Digital Fabrication, take two

Yesterday I was asked to cover a class for one of my colleagues, so I planned another round of digital fabrication activities for his students. I had done the same thing last week with another colleague's class, using the materials I developed last year. The first attempt last week did not go nearly as well as I remembered the activities going last year, so I was motivated to rethink how I was presenting the content, as well as the activity I was having them do. The "old" activity was challenge that involved designing a container for tootsie rolls that would maximize the surface area:volume ratio. The concept was good, and the students approached it with enthusiasm. However, it turns out that their math abilities were a pretty major roadblock to getting anything substantive out of the activity. After the box was built and they stuffed it with tootsie rolls, the learning was basically over. This issue has roots in several factors that are true of most preservice teachers.

1. Preservice teachers' pedagogical knowledge has more to do with their worldview than their aptitude or attitude. Since most of them were taught from a traditional approach, the chasm between problem-based design activities and the lecture-test-essay model they are used to is a quantum leap. The problem is not that they are resistant to new pedagogical approaches; they simply have very little, if anything, to which to anchor them.
2. Before preservice teachers can understand something as a teacher, they need to take a step back and experience it as a student. Activities, therefore, need to be authentic and replicate, as much as possible, the way it might be done in a classroom.
3. Based on the previous two observations, if the instructor wants preservice teachers to abstract pedagogical principles from an authentic activity, he or she is going to have to lead them there. You can't expect inexperienced teachers coming from a traditional paradigm to naturally make connections between the activity they just did and broader educational ideas. It's like giving someone from a remote tribe in the Amazon rainforest a debit card and expecting him to naturally gravitate to an ATM and get some cash. The notion that there is "money" in a "bank" that can be "accessed" remotely just does not mesh with the way he thinks the world works.
4. Finally, authentic activities must be accessible. That is, they can not be too hard nor too easy. If the activity is too easy, the preservice teachers think it is fluff and busy work; if it's too hard, they can't envision themselves teaching that way. Either extreme will likely reinforce the worldview you are trying to change.

To improve on the previous activity, with these observations in mind, I designed the following challenge:

1. I started by describing the mentality of many students today, which is that every task they are given in school has a right answer, and their goal as students is to get the right answer the first time. Many teachers reinforce this mentality by how they conduct their classes. At present, the world works much differently than classrooms do. In the world, we encounter problems to which we must develop solutions. These problems are typically ...
• Ill-defined: the cause of the problem may not be readily apparent
• Ill-structured: because we don't know the cause, we don't know where to start exploring solutions
• Complex: there are many factors involved, each of which influences the other, and we don't know how changing one factor influences the other factors
2. I then tell them the story of William, a 14-year old boy from Malawi who had to drop out of school because is family was literally starving to death. They could no longer pay for his education, so he used the library to try to educate himself. From reading physics and "green" energy books, he got the idea of improving his family's way of life by building a windmill and generating electricity for his home. Using the images and diagrams from a book on wind energy (he was not able to read English very well at the time), he built his own windmill from old car, tractor and bicycle parts and provided electricity for his home. Soon, people from all over came to his house to charge their cell phones. Not long after this, he built another windmill to pump water to irrigate his family's crops.
3. I transition to the next point by telling the students that William solved his problem by using the resources available to him to create a solution to his problem. This took several attempts, and you can see how he improved his design from the first windmill to the second. In the same way, teachers need to provide opportunities for their students to solve problems using their available resources. Since there is no single right answer, students must be evaluated using different criteria.
4. I then talked about a new set of resources that students have access to. We talk for a minute about how everything they use now was first designed in a virtual 3D environment before it became a physical object we can use. I took a minute to show them ModelMaker, a simple tool for creating 3D shapes from 2D cut-outs.
5. I then explained the challenge, which was create a windmill that was able to lift a bucket of tootsie rolls. They would construct their windmill using card stock, a pencil and masking tape, and they would design their bucket using ModelMaker. The group able to lift the most tootsie rolls would win the  challenge, the prize for which was getting to eat as many tootsie rolls as they wanted. :-)

Here are some pictures of the activity ...

