Rumble Strip

Since that time of Grandma’s discovery, I have lovingly referred to those cuts in the pavement as “helicopters.” I have never known what to call those safety features put in by the makers of the road. And I suppose the grooves remained a mystery to me because they had no real name in my world. I just reveled in the pure delight of knowing my grandma thought she was being followed by a helicopter! My grandma passed away a few years ago, yet I still think of her often and get that familiar smile any time I happen to veer off to one side of the road and hit those grooves.

So, it seemed fitting to me that I discovered the real name to those helicopters on my way to a family reunion last weekend. As we were driving with all eight of our children to meet up with the family, I noticed a sign along the side of the road that said, “Center Rumble Strips.” I had never seen a road sign like that before, and I had no clue as to what it could mean. As I repeated the sign over and over in my head, it dawned on me that I was being alerted to the placement of “Rumble Strips” in the center of the road and not just on the side as is usually the case. RUMBLE STRIPS! What a great name for Grandma’s helicopters! And here are two definitions:

Rumble strips are grooves or rows of raised pavement markers placed perpendicular to the direction of travel to alert inattentive drivers. As a vehicle passes over the rumble strips, noise and vibration are produced, alerting the driver they are approaching a hazard. Citation

Rumble strips (also known as audio tactile profiled markings) are a road safety feature that alert drivers to potential danger by causing a tactile vibration and audible rumbling, transmitted through the wheels into the car body. A series of rumble strips is usually either applied in the direction of travel along an edge- or centerline to alert drivers when they drift from their lane, or across the direction of travel to warn drivers of a nearby danger-spot. Research has shown that rumble strips are highly effective (and also highly cost-effective) at reducing many types of accidents. (Wikipedia)

Well, there you go. Rumble Strips are safety features, pure and simple. Apparently they are quite effective at reducing accidents. As I continued to drive with my family to the reunion, I couldn’t help but think of my family and friends who serve as Rumble Strips in my life. 

Thanks, Grandma, for alerting me to the helicopters in the first place. I otherwise may not have been taught this lesson.

The next fun item is called SPROUT and the promo on the web site claims, “With Sprout, you can build, publish and manage widgets, mini-sites, banners, mashups and other rich media Web content in three easy steps…” You don’t need to sign up unless you publish a sprout, it’s free and you start building your “sprout” immediately. The only way to really understand what I am saying is to go try it out for yourself and see how simple it is. I built this “sprout” of Whitney Ransom McGowan in about 30 minutes since I was learning as I created. If you have all of the assets gathered together, building time is just a matter of simple assembly. I thought i could embed it into WordPress, but was unsuccessful.

The book is called An Inordinate Fondness for Beetles (Evans & Bellamy) and the opening line in the prologue is “Asked what could be inferred about the work of the Creator from a study of His works, the British Scientist J.B.S. Haldane is reported to have replied, “an inordinate fondness for beetles.”

The reason why Haldane said this is because beetles are the “most successful animals on earth.” According to the book, “if every plant and animal species were placed in a row, every fifth species would be a beetle.” Estimates of the number of beetle species range from 350,000 to 8 million (Evans & Bellamy, 1996). There are more types of beetles than any other form of insect, and more insects than any other kind of animal. (Wikipedia. Accessed 18 October 2008.)

To make the metaphor, I want to look at beetles in the context of the role they play in their particular environments.

Beetles are mostly “minute recycling machines, returning organic materials to the soil for use by other organisms.” The sheer diversity of the species and their “propensity for colonizing new habitats and exploiting underutilized niches” make beetles “ideally suited to meet the rigors of their demanding and unforgiving environments” (Evans & Bellamy, p. 73).

As a simple metaphor, people who use sharing tools are like beetles. They are from all walks of life and they create and consume within their environment and share with others what they have created and consumed. Because of this sharing and collaboration, other ideas can grow and develop.

1.    How are advances in program analysis, verification, and compiler technologies measuring up to the challenges of the next generation of computing architectures (e.g., multicore computing, virtualization, etc.)?
2.    What are the technological and societal drivers to enable an “intelligent Web”? What is required to transform the current Web of data into an “Information Highway” that goes beyond Search to include tasks, accounts for the shift from consumers to producers of information, and supports information integration and reasoning?
3.    Where are we with the status, goals, and promise of artificial intelligence?
4.    In which new directions is the quest for scientific discovery taking the field of computing research?
5.    Technology impacts education in both positive and negative ways. In this era of globalization and technological advancement, how can technology be leveraged to improve education?

