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Interview with Murray Goldberg

January 23rd, 2009

As part of my masters class with Dr. Rick Schwier at the University of Saskatchewan, I was required to interview an educational technologist who had made a significant impact on the field.  I chose to interview Murray Goldberg.

Murray is a computer scientist who began teaching at UBC in 1989, and went on to create the popular course management system WebCT. Murray tells stories of the early days of WebCT and how it went from a small research project to a multinational company.  The interview has been broken down into small parts below.   Note that this is a temporary storage location for the interview.  It will eventually be hosted in a virtual museum of educational technology.

1. Beginnings - Context and the origins of the idea for WebCT (5:59)
2. WebCT is born (3:12)
3. Creation of the WebCT company (2:17)
4. UBC as an enabler for the WebCT business (1:31)
5. About the company (1:23)
6. Early WebCT Community (3:04)
7. Sasan (partner and former student) (0:57)
8. Did WebCT fulfill the vision that you had for it? (3:41)
9. Future of Blackboard/WebCT (4:00)
10. Being a part of the Ed Tech community (1:06)
11. Current big issues in educational technology (2:44)

danschellenberg Computer Science, EdTech, Masters, Technology , ,

Math B30 and Google Docs update

June 19th, 2008

My foray into using Google Docs in my math classroom was really well received by my students.  Quick summary of the idea: get students to poll classmates on how much time they spend using various media each week (TV, Internet, gaming), then have them use statistics to make guesses regarding the habits of the entire student population.  I revised the orignal assignment slightly. See the final version here

Out of my 52 Math B30 students, 49 polled fellow students and entered the results on our online spreadsheet. This made it simple to calculate the mean, standard deviation, et al for the entire set of data (we had 233 students polled, which is close to half of our school population). Check out the final data set here (Note: this is a non-editable copy.  The students had access to a version they could play around with in order to let them perform whatever tests they wanted to).

Although my students could have done this assignment without using an online spreadsheet, attempting to organize all of the results would have been a lot more time intensive. This way, students were able to sort the data and figure out mean and standard deviation of the genders, all within Google Docs.  This led to some really good answers to my last question on the assignment, which was “Is there a difference between males and females in terms of their gaming habits? Explain in as much detail as you can“. A good number of the students came up with exceptionally good answers for this question, supported with the numbers from our spreadsheet.

I will definitely be doing something like this again next year.

Note: We got into a good discussion about whether the data is normally distributed.  It’s not.  It looks pretty bimodal to me, and we came up with reasons why that might be.

danschellenberg Education, Math, Technology , ,

Typesetting Math in Wikispaces and Wordpress

April 7th, 2008

One difficulty I have had as a math teacher using the internet a lot is that typesetting math is frustrating. This is especially true when students begin typing math, as you have to teach them a whole new math notation; ^ means exponent, ** is also exponent, etc. It’s just messy.

There are a few tools available to make things better. If you are using a word processor, such as Microsoft Word, there is usually a built in math equation editor that allows you to typeset equations quite nicely. If you memorize the shortcut keys (such as Cmd-F for a fraction, Cmd-H for exponent, etc.), you can actually type math at a respectable speed. If you, or your school, are willing to put out some cash (~$60), you can also buy the big brother version of equation editor called MathType. Another option is to use LaTeX, which is a professional typesetting language, though it is a steep learning curve, and more work than it’s worth for many teachers.

It may not be immediately obvious how this relates to typesetting math on the web. As it turns out, some web services allow the use of LaTeX math equations. Here on wikispaces, you can use LaTeX to typeset something that isn’t normally fun to type, like:
$latex \lim_{x\to\infty}f(x)=0&s=3$

Or perhaps a basic fraction, like this:

$latex \frac{a+2}{b+4}&s=3$

The LaTeX code for these isn’t a lot of fun — it looks like this:

\lim_{x\to\infty}f(x)=0

and this:

\frac{a+2}{b+4}

Who wants to memorize how to do that, anyhow? (Full disclosure: at one point, I did actually memorize this…) So, rather than writing LaTeX code directly, you have two options:

- if you own MathType, simply change the Export settings to LaTeX. Then, select the part of the equation you’d like to use and copy and paste it into wikispaces. Instead of copying an image, you are now copying the LaTeX code.

- if you don’t own MathType, and are working on a Windows machine, you can use TexAide. It’s freeware, from the same company that makes MathType, and it lets you type your math, then simply copy and paste it as LaTeX code. It’s really handy, especially since it uses the same engine as MathType, so all the same keyboard shortcuts work, just like Equation Editor.

If you are on a Mac, the only really nice way I’ve found to easily generate LaTeX code is through the full version of MathType. If anyone knows of a nice, free solution, please do share.