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In summary, this activity was a vast improvement over the previous activity. The preservice teachers were able to see for themselves how their design choices affected the way their windmill functioned. Some groups created a "cute" windmill that would not spin, while others created an aesthetically bland windmill that performed wonderfully. Some groups put more focus on the size of their container than they did on the design of their windmill, and one group created a wonderful windmill but their bucket too small. Had the bucket been bigger, they were convinced it could have carried the most tootsie rolls. For some of them, the fact that they created a machine that actually worked was very rewarding in itself. I will do some follow up with my own students to document their reactions, but my impression was that this was effective and worthwhile. And in the spirit of engineering and the design process, there was room for improvement.

Digital Portfolio tools

These days I am thinking a lot about digital portfolios. I have been looking at a lot of them, talking a lot about them and coincidentally, evaluating a lot of them. So that I don't forget all of this by next Fall, I want to put my thoughts down and try to galvanize some of the lessons I have learned this semester. I presented this project at the very beginning of the semester. I think this was overwhelming to some of the students, but my objective was to make sure they knew about their portfolio all semester. I knew some (or many) of them would put this off until the last minute, but I also knew some of the students would appreciate getting an early start. So, I discussed with them the purpose of a portfolio, and we also talked about digital footprints and job searches and other big ideas. Then I showed them some examples of different portfolios from former students using a variety of different tools. The last thing I had them do was open an account with the tool they wanted to use, then send me the URL of their portfolio.

Tool	Pros	Cons
Google Sites	This is an easy tool to use. The interface is simple, and it is easy to find the features you are looking for. There aren't any hidden features or misplaced menus, just a simple set of tools, layouts and themes to choose from. I have used this tool for several years as a way to organize my lectures, and it works great for this. File uploading is especially easy because it is done directly on the page rather than in a dashboard. You can choose to hide the attachments on each page, then create a link to them. Sites builds the menu as you create pages, so the navigation is almost a no-brainer. You can also easily embed videos, slideshows, images and docs from Google's other services. If you a Google apologist, like me, you will find this very easy and convenient to use.	There aren't really that many options when it comes to the look and feel of your Google Site. There are some nice themes, but there is nothing that really stands out or looks flashy (if that is what you are going for). As one of my students put it, "I want my portfolio to look cute." Not exactly my objective when making a portfolio, but that's important to some people. You are able to customize the appearance of the Google Sites, but it takes some time and a little HTML know-how. This is not something a lot of preservice teachers want to dive into.
WikiSpaces	Like Google Sites, this tool is incredibly easy to use. The interface is very similar to Google Sites, and there are a lot of widgets that allow you to add different media to each page. The file manager is quite different than Google Sites, but it is very easy to use. Each page also has a discussion section, so you can center conversations around each page, as well as see the history for the page. This is quite different than Google Sites, where most of this information is hidden. The History tool is nice if I need to see when a page was last edited (as in, after the deadline). I don't make a big deal about this unless it is a major edit. Aside from being a pretty good portfolio tool, WikiSpaces is a great environment for teaching wikis and collaborative knowledge building. To demonstrate the power of collaborative knowledge building, I had my class collectively make this wiki in about 15 minutes.	Like Google Sites, this options for layout and themes are pretty spartan. Some people like this, including me, so it really isn't a con. But the cuteness factor is pretty low. You can customize the website to some degree, but you will have to live with some of the layout features. You will also need to change some of the settings as soon as you create your wiki. The default setting is for anyone to be able to edit the site. If you are using this tool to create a portfolio, you will want to turn that feature off and make yourself the only editor.
Webs	This tool is where you start to trade ease of use for look and feel. The first two tools look very much like something you would expect from a wiki. Webs looks more like a professional website. You have a lot of options in terms of themes and layouts, and they all look very nice.	If you choose to use this tool, be prepared to spend some time messing around with it. I have done a lot of blogging, web design, web mastering, etc., so I was able to make sense of Webs pretty easily. My students, however, struggled with this tool. Once they spent some time with it, the interface started to make sense. I would not recommend this tool to novice web creators. Unless you upgrade to the paid service, you also have to put up with ads on your website. Personally, I wouldn't want ads for reducing belly fat (pictures included!) on my educational portfolio.
Wix	Of all the tools, this one looks the best. Wix is built on Flash, so it looks very professional and, well, flashy. You are able to upload about any kind of file, and Wix has built in widgets to play and display media. The majority of my students were drawn to this tool because they look so good.	Intimidated by new tools? Not familiar with web design? Don't choose this tool. It is NOT for beginners. I had many students choose Wix, and I was able to walk most of them through it. Some of them bailed out and went for Google Sites or WikiSpaces. You will spend a lot of time formatting and figuring out the layout. The end result is a fantastic-looking portfolio, but you will put a lot of sweat equity into it.  The most frustrating feature in this tool, which is true of Webs as well, is embedding a YouTube video. By far, the clunkiest I have EVER seen. This is disappointing considering how well some of the other features work. I guess the developers ran out of steam.
Weebly	This tool is surprisingly easy to use. I am least familiar with it because I didn't have any students choose it. This is how I usually master a web tool, by answering all of their questions. The interface is drag and drop, and even though some of the features (e.g., file uploading) aren't very intuitive, the overall ease of use is a plus.	The free service does not include most of the cool features Weebly has to offer. They tease you with a host of widgets and options, but when you try to add them to your page you get a pop-up telling you they are only available for Premium customers. This might not be a bad idea for someone who wants to keep this portfolio around after the class (or graduation) is over, but I am realistic enough to admit that most of my students drop this project like a hot rock once they have a grade.