Of course I was particularly interested in question five. I found a PowerPoint from the summit by Cliff Lampe titled “Using Social Networks in Education” that provides an outline and some statistics regarding the use of Facebook in an educational setting. There is not much information on the PowerPoint except some statistical reporting from a survey. Questions asked in the survey include “How does Facebook change the instructor/student relationship? How are students using Facebook for education and social activities?”

There were no answers given in the PowerPoint related to the first question, but according to the survey, some of the ways in which students are using Facebook: arrange study groups or meetings (43%), collaborate on an assignment the way the professor would like (305), collaborate on an assignment the way that the instructor may not like (8%), view profile of another student (79%), view profile of professor (20%), contact another student with a question related to class or schoolwork (63%), discuss class or schoolwork (49%), and do something on Facebook as part of an assignment (8%).

I am working on my thoughts on social networks in general and particularly their application to education, and will be compiling my notes in another post. I didn’t want those thoughts to be combined with this report.

One item now being used as a social object that hasn’t really been discussed on the commercial scene yet, is a pedigree chart. The company FamilyLink.com, Inc., has built an application in Facebook called We’re Related, that centers around a pedigree chart. This social object has all of the requisite drawstring questions mentioned by Jyri Engestrom, especially the underlined final test: “Does it bring people closer together?” The success of the application with ten million users in one year, assures the developers that individuals are using the social object to connect with their family and friends.

The other preliminary questions from Engestrom include “Is it free? Is it quick and easy? Is it cross device and multi channel? Is it everyday?”  I like these questions and will apply them to the class questions listed below. And I will add one more question to the Engestrom test, based on the idea of using social objects in education.

The questions Dr. Wiley asked us to answer for the assignment were:

1. Can educational content be a social object? Why or why not?
2. Can assessments or assignments be social objects? Why or why not?
3.  If you’ve ever taken a class that used a learning management system (LMS) like Blackboard, how compatible does the idea of social objects appear to be with the notion of a learning management system?
4. One metaphor for social objects is a campfire, because campfires draw people together and therefore catalyze social interactions. Can you think of another metaphor for social objects? What are the implications of your metaphor for education?

Answers to the class questions:
In order to answer the first question, I would like to add some context from an article we read for class called Social Objects in Education, by Martin Weller. In the article, Weller states:

“The very hard lesson for academics here is that the educational value is not in the content itself but the social interaction it begets. It also means that content has to exist within a framework of appropriate tools which have the right affordances [emphasis mine] for the type of social interaction, and within a network of users who use the social objects as nodes.”

I agree with the author that the value of a social object is in the interaction(s) arising from its use. The key word for me in the above paragraph is “affordance.” I was first introduced to this idea of “affordance” by Dr. Andrew Gibbons in one of his lectures on instructional design languages.  I found a good definition of affordance at jnd.org:

“The word ‘affordance’ was originally invented by the perceptual psychologist J. J. Gibson (1977, 1979) to refer to the actionable properties between the world and an actor (a person or animal). To Gibson, affordances are a relationship. They are a part of nature: they do not have to be visible, known, or desirable. Some affordances are yet to be discovered. Some are dangerous. I suspect that none of us know all the affordances of even everyday objects…. In product design, where one deals with real, physical objects, there can be both real and perceived affordances, and the two need not be the same.”

So, the next question I would add to Engestrom’s list of tests would be “Does it grant the user (student) affordance, real or perceived?” I think this “affordance” is assumed in Engestrom’s mind and is foundational to his queries, but it is not articulated.

I also agree with Weller’s “three things for a social object driven mode of education:

a. Content that acts as a social object
b. Tools that facilitate social interaction around these objects
c. A community of learners who find the social objects engaging

So, I would say, yes, educational content, with the above criteria to grant the content “affordance” can make educational content into social objects. Tools are needed to facilitate the social interaction with that content. However, without this affordance provided, the content should not be considered a social object.

On to my answer for question 2: Yes, assessments can be social objects using the same criteria listed above for educational content. However, if an assessment is tailored for an individual answer to a specific matter that must be answered alone (no social interaction), then it should not be defined as a social object.

Question 3: In using Blackboard or another LMS, there are perhaps two or three ways in which content can become a social object. There are places within Blackboard where students/faculty can comment on each other’s work and make those comments public. Social interactions can also be built around shareable flash and other media that is posted within the Blackboard framework. Links to resources can be posted where students /faculty share information. So…yes to question 3.

A metaphor for social objects I thought of is popping popcorn and sharing it. When I turn on the popper at home, immediately my children come out of the cracks and crevices of the home and make their way to the kitchen. I hand them a bowl of popcorn when it is popped and we sit together in the kitchen (since I do not allow food to leave the kitchen), eat it and talk about whatever is on our mind.

