global audience.

(Stay Tuned....To Be Continued)

Wednesday, September 13, 2006

AND From NEW BEGINNINGS Come NEW UNDERSTANIDINGS!

September 04, 2006

Our Schools are Leaking!

In most schools, it has begun. We are forcing our children back into containers. For weeks, they have lived, played, learned, and worked without boxes -- through gadgets on their desks, on their laps, and in their pockets. Their schedule has been theirs -- often sleeping until 11:00, and playing and working until 3:00 and 4:00 the next morning. They have roamed a limitless realm of information with friends whose geography means absolutely nothing. Walls do not exist, because of the gadgets they carry.

And now, we are forcing them back into our containers -- container schedules, because they are back in learning containers (school and classroom), where they receive information from containers (textbooks and worksheets), tied to knowledge containers (standards) -- and we will seek to control their gadgets.

These gadgets are their links to information. They talk, text message, and google with their mobile phones, IM on their laptops, surf the world wide web, build and interact on MySpace, play Net-based video games and MMORPGs (Massively Multiplayer Online Role-Playing Games). These gadgeted connections represent intellectual appendages to our children. They're like alien tentacles that grow from their bodies. We can't see them, but they are real. They are a part of how our children see and define themselves. These tentacles are the hands and feet that carry them where they want to go -- and as they enter our classrooms,

...we will cut those tentacles off.

The flow will continue. Their thoughts are still on the civilization they are building at home, the video they are producing with a friend from Norway, their new MySpace profile, or the song they're remixing for a boyfriend -- that is if they do not have their hands on a contraband mobile phone, text messaging another friend, with one thumb, under the surface of their desk.

Educators! Our classrooms are leaking!

Through their mobile phones, wireless handhelds, mobile game systems, their laptops, and a simple, yet pervasive sense of a broader world that ignores time and distance, our children’s attention is leaking out of our classrooms, our textbooks, and our state and national standards. The leaks have appeared and they will only expand and become more serious, the more we try to block, filter, and confiscate.

The question that confronts us today is...

Do we continue to container our children, amputating their intellectual appendages during “learning time?”

or

Do we try to integrate learning into the flow of their attention, taking advantage of the new porous nature of their lives, using these tentacles to connect children to the world that we are teaching them about?

This is a question that we can not put off another day, because our children are waiting. ..and it's answer is nothing less than the foundation of our future.

Friday, September 08, 2006

Of Course with EVERY END.......There is a NEW BEGINNING!


Building the School of the Future

By Lindsay Oishi
URL: http://www.schoolcio.com/story/showArticle.jhtml?articleID=192501205

Microsoft and the School District of Philadelphia have worked together for three years to create the School of the Future, an innovative model for incorporating technology into education that opens on September 7, 2006. Rob Stevens, the project’s architect for software solutions, and Mary Cullinane, group manager for Microsoft’s Partners in Learning program, spoke to School CIO about how IT leaders can learn from the School of the Future’s vision and approach.

Q. How much has the school cost so far?
A. The entire project is funded at $63 million, which is a traditional budget for the School District of Philadelphi. The money required toa operate a school is mostly spent on maintenance. But we’ve used LEED (Leadership in Energy and Environmental Design) certification guidelines, so that the overall cost of maintenance will be less than the cost for schools that don’t follow these guidelines.

Q. What technologies are you providing students with?
A. Wherever these kids go, whenever there’s a learning opportunity, they have access to an infrastructure has been built to give them an appropriate environment. That means wireless throughout the school, experts from around the world coming in via streaming media, and infrastructure allowing them to communicate with teachers and parents. The collaborative environment will be very powerful. The other area that will be very powerful is the Virtual Teaching Assistant and Virtual Library. With these, we hope to foster a community of learning.

Q. Tell me more about the Virtual Teaching Assistant.
A. One of the principles of this school is to create an adaptive learning environment. When we went to school, every kid had to turn the page at the same time. With the Virtual Teaching Assistant, the class can have an individualized pace. As a teacher, you can put together a quiz, give it to your students, and immediately ascertain where your class is. The quiz comes up as a window on the students’ machines—they each have their own laptop computer. The results go back to the teacher right away, and if a student gets a certain pattern of questions wrong, the teacher can give them extra help in that area.

Q. How do you keep student data secure?
A. We’re relying entirely on credentialed access. Once you log into the operating system, we know who you are. You don’t have to remember multiple passwords. We have very secure passwords that allow, for example, parents to be identified only with their children, so parents will not be able to get information on another child. We’re not custodians of extremely sensitive information. But we do have the ability to protect it. It’s a well-bounded community of learners—people from the outside will have great difficulty getting information.