So, there is a simple breakdown of tools you can use for a digital portfolio. This is not exhaustive, nor is it very detailed. But there is enough information to get someone started. I will still recommend Google Sites and WikiSpaces to my students, and I am pretty sure they will still choose Webs and Wix. They're like moths to a porch light. The good thing is, the more of them that choose Wix and Webs, the better I will learn them and the better my support will be.

What tools do you use for digital portfolios? Am I missing anything obvious? Let me know!

And the portfolios started rolling in ...

At the beginning of this semester, I wrote about my revised portfolio project that I give my preservice teachers. I was in a portfolio funk, and I needed to try something new before I started resenting this project altogether. Isn't it funny that after you have taught for awhile, you can start talking about your projects as if they are people? Maybe it's just me. I have this metaphor in my mind where each of the assignments are these unfamiliar visitors that enter my classroom at about the same time each semester. I introduce them to my class and talk about them a lot for a week or two, then I give my students a chance to get to know this stranger a little more on their own until he isn't a stranger anymore. Then he leaves and doesn't come around much until the final portfolio is due.

OK. Focus. So, I rolled this assignment out at the beginning of the semester and showed them several examples. Of course, these examples were all based on the old way of doing the portfolio. So, I created a couple of examples on my own using the new way of doing things. Then I proceeded to remind my students very often to get started early on their portfolios and not wait to the last minute. They did anyway. Then I offered a work day where I didn't take attendance but they could come and work on their portfolio and ask questions. Many of them came, some did not. They probably should have. Some students didn't come to the work session but later e-mailed me long lists of questions. Not cool. Then today they turned them in.

Coincidentally, I went to visit my 94-year old grandmother this weekend. She has no Internet and I didn't bother driving to Panera or Starbucks to find a connection. So, during the final crucial moments in the semester for my students when they finally have one last chance to put it all together and make a case for that A they think they deserve, I was silent. I had no idea what kinds of messages I would have when I finally checked my e-mail. I was already constructing responses in my head as the blue bar moved across the screen toward the newly refreshed Gmail inbox. And there it was, a very full inbox ...

But none of the messages were from my students. At least none from the section who had to turn in their projects today. Could this be? I had to know for sure. I went to Moodle, and sure enough a large portion of the class had already turned in the assignment. They did it! I looked at a most of them, and I was beyond pleased at their work. Yes, there were some errors and missing items, but for the most part they looked great.

