Lateral Promotion

I should probably have kept this for a fun on Friday...

Reminds me of something, but I can't think what.

Fun On Friday #118: Happiness Is A Warm Electro-magnet

It's art. It's science and technology. It's happiness.

F5 2011 RE:PLAY Film Festival. Inductance from Physalia Studio on Vimeo.

I would love to know more about this project. For example, what did they put inside the plastic balls?

Work station?

To borrow an advert from Rock Radio, "If a train station is where trains stop, and a bus station is where busses stop, what happens at a work station?"

The coming session is set to be our last on the Jordanhill Campus here at Strathclyde. While I see the advantages of a single campus university and while I look forward to new facilities in the City Centre campus, I must admit to some sadness when I think of the loss of the Jordanhill campus and all the history associated with it. (My personal history as well as institutional and educational history.) That, however, is a topic for a future post. This post is about work stations - hence the introductory paragraph.

Today, I had a look at samples of the furniture proposed for the new office space. The only piece I have strong feelings about is the stool pictured here as I found it surprisingly uncomfortable. Therefore, I was going to send a, "Not really fussed", message to the people asking for opinions. But before I sent the message, I decided to clear some of my email backlog... and I'm glad I did because I read message from Terry Freedman's Computers in Classrooms newsletter - specifically the June edition.

There are a number of interesting articles in the newsletter (as always) but two in particular caught my eye and connected to what I had just been doing. The first was "Building a thinking room" in the news section. This article led to a piece of the same name in the Wall Street Journal which talked about research into the effect of things like colour, light and space on peoples' creativity and their well-being. Given that we are moving into open plan staff accommodation on the city centre campus, I was especially struck by Terry's comment which I will quote at length:

It reminds me of when I visited Pearsons publishing a year or so ago. Our guide said, “Let me show you our ideas room”. This turned out to be a plain room with white walls and white comfy furniture and, if my memory serves me well, a single painting on the wall. Very relaxing, and certainly a far cry from the sort of open plan, manically active spaces that seem to be de rigeur these days. I asked a proponent of such areas how the kids and teachers cope with the noise from other areas. He replied, “Oh, they get used to it.”

No, they don’t. And even if they do, why should they have to?

Spaces should be designed according to the purpose for which they’re intended to be used. Vast open plan areas are great when you’re running an activity that involves students working in groups and then coming together or interacting with other groups. They are hopeless for housing different classes working completely separately from each other.

Part of the rationale for moving to open plan is that it will encourage collaboration but I wonder what proportion of our time as academics is taken up with, "working completely separately from each other..." Perhaps that proportion needs to change. If I am to up my research profile, I probably need to work more with others and by myself less. Perhaps a new layout and new office space will help me do that. But I wonder if I will become more or less effective when I do have to work on my own?

The second section of Terry's newsletter that connected with what I had just done, was "Youngsters designing learning spaces" in the "Quick Looks" section. It linked to a report from RM on a competition for schools to design their ideal learning spaces. The winners and further details can be found on the RM site and a report in the TES gives a good summary. Two things struck me. The first one picks up Terry's comment above as the TES notes: "Perhaps surprisingly, controlling noise was important to many pupils, and sound-proofing the room was suggested in many cases." I suspect that it is not just about having somewhere quite to go and think (interesting that the iPod generation sees the value in this) but also about having somewhere they can make noise without disturbing others. I was also struck by the pupil's understanding (at least at some level) of the importance of colour and comfort in a learning environment.

The end result is that having read Terry's newsletter, I'm going to go back down to the room with the furniture, I'm going to look at it, I'm going to use it, I'm going to think about colour... and then, I'm going to write what will hopefully be a more considered response on what furniture and colours I'd prefer in the re-furbished accommodation on the city centre campus.