To apply this to education, the shareable part is the popcorn that brings us together and grants “affordance” to interactions we have when we are together.

In the instance of the class assignment to find educational use of wikis, I decided to Wikipedia instead of Google. (Yep. I’m using nouns as verbs here.) At the bottom of the article on Murder, Madness and Mayhem and I found this link to Wikipedia school and university projects. There are 72 entries where Wikipedia (as a educational repository wiki) is being used in an educational setting.

Since there were so many links on the page, I decided to close my eyes and just click. I figured this method was scientific enough of a random sample to test out how a wiki was being used in education. The link I clicked was ITESM Campus Toluca. On the right hand side of this wiki page, I clicked on the navigation bar titled “Wiki Projects” and three more links appeared. I clicked on the last link titled “Mexico Stubs” and found a Wikipedia page dedicated to creating and expanding sub-categories related to Mexico. Hmmmmmm….

My task, besides researching on the use of wikis, is to write about what I found particularly interesting in my search, and what I would suggest as extensions or enhancements to the use of the wiki in question. The article just was there to help out in the categorization and discovery of content for Mexico. (At this point I think I will Google “educational use of wikis” instead of Wkipedia the phrase.)

I decided to go into the Google pages a bit after entering the search term and I found Peggy’s page. Peggy has a list of bookmarks to categories such as

Wiki in a K-12 classroom – WikEd (links to Wikipedia)

WikiEducator (work on building open education resources [OERs] on how to create OERs)

educationalwikis » Articles and Resources

I found this last site to contain many links to top resources. There are videos, podcasts and discussion forums all centered around using wikis for education. Definitely the answer is to Google AND Wikipedia for a list of resources.

As per our assignment in my social media class, I went to Wikipedia article about the The Church of Jesus Christ of Latter-day Saints and made a change that I thought was appropriate. I made the change (according to the Wikipedia log) on September 17, at 19:27. (I added in the LDS doctrine of baptism by immersion.) Well, less than a day later (September 18, 9:40), my change was deleted with the explanation “baptism by immersion doesn’t distinguish it from other christian denominations–many christian denoms have baptism by immersion.”

I have to conclude that Good Olfactory (user name of person who changed my entry to Wikipedia) was right in changing my addition. And well, Good Olfactory made more than 20 other changes that day, so I am assuming that many of my colleagues learned about revisionist history in this exercise.

I found the site Thoughts on Teaching in the readers’ comment section. It is a great outline on what worked and didn’t work for a particular class that used blogs.

What I would add to make this a better learning experience, is to make another blog post that incorporates the good comments and suggestions that were added by the readers.

I am very interested in new media/social media because I am a great proponent of learning in communities. I believe that there are areas in which we can utilize some of the new/social media technology to “broker” online relationships in many productive ways. My masters thesis centered on the idea of participatory democracy.

I am interested in the idea of “purposive creation” put forth in Dr. Wiley’s article “The Moral Imperative of Academic Instructional Designers and Technologists.” I believe that all “purposive creation” must be done within constraints, and the key to good design (of communities, instruction, etc.) is discovering the right constraints. The big question for me about communities is “How can we make human interplay productive?” Chris Alexander in his book A Pattern Language suggests, “Buildings and towns will not be able to come alive unless they are made by all the people in society.” I think that providing access to “purposive” online tools will help facilitate the participation of all.

So, in light of this brief introduction, I will post my notes from the article that is used as a basis for this class. I will elaborate in further blog posts about my deeper feelings about learning within the context of community.

ARTICLE: M. Russell Ballard, “Sharing the Gospel Using the Internet,” Ensign, Jul 2008, 58–63

Elder Ballard’s talk—Action items in outline
DIRECTION ACTION ITEM: Create your own sphere of influence

A.    World of the future
1. How will you use these marvelous inventions?
2. How will you use them to further the work of the Lord? (Be a force for good. Share the gospel.)
3. Make sure that the choices you make in the use of new media are choices that expand your mind, increase your opportunities, and feed your soul.
4. People use Internet search engines to hunt for topics about the Church.

B.    Why join the conversation
1. Can’t stand on the sidelines.
2. Conversations have impact.
3. Perceptions of the Church are established one conversation at a time and through one-on-one conversations.
4. Members of The Church of Jesus Christ of Latter-day Saints are reminded and encouraged continually to share the gospel with others.
5. The Church is always looking for the most effective ways to declare its message. This is the most important work that we can participate in.
6. Participate on the Internet to share the gospel and to explain in simple and clear terms the message of the Restoration.