How to embed the math into your website of choice will depend entirely on which site you are using. On Wikispaces, the first equation above is simply surrounded by math tags. It therefore looks like:

[[math]]
\lim_{x\to\infty}f(x)=0
[[math]]

On Wordpress.com, you will need to surround the LaTeX code with $ symbols, and declare the code to be LaTeX. The same equation from above would therefore be:

latex \lim_{x\to\infty}f(x)=0  (should have $ on either end of that)

Hopefully someone else finds this useful.

Cross-posted to the T4L wiki at http://t4tl.wikispaces.com/Typesetting+Math+in+Wikispaces

danschellenberg Math, Technology

CBC distributing via BitTorrent

March 26th, 2008

The CBC (Canadian Broadcasting Corporation) have begun what may become standard in the future — distributing a DRM-free, full quality version of a TV show (Canada’s Next Great Prime Minister) for all to download and view for free.  To make things even better, CBC has chosen to use BitTorrent technology to distribute the file.  This allows a large file such as this TV show to be distributed to a large number of people without costing the CBC exorbitant amounts of hosting fees.  In essence, you share the file while also downloading it, so the more people who are downloading, the faster it becomes (the exact opposite of what you might expect traditionally).

The CBC is the first North American broadcaster to take this step, though not the first in the world.  A Norwegian broadcaster (NRK) took this step earlier this year, with great success.  Eirik Solheim, one of the masterminds of the Norwegian project, was interviewed by a German news site, and the interview is very interesting.  One major problem with distributing shows using this method is third party contracts, which makes adopting BitTorrent distribution something that only new shows are likely to do.

This is exciting news, and I hope the CBC continues to expand on this.  It seems like such a obvious thing for a public broadcaster to distribute shows to their viewers using the cheapest and most convenient method available, but the issue of third party sponsorship will surely cause some difficulty during the initial stages of this concept.

danschellenberg General, Technology

Howard Rheingold on Collaboration

March 11th, 2008

I just finished watching Howard Rheingold’s TED talk on collaboration.  Rheingold is the author of Smart Mobs, a book that explores the use of internet/mobile communications in organizing social action.  In his TED talk, Rheingold says:

This is all about self-interest that adds up to more… around the world, citizens have self-organized political protests… using mobile devices and SMS.

The basic idea is that there is a new currency of wealth that is being created through collaboration, and that we need to continue to study the impact that this can have on our individual and collective lives.  It’s worth the 20 minutes.  Have a look.

danschellenberg Education, General, Technology

Global Communications Centre

March 4th, 2008

Listening to Clarence Fisher tonight in my ECI 831 class was quite elluminating (private joke).  As indicated in the title of this post, the key concept for me was that our classrooms should be “Global Communications Centres”.  While I think that I’ve been making some strides in terms of students accessing information from around the world while in my classes, interactive communication with people outside the walls of my class has been extremely limited.  I’m brainstorming ways in which I can address this — live Skype calls with former math professors, etc.  Anyone have an idea of how to do this in high school level math courses?  Any idea is greatfully accepted…

Just in case anyone reads this who is interested in collaborating/creating some interactive format for the students to participate in, I am also really interested in teaching more about social justice in my math classroom.

danschellenberg Education, Math, Technology

Playing update

March 4th, 2008

Since my previous post regarding the importance of students playing in class, I’ve become ever more conscious of making sure that I really do spend time allowing this to happen.  As much as possible, I try to work from what they are already interested in.

This past week, a number of my computer science students (geeks in the most positive sense of the word) were telling me about a riddle they had been playing.  It’s called Neutral Riddle, and starts off simply enough, only to become devilishly difficult.  The goal is to finish all 71 levels by guessing the URL that contains the next clue.  These kids are spending hours each night trying to get to the next level.  (Warning: If you are a compulsive problem solver, be aware that this could engulf your time.  Only 70-ish people in the world have solved this riddle, none of whom are from Canada.  One of my students is currently at level 38.)

Today in CS class, we worked on the first 2 of levels in the Neutral Riddle together (for about 5-10 minutes).  Then, after they had all figured out the concept of the thing and were addicted (to varying degrees), I suggested we make our own.  So, today’s class was spent with each student creating one level of the riddle that we will collaborate on.  I got them going by showing them how to find images using flickrCC (making sure they follow the Attribution CC license) and getting them talking to each other about ideas of what their riddle might involve.

This fit in perfectly with what we had been doing.  I just finished up teaching a unit on XHTML/CSS (markup languages for the web), and this gives me a great opportunity to stretch out their learning on these topics. Now, as they are having fun creating this riddle, they are also reinforcing their knowledge of XHTML/CSS.  Hopefully by tomorrow I’ll be able to provide a link to the start page for our riddle (we didn’t quite get to that today).