Q. Which technologies offer the highest return on investment?
A. First, the multimedia capabilities available through Windows Media services give students a wealth of resources that are visual and online. These are the most valuable in terms of the ultimate product, which is educational accomplishment. The Virtual Library, for example, is a repository for different types of digital media. It allows movies, documents, Web sites, and other content to be stored together. Second, we have automatic mechanisms for student enrollment. Whenever a student is added to the school, they automatically get a Windows account for school portals, e-mail, and a personal Web site. This translates into savings of time and administrative effort, which also reduces cost.

Q. How do school portals work?
A. The school has portals for students, the extended community, and faculty and staff. When you log in to your computer, you’re automatically logged in to your portal. If you’re a student, the portal knows what classes you have and shows you a picture of everyone in your classes. The extended community portals allow parents to be more familiar with their students’ teachers, and to find out what happened in the classroom. Faculty and staff can also use their private portal to communicate about students or even view pay stubs online.

Q. Do you have advice about making public-private partnerships work?
A. CIOs shouldn’t limit themselves to the most obvious asset a partner can bring to the table. When someone thinks about Microsoft, they think of software. But the School District of Philadelphia got to see how we hire people, motivate people, and create the culture of our organization. The other thing to remember is that money is great, but people are better. Individuals and their thinking are valuable resources. We’ve had over 45 people at Microsoft touch this project in various ways, and you can’t put a price tag on that.

Q. How can CIOs keep informed about the school?
A. Every step of the strategic planning has been documented on the Web site, for all schools that are interested in following a similar process. U.S. Partners in Learning will host quarterly briefings with schools across the country, and there is also an annual global forum where school leaders can get together and discuss the results of these innovations.

Lindsay Oishi is a graduate student in Learning Sciences and Technology Design at Stanford University.

© School CIO

Monday, September 04, 2006

ALL TOO SOON...........It Was The END!


Published: August 30, 2006
Commentary

Why Thinking ‘Outside the Box’ Is Not So Easy

(And Why Present Reform Efforts Will Fail)

In the fall of 1987, the Associated Press carried a story from Tacoma, Wash., about a boy “penned in a coffin-sized box for two years because his stepgrandmother feared he was brain-damaged.”

Two years in a box! Did the kid scream to get out? Feel abused? Unhappy? No. When he was let out, according to the news item, “he was amazed to learn not all children are shut up in the same way.”

The boy illustrated, literally, the difficulty of “thinking outside the box.”

We all share that difficulty. We’re bundles of unexamined beliefs about what’s proper and acceptable, and many of those unexamined beliefs relate to schooling. We cling to them not because research has shown them to be true or because they make good, common sense, but simply because lifelong immersion in the status quo makes it exceedingly difficult to imagine alternatives.

Of all the education-related unexamined assumptions, none is more deeply embedded than the belief that the main business of schooling is to teach the “core curriculum”—math, science, social studies, and language arts. Supporting that belief is another assumption: that these four fields of study are the only, or at least the optimum, organizers of general knowledge.

That last assumption is so powerful it shapes education worldwide. At all levels, from middle through graduate school, the four areas of study are the main institutional organizers. So taken for granted is it that they are the fundamental building blocks of education, that reform movements don’t question their centrality. Separate sets of “standards” reinforce them. “Measures of accountability” are keyed to them. Even those who know that knowledge is seamless, who know that the walls between fields of study are artificial and arbitrary, tend to assume that the four are the ultimate organizers of knowledge. They may call themselves “interdisciplinarians,” or may make use of projects, themes, problems, student needs, or other content organizers, but they don’t push the disciplines aside. They try instead to “bring them to bear.”


The traditional curriculum has given us much. We’ve created a way of life that makes specialized studies indispensable. But assuming that the “core” fields are pretty much the whole story has also cost us much, and the costs are escalating. School, finally, isn’t about disciplines and subjects, but about what they were originally meant to do—help the young make more sense of life, more sense of experience, more sense of an unknowable future. And in that sense-making effort, math, science, social studies, and language arts simply aren’t up to the challenge. They’ve given us a curriculum so deeply flawed it’s an affront to the young and a recipe for societal disaster.

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Join the related discussion, “Thinking Outside the Box.”

Consider the problems listed below. Any one of them is serious enough to warrant calling a national conference, and the general curriculum in place in America’s schools and colleges suffers from all of them. It:

• Has no agreed-upon aim;

• Ignores the basic process by means of which knowledge expands;

• Disregards the holistic, systemic nature of knowledge;

• Neglects the brain’s need for order and organization;

• Fails to model the seamlessness of human perception;

• Has no criteria for determining the relative importance of what’s taught;

• Relates only tangentially to real-world experience;

• Disregards important fields of study;

• Doesn’t capitalize on the mutually supportive nature of knowledge;

• Uses short-term recall rather than logic to access memory;

• Has no built-in self-renewing capability;

• Is little concerned with moral and ethical issues;

• Lends itself to simplistic approaches to evaluation;

• Doesn’t move smoothly through ever-higher levels of intellectual complexity;

• Makes unreasonable demands on memory;

• Penalizes rather than capitalizes on student differences;

• Neglects higher-order thought processes;

• Doesn’t encourage novel, creative thought; and

• Vastly underestimates student intellectual potential.