But the thing that really struck me was the learning that took place in order to get these projects completed. This was no easy task, no matter which tool the students chose. They had to learn how to host files online, and how to make sure a file was readable by anyone who happened to see it. They learned about file sizes and formats, and how to make navigation simple and effective. It was really amazing to see how so many of them stuck with their questions until they figured it out. All things considered, I didn't have one person who expected me to bail him or her out. This is a huge win in my opinion.

So, for now my faith is restored in the power of portfolios. I am left being a little less cynical and little more confident in each student's ability to meet a challenge head on. Yes, I had a couple of them confess that they were up all night finishing, but I can hardly take the blame for that. I will probably never know the full impact of this project, or class, on the bigger picture of their teaching career. For now I am just basking in the satisfaction that they did such a great job and took ownership of their work.

I will follow up in a few days about some of the tools they used to create their portfolios and discuss (at least from the perspective of my class) the pros and cons of each tool as a portfolio management system.

And now that I think of it, I need to have Mr. Portfolio come by more often. Maybe dinner or tea, and he can tell me how his kids are doing ...

Teaching virtual design in a physical world

I first became familiar with the term "digital fabrication" when I was finishing up my dissertation at the University of Virginia. My advisor, Glen Bull, came into my office one day and asked me to watch a demo with a machine he had recently found. I watched with fascination as he created a 3-D model on the computer, printed it as a 2-D net, cut it out in seconds on the CraftROBO machine and folded it into an exact replica of the model on the screen. This was amazing on several fronts:

• It took a matter of minutes to do what would have taken me a whole math lesson (or more) to do with my 4th grade students
• The fold lines were clean and perforated. The physical object actually looked like the model on the screen. For students who have been spoon fed high-quality media since birth, that makes a difference.
• The design was separate from the actual object, which means I could go back to the computer model and make alterations/corrections, then print another one.

That final point is, in my opinion, significant. Let me explain this by making a comparison to the writing process. For children, the act of writing something by hand is laborious. It's labor-intensive to me, and I've been doing it for 35 years. So, when children write something on paper, they want that to be the first and final copy of that particular piece of writing. It's not that they don't like proofreading, editing and revising, but every change they make means another word, sentence, paragraph or page they will have to rewrite. Writing, in addition to being cognitively demanding, is physically demanding on a child's fine-motor skills. Perhaps Malcolm Gladwell is right, that the best people in a certain field aren't always the most naturally gifted, but those in the right place at the right time with the opportunity to perfect their skills. Maybe the best writers in school are those that don't get burned out from the physical act of writing.

The same is true when students are creating things in the classroom. I used to have my students cut out nets from graph paper and fold those shapes into 3-dimensional objects. After spending more than one math lesson to do this,  we could finally get to the learning. This is not considered efficient in the business or medical world, yet in education we just kind of shrug it off and learn to deal with it. And what happened if a student's shape was not exactly symmetrical or was missing a side? Well, they got to be the kid with the lopsided shape. What if I wanted to demonstrate how changing the dimensions of the shape could conserve volume but change surface area? I guess I could have the students cut out a new shape, but there goes another 15-20 minutes. The fact that the media students used to design the object also became the object used to teach the concept was problematic.

This is not as much of a problem when the students design their model on the computer because they can manipulate it without having to physically create another shape. And for all those Piaget and Montessori fans out there, the end result is still a physical object that students can touch and compare. Students learn the basic foundations of rapid prototyping and iterative design, two principals and practices that pretty much define research and development. This is a far cry from the current model of "one and done" projects in schools today.

Below is  a video created by the folks in the Curry School of Education at the University of Virginia who are starting to explore how digital fabrication can be applied in schools to enhance student learning.

I will follow up in a couple of days and explain how I took this concept and turned it into a learning activity for my preservice teachers.