As an aside, I also had fun with my Math C30 students today.  We played a game with trig functions (taken from the Mathematics Teacher, but I forget the author).  Seriously.  Just get them into pairs, then see who can get the answers in the time limit, using only their brains and a pencil.  They actually really got into it, so I had them create their own variations after we were done.  I’ve posted a template up on Google Docs, and the students are going to add in their variations online tomorrow, so I can use them for future classes.

danschellenberg Computer Science, Education, Math, Technology

Teaching students that it’s okay to play

February 28th, 2008

Ken Meredith recently wrote a post highlighting what Dean Shareski mentioned in his presentation to our ECI 831 class about early adoption of technology — namely, that educational value may not be easy to spot right away, and that simply playing with technology is quite alright (and often leads to great ideas of how to use it to achieve curricular objectives).

While I completely agree with this idea, I think it’s equally important to give our students the same freedom.  I try to build explicit play (about 20-30 minutes per week) into the courses that I teach.   Now, I can’t always fit it in, and sometimes it takes longer than I anticipated, but it sure makes kids look forward to coming to my classes.

In my math classes, some things that we’ve done are Fun Fridays (in which I play a random YouTube video at the end of class on a Friday), encoding and decoding secret messages (in which I tend to go off on a short history of cryptography and it’s many uses), playing games on the SmartBoard (everything from Countdown, a distinctly math-ee game, to Yellow Out, a parking lot logic game) and anything else that strikes my fancy that week.

In my computer science classes, there’s a lot more flexibility, since all of the students are on computers hooked up to the net.  In general, I try to show them (and give them time to play around with) at least one new tool/website each week.  The sky is the limit here, and I don’t really have any particular category that the site has to fall into, so long as I think it’s neat, I show it.

Now, I know that I am not the first to use play in my math classroom.  However, it’s hard to not feel guilty on occasion when a fellow teacher is walking down the hall and we’re (gasp!) having a great time in my math class… just playing around.

So, I’m curious.  How do you incorporate play/games in your classroom? 

danschellenberg Education, Technology

Most enjoyable in-class review session I’ve had

February 13th, 2008

Whenever I can make it work, I like to give my students one class period to review prior to an exam.  As we have an exam on factoring tomorrow, my Math 20 students were working on a review today.  Inspired by some of the discussions around connectivism and collaboration I have been around lately, I decided to do a bit of small scale social learning (just within my own classroom walls).

I gave my students their review handout, as per usual.  They had the first 5 minutes of the class to get themselves going on the review, after which I would randomly call a student to come and do the question on the SmartBoard.  These were all recorded using Jing, and then tossed up to the course wiki.  The compilation of questions is here.

The reaction of the students was quite something.  I had already modeled how to record examples for the wiki in previous classes, so they already knew how it worked.  It was just a  matter of taking some time in class to let them go at it.  Some students were instantly excited, and wanted to record as many questions as possible.  All of the students enjoyed the fact that they had time to work through the question on their own first, and then record how they did the question.  A number of the students were nervous about making a mistake on the recording, and therefore would ask their neighbor/me whether they had done it right prior to recording.  One student was so paralyzed by fear of making a mistake that she asked me quietly if I would not call on her (this was a student with a fairly high average — 75%+).

Speaking of mistakes, I don’t know how to best record examples of them.  I don’t want the student to feel belittled by posting something incorrect and labeling it as such, but there seems to be so much potential learning in taking a mistake and discovering how it can be fixed.  This is easily done in class, but really hard to show on Jing (of particular difficulty is the 5 minute time limit, which doesn’t allow too much exploration of “what went wrong”).  Any ideas?

In the end, this wasn’t too much different than the normal review period.  However, I certainly saw a drastic increase in student engagement, and a bunch of students left talking about how they would be watching themselves/each other online tonight.  Really, if I’m getting them to voluntarily watch math videos, I’ve got to think something’s going right!

danschellenberg Education, Technology

Easiest. Forms. Ever.

February 6th, 2008

So, one thing that I do at the start of a new semester is get students to give me their contact information (that sounds too grandiose, it’s really just their name and email address).  A few years ago, I wrote a PHP script to do this for me, though hosting a PHP script for this is overkill for most people.

Google recently extended their Docs capabilities to allow for easy form sharing/info grabbing.  I just tested it, and it honestly took me less than 2 minutes to create a simple form and start getting information in it.  Wow.  According to Google:

 Create a form in a Google Docs spreadsheet and send it out to anyone with an email address. They won’t need to sign in, and they can respond directly from the email message or from an automatically generated web page. Creating the form is easy: start with a spreadsheet to get the form, or start by creating the form and you’ll get the spreadsheet automatically. Responses are automatically added to your spreadsheet.

I created a short screencast that goes through the process of creating the form and populating it with an initial bit of data.

(Via Daring Fireball)

danschellenberg Technology