These problems can be solved, and solved rather easily, but not by playing with course-distribution requirements, adding more math and science courses, or tightening the “rigor” screws. The solution lies “outside the box,” in raising students’ awareness of their thought processes. What they need but aren’t getting from school subjects is a “master system of mental organization.”


The role played by mental organizers is easily demonstrated. Say to a student, “Name as many games as you can,” and, after a dozen or so, most will begin to stumble. But an occasional student will attack the problem differently, will think, “children’s games,” then, when he or she has exhausted that category, will move on to other categories—party games, games played with cards, dice, words, balls, computers, across nets, and so on. Performance will depend less on the quality of the student’s memory of games than on the quality of his or her “game categories” system. If it’s good, the names of a hundred games may be reeled off with little or no hesitation.

School isn’t about disciplines and subjects, but about what they were originally meant to do—help the young make more sense of life.

Math, science, social studies, and language arts are mental organizers. They give students elaborate category systems for thinking about certain kinds of things. But only certain kinds of things. This is especially true now, after a little over a century of “standardizing” via textbooks, legislation, and inattention. As the above list of problems should show, they’re not up to the challenge of comprehensive “sense making.” They don’t connect with each other, don’t adequately connect with or organize ordinary experience, don’t “stack” categories in order of importance, don’t include “open-ended” categories essential to novel, creative thought—don’t, in short, do the job that needs doing.

Ironically, every kid shows up for the first day of school already making sophisticated use of a “master” category system for organizing knowledge that can do the job that needs doing. There’ll be no major improvement in students’ intellectual performance until they’re helped to surface that system and put it deliberately to work.

Here’s where professional educators begin to balk. And the higher up the professional ladder they’ve climbed—the more rigid the box they’re in tends to be—the balkier they get. It’s unlikely most have ever given thought to the possibility of alternatives to the familiar disciplines, subjects, and courses as organizers of knowledge. That one of those alternatives might actually be superior seems too unlikely to take seriously. That that alternative is already known and used by everybody makes it either a threat to that which they’ve achieved or gets it labeled as too mundane to merit scholarly attention.

Notwithstanding obliviousness, lack of interest, skepticism, or other obstacles to acceptance of the idea, humans make sense of experience by weaving together, systemically, five main kinds of information:

TIME (the Ice Age, morning, during World War I, when the cap is removed, once upon a time, and so forth);

PLACE (ancient Egypt, the forest, on the five-yard line, Paradise, on the shelf);

ACTORS (Esau and Jacob, a crowd, the queen and court, me and Dad, or Goldilocks);

ACTION (sign the lease, attack the fort, pay a visit, check for clues); and

CAUSE (revenge, too much heat, loneliness, broken dam, impure water).

From the weaving together of these kinds of information, humans then draw SYSTEMIC RELATIONSHIPS (“One morning, Little Red Riding Hood asked her mother if she could go into the forest to visit her grandmother, as it had been a while since they’d seen each other.”)

There will be no significant improvement in student performance until educators begin to make use of the brain’s usual way of organizing knowledge.

Think of the five categories—time, place, actors, action, cause—as drawers in a file, each with a system of subcategories, sub-subcategories, and so on, encompassing not just the organizing systems of everything now taught, but all knowledge, everything cross-filed with everything else.

Now comes the hard part. Pointing out the most powerful mental organizer known to humankind is easy. Teaching it is also easy. In fact, it doesn’t have to be “taught” in the usual sense of the word, just raised into consciousness, elaborated, refined, and put to use as sense-maker. Students helped to see, early on, how their brains organize knowledge, before they’re pushed into the artificial confines of subject-matter boxes, will simply take it for granted that schooling deals primarily with the whole of human experience and only secondarily with certain useful but random parts of it.

Neither does use of the system mean trauma for traditionally trained teachers. No subject, no course, no favorite lesson need be discontinued, just put in larger perspective, rather like matching pieces of a jigsaw puzzle to the picture on the lid of the box.

The difficulties of acceptance of a supradisciplinary knowledge organizer lie where they always have, in policymakers unable to imagine alternatives to the status quo, in inertia, and in simplistic “reforms” like the No Child Left Behind Act,which aren’t reforms at all but simply attempts to pursue the status quo with greater diligence.

Education leaders came out of the 1960s aware of the instructional potential of systems theory and the centrality of conceptual frameworks. The institution was pointed in the right direction until the publication of the unduly alarmist A Nation at Risk in 1983 triggered the present reactionary trend. There will be no significant improvement in student performance until educators begin to make use of the brain’s usual way of organizing knowledge.