Puzzle or Mystery

I have been reading What the Dog Saw by Malcolm Gladwell, a collection of essays he wrote for The New Yorker. In one of the essays he discusses the downfall of Enron, using the metaphors of Puzzles and Mysteries (originally coined by Gregory Treverton)  to compare how different people (financial analysts, prosecuting attorneys, undergraduate students, etc.) described the circumstances that led to one of the largest U.S. companies to declare bankruptcy and thousands of people to lose millions of dollars in investments. According to Gladwell, a puzzle is sender-dependent. That is, someone has a missing piece of information that, when shared with others, makes all the other pieces fall into place. He uses the whereabouts of Osama Bin Laden as an example. Bin Laden is out there somewhere, and there are people who know where he is. When (or if) one of those people gives a clue as to where he is hiding (if in fact he stays in one place for any length of time) it will greatly facilitate the task of locating him. Mysteries, on the other hand, are receiver-dependent. While puzzles are defined as having too little information, mysteries have too much information and it is up to the person to filter, categorize and organize that information into a framework that can be understood. He cites the propaganda surrounding the German's development of the V-1 "Buzz Bomb," as a mystery because the Germans were giving an enormous amount of clues about the V-1 project through their propaganda as a way to maintain the country's morale. It was up to a group of experts who knew how to decode such messages to determine if (a) the bomb was even real or not, and (b) how urgent it was to find it. In this case, there was a lot of information about this weapon being sent out over the airwaves, but the common listener was not able to make sense out of it. Along these lines, Gladwell's evaluation of the events that led to the Enron collapse is that they were a mystery, rather than a puzzle. The prosecutors argued that Jeffrey Skilling was withholding vital information from shareholders in order to make them think the company was making more money than it really was. In fact, what Skilling and his accountants did was create vast amounts of convoluted information through thousands of extremely complex investing schemes, each of which were legal (though not very ethical or wise) and openly available to anyone who wanted to read them (if in fact one finds reading thousands of pages of legal jargon fun). The issue was not that Enron withheld data; the problem was in the fact that there was so much data that no one could make sense of.

As I wrapped up my class on teaching, learning and assessment, these metaphors came to mind again. Is teaching and learning a puzzle or a mystery? Are the solutions to the problems in education (lack of student engagement, lack of a "thinking curriculum," performance gaps between different groups of students, just to name a few) still out there somewhere in Plato's "world of Forms" waiting to be discovered? Has the right genius not yet entered his or her doctoral program (ask a first-year doc student what he or she hopes to accomplish in grad school and you will see my humor in this)? Has the right technology or reading/math series or game or teaching strategy or professional development just not been invented yet? Or is it that teaching and learning is not a puzzle at all? Perhaps teaching and learning, collectively, is a mystery. The human condition is so complex, filled with competing relationships, environments, conflicting messages, emotions, struggles, beliefs, values, attitudes, desires and needs. If each of these factors interact with each other and lead to self-identity, isn't it safe to assume that these same factors will influence what my students and I bring to the learning table and what takes place between us? My message to my students was this: You have learned some skills that will help you teach, but don't underestimate the importance of your ability to make sense out of your teaching environment. I threw around terms like "scaffolding," "differentiation," "formative and summative assessment," "student engagement," and "student- and teacher-centered instruction," but I couldn't realistically expect each person to leave my class able to do those things proficiently (it was the first time most of them had ever heard those terms or attempted to operationalize them). What I hoped would happen is that defining, talking about and grappling with these concepts would make my students aware that the need for these concepts exists. In other words, I was trying to make these concepts part of the perceptual filter they will take with them into the classroom. They will develop their ability to differentiate, scaffold, etc. over time, but they must first recognize these as tools that will help them make sense out of a complex learning environment. Otherwise, they will, at best, be constantly chasing after the next great idea, and at worst, teach as they were taught as the world evolves around them. Teaching and learning is indeed a mystery, and teachers must know how to decode and work within their environment in a way that is sensitive to the students they are serving.

