Tag Archives: education

Episode 105: Subscription software and education


We discuss the growing trend of software going subscription only.

Does collecting a monthly fee make it more likely or less likely that a company will continue to improve their software. Does not having to focus on creating new versions to sell make it less likely that software makers create new versions just to have something to sell?

How will educational institutions handle the switch to Adobe Creative Suite going subscription only? How about Office 365? Are the days of owning software coming to an end?

We have a detailed discussion on how the Lehigh University journalism department is attempting to handle this situation, and how much extra money it could cost. The department is considering getting away from Adobe Creative Cloud because of the price.

This is a big change for educational institutions, non-profits, students and others that traditionally did not upgrade constantly to the latest and greatest version of Microsoft Office of Adobe Creative Suite.

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Episode 82: How to learn in college (and do grades matter?)

We spend the entire episode discussing Jeremy’s Six things I wish someone had told me about college. Do grades matter? How much should you experiment with different classes and majors? How important are clubs and friends and learning on your own? We believe it takes more than the classroom to make a good university education.

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On science and sports

I overheard a few teachers at this year’s Intel International Science and Engineering Fair lamenting how difficult it was to get their schools to pay science teachers to mentor students and help them in science competitions.

Sports coaches have no problem getting paid, sometimes quite well. One teacher said their high school football couch was paid $10,000, while science teachers received nothing for helping students do independent research, enter competitions, bring pride to their communities and help invent things that push the human race forward.

One man was a retired science teacher and sports coach. He was always paid to be a coach, but his school had trouble recognizing the value of science. After he retired his school continued to ask him to ahead their science competition program.

He had one condition: Pay the science teachers for their work. They refused, and so he remained fully retired. The first year was a disaster without him at the helm.

And so they asked again. And he asked again. And they relented.

No, the science teachers at his school aren’t getting paid what some of the coaches make. But they’re getting paid something. Their contributions finally have some merit in the school board’s eyes.

Can you quickly spot an American here? Hard to say, but many of the other countries’ students are hard to miss.

The Canadian students are dressed in matching red jackets that say Team Canada. Team Canada. Science students.

They stand like Olympians, one united team. They proudly sport Canadian red with their flag on their sleeves.

The Brazilians look like they’re attending the World Cup with their yellow shirts with blue stripes and Brazil emblazoned on the front. They also have yellow and blue soccer-style hooded jackets for when it gets cold.

With more than half the students hailing from the U.S. it would be unwieldily to have a Team USA, but how about a Team Maryland or a Team DC? There is some hope.

I did see a bunch of students wearing Team New York City apparel, and it gave me chills to see their pride in science. But New York City has been embracing science and tech in a way that most of the U.S. isn’t.

Mayor Bloomberg is making a big push into STEM education by both joining Code Year to learn how to program and by partnering with Cornell University to build a new graduate engineering and applied sciences school in New York City. So far the New York City Team is the only U.S team I’ve seen dressed up. Also, I give them bonus points for having chemistry equations as part of their uniforms.

The jackets and the shirts are a nice way to show pride in students, but they’re not a necessity. Paying teachers to work with students like we pay coaches is a real issue.

Are we not being shouted at by politicians about the importance of STEM education and jobs? Aren’t many bemoaning that too many students don’t take enough STEM classes in college?

Actions speak louder than words. In high schools and colleges across the U.S., the football coach is king. When the team is doing well he’s revered, but when the losses mount up, no matter how good a mentor of young men he is, he’s vilified and his time is limited.

There are individual schools from America that take STEM education very seriously, arguably the best in the world. American students usually do well at international high school science fairs.

But we’re also the wealthiest country on Earth and the third largest by
population. We should do well. And appreciation for math and science and wonderment shouldn’t be limited to students who happen to live in the right areas.

I love sports. I continue to try to play sports in my older and fatter age. I got my professional start as a sports writer.

I think high school coaches should be paid for their time. They help make student’s lives better. They help mold young men and women, and students that play sports do better in high school.

We should also pay science teachers and debate coaches and glee coaches and the head of the computer club for their time. Students who are active and engaged with mentors and in their schools also do better.