Fun On Friday #117: I Can't Think Of Any Jokes

A song that is really just an excuse to tell a whole pile of jokes:

As Blindingham (AKA Alfred Williams - the performer and, I assume composer) says, "'Never mind the quality, feel the width' was very much my guiding principle with this one." I really like this approach: collect a whole pile of jokes and then sing them. Brilliant! (It's a technique I've used myself, for example, I once wrote a sketch for Sunday School which was really just an excuse to tell a whole load of "Doctor, doctor" jokes.) I like the out-takes at the end of the video too: "Too many words and not enough notes!"

Sad nerd that I am, I had a go at transcribing the lyrics. I think I got most of it but was completely stumped by the second last joke; anyone want to offer a suggestion?

At the end of the video, Mr Williams says that he'd better stop for everyone's sake. I beg to differ. I'd have been quite happy for him to keep going, for example he could have told the one about the blunt pencil, but I suppose it would have been pointless. If you can't help with the missing lyric, perhaps you could suggest further additions to the song.

{This is a partial cross-post from Feedback, my music blog. If you are interested in downloading the track, the Feedback blog shows you where to get it!}

{P.S. Thanks to the Mitch Benn Podcast for brining this track to my attention.}

Fun On Friday #116: Street Art

I've posted about graffiti before (Fun On Friday #109: Reverse Graffiti) and about street art (sort of, with the photo in Fun on Friday #28: More Optical Illusions) but here's a link to an artist who literally puts his art on the street: Roadsworth.

plug, a photo by nomsaleena on Flickr.

I especially like the one of the zebra crossing that he's turned into a giant footprint and the plug hole one shown here

He is coming to Scotland and will be doing some art near Glasgow, so hopefully I'll get a chance to see his work first hand.

What do you think of Roadsworth's art?

Fun On Friday #115: Stovies

Dustin Hoffman extols the virtues of stovies:

And ice cream for pudding!

SICTDG: LTS Wireless Networking Group

Live capture of discussion at SICTDG Meeting Stirling, Friday 3 June

Report of meeting where there was a divide between educationalists and those in charge of infrastructure. Educationalists were making a good case but technologists were asking things like, "Why do we need wifi?". Some people who attended we saddened by the resistance felt by educationalists. Attitude should be what do you need and how can we provide it but the feeling is that it still works at the level of what they are willing to provide and they see wifi as carrying a high risk. Corporate still do not understand the educational rational for pupil owned mobile devices connecting to educational wifi. Of course, they have to protect the network but they should also be providing a service. We need to articulate clearly therefore why education needs this. In general, we need to explain what education needs from emerging technologies.

The future will almost certainly rely on personal mobile devices, probably one per pupil. This means wifi networks will have to be robust enough to cope with thousands of devices accessing the network. Technology will be (is already) embedded in learning.

One authority described how they were approaching this problem. In a school, it was suggested, there should be a secure network for admin computers. There is then a separate network (possibly a virtual separation) where educational networking activities can take place. Problem is of course where teachers need access to both for different activities. The are other difficulties, for example, they were told that access to corporate mail has to take place on campus, i.e. home access isn't allowed. There is also a problem with some subjects that make heavy use of storage (e.g. Art, CDT etc.) but the problem is it can only be accessed in school. Therefore, looking at possibility of moving this storage out of school and onto the cloud somehow. Then there will be a group of Internet only machines. {Not sure of the rationale - is it to minimise virus problems by preventing application installation? - DM} There will be a couple more layers for wifi access - one for school owned devices and a second for teacher/pupil owned devices.

More than one authority is acknowledging that realistically, they do not have the budget to provide all the required technology and that the future will therefore have to include pupil/teacher devices. This has social inclusion applications and of course security implications. Is it possible to use Glow for authentication and storage? This worries IT security people. The feeling though is that corporate IT are using security worries to prevent and stifle development rather than working with education to see how it can be made to work. Disappointment was expressed at the level of resistance and level of incomprehension as to why education want to use wifi and mobile devices in the first place.