The Powerlessness of Some Stories

I am still thinking about stories, memory and learning. As I wrote earlier, with a quick scan down the list of former students I can recall the digital story each one of them created for my class. I have had former students tell me the same thing. They can remember the stories created by their classmates, recalling some of the most amazing details. When I read the names of my students, I could hear their voices, see the images in my head, remember the anecdotes they shared, and in some cases, associate the music they included as part of their projects. This made me think of another project I was involved in while I was teaching these undergraduate classes. I spent the better part of two years of my life working with teachers and helping they and their students create short historical documentaries by mashing up archival material and user-generated content. The movies ranged from the Harlem Renaissance to the Great Migration, to the causes and effects of the Civil War. I worked with about a half-dozen teachers and approximately 150 students. I didn't spend as much time in those classrooms as I did with my preservice teachers, but I did spend enough time with them that when I scan the list of students from each class I can place a face with the name. Over the  course of 3 very intense projects, I helped them make about 150 movies, give or take a few students who missed too much school or didn't use their time wisely.

Oddly, I could remember very little about the movies they created, even though they shared many similarities with the movies created by the preservice teachers. In contrast, I helped over 200 preservice teachers create digital stories over a 4-year span and I can remember every single story. As another contrast, the quality and form of the movies was quite different. This is not meant to be a knock on 6th graders, but undergraduates at the University of Virginia knew a little more about storytelling and expression than the 12-13 year olds I was working with. Here are some of the notable differences in their projects:

6th Graders	Preservice Teachers
Chose images from a pool hand-picked by teacher	Took or found their own images
Most of the stories used the same images	Every story was completely unique
Narrative was an expository essay	Narrative was a story
Most of the narratives covered the exact same main points (convergent coverage of the topic)	Narratives were totally unique (divergent coverage of the topic)
Stories did not have music	Stories had music
Stories reflected what the teacher told them they had to remember	Stories reflected personal learning

I know this is probably not a complete list, but this is what I was able to come up with after viewing a few of each type of story. Honestly, the 6th grade movies all sounded and looked the same. Yes, the topics were covered in different order, there was slight variation on the images used and the narrative was worded differently, but for the most part they were identical. Kind of like Kevin Costner movies.

This is an interesting topic to me, and I plan on covering it more in the future. I am leaving tomorrow for SITE, and I hope to have some good conversations about digital storytelling and other tech-related teaching strategies.

The Power of Stories

I have recently been reading (and re-reading) some interviews I conducted with former teacher education students at the University of Virginia. The purpose of the interviews was to ask each person, who also happens to be in his or her first year of teaching, which aspects of their educational technology coursework they are using now that they are full-time teachers. The information obtained from these interviews has been fascinating, but what is even more amazing is how much they remember from the Digital Storytelling project we did. Most of these teachers were in different sections of my class and made their digital stories about various (sometimes random) topics. Some of them did creative writing, while others told personal stories. Some of the movies were based on a topic from the school curriculum, while other themes will likely NEVER find their way into a textbook or unit of study. I always made a big deal about these movies. I would put them all into one, long movie and added my own silly introduction and somewhat sentimental/inspiring conclusion. We brought in food and generally had a lot of fun watching everyone's story. It was always a great way to end the semester.

As I was reading through one of the interview scripts, it dawned on me that I actually remembered the movie made by every participant in my study (n=8). So, as an experiment I went back and looked at every class list from every ed. tech. class I taught at UVa. Sure enough, I could recall what every single person's movie was about, just from reading each name! Stories about fathers who immigrated from other countries, stories of working with special needs students, stories told from a dog's perspective, stories about stuffed animals that wandered away from their class on a field trip and discovered the UVa Grounds in the process. Stories using scanned photographs, stories that were hand-drawn, stories using images from a memorable experience, stories with roommates posing as the characters in the story. I was amazed and was briefly lost in the symphony of stories washing over my memory. I remember pitching digital storytelling as a great activity to engage students in writing, but it's now clear to me that the real power of stories was completely lost on me at the time. People connect, identify, place themselves in, and yes, even remember stories.

Has anyone else experienced this power in their own use of stories in the classroom?