So, how do we get more American high schools to make science glamorous? If we can do that, more kids will take STEM classes. Making the world a better place is glamorous.

Young boys dream of being on the varsity football team. I’d like them to dream that they were on the science team too.

Episode 24: Enter iBooks Author

Apple announced yesterday a new textbook intitative and textbook creator called iBooks Author that Apple is hoping will bring much richer experiences to digital textbooks.

Having used ebooks for classes in the past, I can tell you that the state of digital textbooks is appalling. Most are simply digital version of print textbooks. No interactivity or multimedia or anything that makes computers so powerful.

We discuss Apple’s education event and give our early thoughts on these new endeavors. We have played around with iBooks textbooks and the new iBooks Author.

A few things we have learned about iBooks textbooks and iBooks Author:

  • iBooks Author only outputs files that can be used in iBooks and you can only sell your iBooks Author books in the iBook store.
  • iBooks Author is free, which might explain Apple’s restrictions, but we haven’t ever heard of applications that restrict would you can with their output.
  • These files cannot be viewed on devices besides the iPad, including Macs.
  • The new iBooks app supports ePub 3, which brings richer graphics, multimedia and programing to ebooks.
  • iBooks Author appears to be the easiest and best digital textbook creation tool available.
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Episode 23: STEM to STEAM

Amazon Kindle 4 WiFi

We start off this week by discussing the tech gifts we received for Christmas.

We then get into a lengthy discussion of STEM to STEAM, which is an initiative to add the arts to the heart of STEM (science, technology, engineering and mathematics).

Great companies like Apple have been successful because they have been able to combine the arts and the humanities with technology. The arts are also important to learning. If you care about education, STEM and the arts, this is the show for you.

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6% of 2- to 5-year-olds have their own smartphone

A new survey by the Joan Ganz Cooney Center at Sesame Workshop has some very interesting findings:

  • 72 percent of the 100 top-selling education apps in Apple’s iTunes App store this year were aimed at preschoolers and those in elementary school.
  • 66 percent 4- to 7-year-olds have used an iPhone or iPod.

I wonder how this will affect these children’s development. I also wonder how this will impact education. Will children increasing expect smartphones and tablets as part of their educational experiences? Most of us grew up with computers in school, but many of today’s youth are growing up with a new computing paradigm that teacher’s may not be prepared for.

The problem with for-profit education

Being a project that is centered around the intersection of technology and the liberal arts, naturally we have an interest with seeing new online tools emerge for education. We think their is a role — perhaps a very strong one — for online education. Jeremy is not only teaching his students about the Web and how it can further journalism, he is also using online tools to teach them.

But we support education, not the monstrosities that most for-profit educational systems have become:

Management handed down revamped telemarketing scripts designed to prey on poor and uneducated consumers, honing in on their past mistakes in life as a ploy to convince them that college would solve all their problems, according to conversations with more than a dozen current and former Education Management Corp. employees over the past two months.

“You’d probe to find a weakness,” said Brian Klein, a former admissions employee who worked for three years at Argosy University Online, one of four major colleges operated by EDMC. “You basically take all that failure and all those bad decisions, and you spin it around and put it right back in their face as guilt, to go to this shitty university and run up all of this debt.”

Just as the subprime mortgage bubble was giving way to a bust that would help trigger a devastating financial crisis, Goldman Sachs, a firm that had been at the center of Wall Street’s rampant mortgage speculation, found its way to a new area of explosive growth: In claiming what would eventually become a 41 percent stake in Education Management Corp., Goldman secured itself a means of tapping into the boom in for-profit higher education. The federal government was boosting aid to college students nationwide, just as a declining economy prompted millions of Americans to seek refuge in higher education, leading to dramatically expanding enrollments at many institutions.

This piece is a fascinating read, and shows The Huffington Post at its finest, doing real, important journalism. Journalism that many organizations have forgotten.

Hopefully the pitfalls of for-profit education won’t turn people away from good online tools that enhance learning.