C.    Suggestions/Examples as to what can be done
1. Start a blog  (Share the gospel every day. Record and post testimony, teachings from book of Mormon)
2. Download videos from Church and other appropriate sites, including newsroom.lds.org, and send them to friends.
3. Write to media sites on the Internet that report on the Church and voice views as to the accuracy of the reports. (It is essential that you are able to offer a clear and correct witness of gospel truths.)
4. Give pass-along cards

D.    Adopt a demeanor worthy of a follower of the Savior.
1. Be not “ashamed of the gospel of Christ: for it is the power of God unto salvation”
2 . Stand firmly and speak with faith in sharing our message with the world. Many of you are returned missionaries and can carry on a meaningful conversation in the language you learned on your mission. Your outreach can be international.
3. “A soft answer turneth away wrath: but grievous words stir up anger” (Proverbs 15:1). Contention is of the devil (see 3 Nephi 11:29).
4. Have a conversation, guided by the prompting of the Spirit
5. Remember the Atonement of the Lord Jesus Christ.

E.    Apostolic blessing
1. May the Lord bless each of you that you will have a powerful influence on those you come in contact with. As I said in the beginning, the power of words is incredible.
2. Let your voice be heard in this great cause of the gospel of Jesus Christ.

My friend, Sarah, writes the first blog I want to mention. When I first met Sarah, it was in the context of seeing her for the first time as someone I agreed to “hire” when I was the project manager over a new Web site at Brigham Young University. Sarah needed an internship and she came highly recommended by the professor over the project. I agreed to bring her aboard because we so desperately needed some help with writing. And well, I really couldn’t refuse, because Sarah came “free.” Her internship was a non-paid one.

Our office was like a janitor’s closet, so there wasn’t much room for the computers and desks and chairs and people. I had talked with Sarah on the phone about work but had yet to talk face to face with her. When I opened up the door to the office one morning, there Sarah sat with hair so red, pulled back in barrettes; glasses a bit thicker than mine, and a stuffy nose. (She happened to have a cold that morning and wasn’t feeling her best, hence the glasses, barrettes, and nose.) I knew I was seeing Sarah, although I had not pictured her with red hair. We became acquainted that morning and soon became friends.

Sarah was a quick learner and started to do the html for the site because the programmer always had too much to do to bother with all of the little changes that we needed. (He concentrated on the bigger issues and Sarah took care of the maintenance of the pages.) And well, over time, Sarah saved the site many times with her ability quickly adapt to whatever task was needed.

Well, Sarah moved on from that job to marriage and now has three redheads of her own. You can read about Sarah’s adventures at http://raisingredheads.blogspot.com.

Here is an excerpt from her entry of Sunday, June 29, 2008:

“As we were backing out of the garage, I looked back in the car and saw the kids back there, Gemma expectantly waiting for awesomeness, Ainsleigh and Donovan giving each other “5″ as hard as they possibly could, and erupting into giggles. And I looked at Joel and then at our house that I love. And all of a sudden I was remembering how, as teenager and pre-marriage Sarah, I envisioned myself in my 30s. There was always a nice home, a husband, three kids. And as I sat there in the car, heading to get ice cream, doing such a simple but familial thing, I felt very humbled by love and gratitude because I realized: I am where I always envisioned. I looked at my kids and thought, ‘Hey! We’re all here! We made it!’”

The next blog I want to brag about in this blog is by Holly. I also met Holly during my job as project manager for the same BYU Web site where I met Sarah. Holly also came highly recommended so I hired her. Little did I know that I would soon come to rely on Holly’s skills, just like I did with Sarah.

Holly and I also became good friends and I hired her again as my assistant when I changed jobs and started working full time for the Center for Instructional Design (now the Center for Teaching and Learning). Holly did a lot of writing during that time and I just loved her sarcastic wit that came through in her words. I told her that she could make millions from her writing. We made a pact that, whomever made it to their first millions, would generously share the wealth with the other. I knew that I would not make it, but was/am convinced that Holly would/will arrive at her millions just in time to save me from myself.

You can read all about Holly’s adventures at http://bosscox.wordpress.com. Here is an excerpt from a recent entry where she talks about all of the things she should never have to do alone:

“Yesterday we got a letter in the mail informing us that we don’t have the proper plumbing on our sprinkling system, and have 30 days to rectify this before the city turns our water off. Now, I could have SWORN we installed the backflow thingermajig when we put in the sprinkling system. That’s all up in the air still … but in the meantime, that means that my evening was full of fix the house-type things. Including a visit to the least favorite part of our house … the crawl space.”