Research and Evidence

From early on in my doctoral studies, I gravitated toward research that had practical implications. I am not suggesting that survey research is not practical, but for the most part it really didn't interest me that much. I was far more interested in studies that measured things that matter to teachers and students: time on task, engagement with the instruction, student artifacts and learning. As a teacher, these were the things that interested me. I had to be sensitive to each student as an individual and the different factors that directly influenced their lives, but I felt more compelled to make my classroom as exciting as possible than I did to try to change their lives at home or their attitudes toward school. This is just where I chose to put my time and energy. So, when I see research that is really creative, unique or practical, I am suddenly interested. There are two such studies that I find fascinating. The first is a study about the influence of success or failure on perception. This could have easily been done with a research instrument (survey, questionnaire, etc.), but these researchers chose to measure the influence of success or failure (in this case, kicking field goals) by having participants adjust a miniature goal post to the size they thought was to scale after they had just attempted 10 field goals. People who kicked too low routinely adjusted the mini goal post too high; people who kicked wide right or left would judge the distance between the goal posts to be more narrow than they really are. Even more surprising, the more field goals a person made, the wider they adjusted the goal posts. It's fascinating to think that people standing side-by-side, based on their success at kicking field goals, were actually not looking at the same object. I really like this study because it accurately reflects how people might actually perceive objects or experiences with which they have had past success or failure. I used to notice something similar with my students in regard to reading ability. Those who struggled with reading were more likely to perceive words with a lot of letters as harder. I found them skipping past or mumbling long words, even if the words weren't really that hard to read (e.g., doorstop). I have no formal data, just my own experience, to back this up, but based on the findings of the field goal study it makes sense that this phenomenon would apply to other areas of life.

The second study, if one can call it that, is based on a series of VW commercials. The premise is that people will be more likely to do otherwise mundane or bothersome activities if they are made to be fun. You need to watch the videos to see what I am talking about. What I find interesting is the way they measure the influence of "fun" on the desired behavior: the number of people using a recycling  bin, number of people using the stairs and the weight of the trash in a garbage can. Each of these outcomes measure exactly what the fun was meant to increase. No surveys or other validated instruments; just an increase in the thing that is meant to be increased.

Of course, student outcomes aren't as tidy as the number of people to use the stairs instead of the escalator in a 24-hour period. Concepts such as "understanding," "effort," and "engagement" are really hard to define, thus, are hard to measure. But there are some things that teachers would like see more of from their students that can be measured: time on task, attention to detail, and higher-order thinking. These two studies have breathed a little life into my interest in student outcomes and classroom-based research. They are innovative, creative and, at least to the people who are interested in perception or increasing civic-minded behavior, relevant. Research should be, if nothing else, relevant.

I can still hear the words of two of my professors ...

Professor A: By the time you leave my class, I want you all to be from Missouri. Why Missouri? Because it's the Show-Me State, and if you make claims based on your research, you need to show me. Your data should show me something.

Professor B: If something exists, then it exists in some amount and can, therefore, be measured.

I didn't realize this at the time, but these have become words to live by.

I won't read this unless you print it

I recently read Keith Barton's 2005 article, "Primary Sources in History: Breaking Through the Myths" for about the upteenth time. It's a great article that talks about the misconceptions many teachers have about using primary source documents with their students. The belief many teachers have, especially those with little experience with primary sources themselves, is that students will learn more from reading/analyzing primary sources directly than they will from secondary sources. These teachers assign primary sources as reading assignments as if they were chapters from a history textbook. This is almost always confusing to students, and they rarely make the connections between documents that expert historians do. This has less to do with the documents or the students and more to do with the way expert historians approach primary sources. In order to make sense of primary source documents, historians employ certain strategies that help them contextualize the source and see where it fits with other sources written about similar events at around the same period in time. OK, make a mental note: historians, reading primary source documents, strategies. Earlier today, Willy from edfoc.us referenced an article by Mark Bauerlein, in which he claims online reading is a literacy of a lesser kind. His premise is that people, especially students who have gorged themselves on media since they were able to sit upright, don't really read online text. They skim, click and scroll past vast expanses of text, mining out the words they want to see (my paraphrase). The whole argument Mr. Bauerline poses is reminiscent of Marhall McLuhan, who believed that different media would embed themselves with the message, affecting the way our brains would perceive the message. If this perspective were to be taken to the extreme, one could argue that it doesn't matter what a person reads online -- a classic poem, a love letter, a death threat, sports scores, War and Peace -- because the end result will be scanning, clicking and scrolling. A lesser kind of literacy. If people follow this line of logic -- and trust me, school adminstrators have been known to take it in hook, line and sinker -- then it's no wonder there is such a knee-jerk reaction to digital technologies.