Episode 16: Honor Steve Jobs by learning something new, something outside your comfort zone

We dedicate this week’s episode to Steve Jobs, but rather than send up his life’s work, which we already did after he retired, we decided to salute Steve Jobs’s legacy of thinking different and of learning new skills.

This episode looks at education and how school almost beat the creativity out of him. This episode also encourages students to look outside their majors, to take random classes and to experiment.

The original Macintosh and personal computers owe their great typography to Steve Jobs randomly taking a calligraphy class (or rather dropping into it). Steve was a life-long student. While Steve Jobs may be best known for founding a great tech company, his appreciation for design and the liberal arts really helped move the industry forward and helped make computers more personal.

More journalists should learn about technology and computer science. More engineers should learn more about the arts and writing. We could all stand to know more than just our majors and careers.

What made Steve Job great was not that he was the world’s best designer or engineer, but rather that he could get people to put it all together. He understood at least a little bit of everything that Apple did. That allowed him to get designers, hardware engineers and software developers to work together to create products that were a cut above competitors.

Perhaps the best way to honor Steve Jobs is to learn something new. Go ahead, go outside your comfort zone. Think different.

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Does for-profit education work?

I found this to be particularly thought provoking:

The Senate committee found an average dropout rate of 57 percent within two years of enrollment at 16 unnamed for-profit schools. More than 95 percent of students at two-year proprietary schools, and 93 percent at four-year schools, took out student loans in 2007, the committee found. That compares to fewer than 17 percent of community college students and 44.3 percent of students at four-year public schools. Students at for-profit schools also account for nearly half of all student loan defaults, the committee found.

“Some for-profit schools are efficient government subsidy collectors first and educational institutions second,” the committee concluded in its report.

Will we see the unbundling of university educations in the 21st century?

Clay Shirky’s latest piece on the unbundling of journalism (no longer putting disparate pieces of content and subjects together to sell ads), has spurred an equally thought provoking piece on unbundling university educations:

Teaching accounting courses in order to take money from state legislatures and businesses and give it to the humanities department never made much sense.

Majors that prepare students for specific jobs and careers are like the sports section. They put students in the seats. States and businesses want strong economies, so they are willing to subsidize students’ educations, in a variety of ways. Universities use part of the money to support higher-minded educational goals, such as the liberal arts. Everyone is happy.

Well, they were in the 20th century.

The disruptive influence of the Internet and economic issues, particularly the lack of state funding for state schools and the rapidly rising cost of higher education, are leading the way towards a higher education revolution. What will it look like? Far too early to tell.

The fear that I and many have is that higher education is swinging far too much towards trade school with a focus on getting a job today, instead of teaching a person how to be a lifetime student, critical thinker and an active participant in society and democracy. There are many issues with higher education being focused too much on specific careers. First, we can’t predict what quantity of jobs we’ll need in five years, let alone 50. The entire point of a traditional liberal arts education is to further educate someone and give that person the tools for additional inquiry. A traditional liberal arts education is supposed to be the beginning of your education, not the end.

With a strong traditional liberal arts background, a person would not only have strong critical thinking, reasoning and writing skills, but they would also be adept at philosophy, math, science, English, music, etc. I keep saying traditional liberal arts education, because most liberal arts majors do not receive a traditional liberal arts education that would provide this foundation.

Math majors are allowed to get by taking mostly math classes. English students take mostly English classes. A true liberal arts education challenges a student in a variety of topics, so that even if you graduated with an English degree, you would have a good understanding of topics such as logic, math (at least calculus and statistics), several sciences and the scientific method, philosophy, economics and even music or some kind of art.

Jeremy and I will be talking a lot more about education on future episodes of the podcast, particularly higher education, online learning and new ways of learning information such as Wikipedia, Academic Earththe Khan Academy and Open Study. Perhaps the need for traditional educations is withering. I learn so much online today, and the Internet is humanity’s greatest warehouse of knowledge. It’s all there for the taking.

Or perhaps the Internet shows us how much more we need a good educational foundation to be able to judge the quality of sources. The Internet is full of sources of information, and there are no barriers to publishing information, regardless of the author’s merit. The real skill that people need is be able to tell which sources are worth trusting.