In Mr. Bauerlein's defense, I have taught online classes for several years, and I know firsthand that many students don't read the course documents that could very well mean the difference between passing my class and failing it. These documents are online, and although I urge my students to print them off and read them carefully, I know they skim, click and scroll. Then they argue with me that I was unclear about the due date for a paper they failed to turn in on time. So, yes, online reading can be a problem, but would these students have studied the syllabus any closer had I handed them a printed copy? Probably not.

This brings me back to the problems associated with giving students historical documents. Regardless, of the potential to do more harm than good, there can be tremendous payoffs for student learning if teachers structure the activity appropriately and give their students strategies for decoding these documents. Strategies such as SOAPS, APPARTS and SCIM-C are all designed to give students a heuristic for analyzing primary sources. The same is true of reading instruction, where students are taught strategies for comprehending what they read. Teachers don't give first graders a pile of books, then complain that they don't know how to read, and this shouldn't happen with online text either.

What Willy addresses in his post is that new types of media -- digital text, in this case -- require different, and sometimes new, strategies for avoiding the pitfalls they introduce into the learning environment. Rather than demonize digital text, we should see it as a challenge that requires new ways of thinking about the problem. We don't approach other content areas without strategies for navigating through them, and online reading should be no different. Whether it's using new tools, employing new strategies or simply pointing out the pitfalls, online reading is here to stay and should be approached proactively.

My Self won't stop following Me

I just browsed a really interesting book on autobiography in education. I plan on finding it at my school's library or through ILL because the Google Book only gave excerpts from each chapter. I have always been a believer in reflective practice in teacher education since my professors made me do it in college. They were successful in indoctrinating me. :) Seriously, self-reflection exposed a lot of "baggage" about my own experience as a student that, if left unexamined, could have led to some less than desirable outcomes as a teacher. In a nutshell, I was the guy who made good grades but never really thought much about what I was learning. I never made trouble for my teachers, but I never really made a difference in my school. I stood out because of my own talents, but I never really stood up for anything. Seth Godin touches on this in an insightful post. Schooling is about learning the ropes and working the system; whereas, learning is about getting it. I don't honestly think I got it until I was a sophomore in college. In many ways, I still don't get it. However, I am content to know the difference between what I get and what I don't get. The things I don't get that I still want to get, I am pursuing. The things I don't get that I don't mind if I never get, I am content to drop them. Or at least shelf them until I have a desire to get them again someday.

OK, enough of that. The reason I brought this up at all is because I am really wrestling with the kinds of things my students should be reflecting on, and how they should be reflecting on them. For me, blogs are great but they don't work for everyone. For me, transparency is OK, but not everyone feels comfortable with it. I want my preservice teachers to have the freedom to admit when they are struggling to find the "teachable moments" in their field experiences, but I want them to look past the schooling game so many of them have played for so long and think about learning. On the other hand, I don't necessarily want to push every student toward the "deeper experience," as one of my online students so accurately put it this summer. Some of them may not be at that point in their learning, and it just adds unnecessary pressure when students think they need to uncover the drama in an experience that was probably pretty bland to begin with. Frankly, my K-12 experience was devoid of very many light bulb or a-ha moments, so a dramatic account of my school days would be predominantly fiction.

This gets me back to the scaffolding issue. With a little modeling, some constructive formative feedback along the way and a clear target for the kinds of things they should be looking for in the classrooms in which they observe or teach, I think reflective practice can be, and is, very effective. I know entire dissertations have been written on this topic, so I haven't even scratched the surface. But it's a timely thing to be thinking about as I start my classes next week.