Books are for keeps

A recent post in the Economist blog, Steal this book: The loan arranger, an argument is made that booksellers might be getting close to a customer-friendly business model for eTexts.  The author throws away a point that I think is worth sharing —  books (like movies and music, and not like some television) are persistent objects and not disposable.

Allowing such ersatz lending is a pretence by booksellers. They wish you to engage in two separate hallucinations. First, that their limited licence to read a work on a device or within software of their choosing is equivalent to the purchase of a physical item. Second, that the vast majority of e-books are persistent objects rather than disposable culture.

I’ve made this argument here before–some media are like newspapers.  They have value in their day, and perhaps as historical artifacts, but quickly become “fishwrap.”  Books and movies are media that a user can go back to, over and over again.  I think this sense is how many justify paying to own something. They want it on their shelf as a reminder, and as an artifact that they might return to over time.

The larger argument in the article is perhaps up for debate.  The author seems to think that cheap rental systems and in-store browsing are viable answers to things like buying used books (thanks to the first-sale rule, which is quickly disintegrating in the digital world).

I, for one, enjoy going to a used bookstore for the adventure.  Digging up a good book is an activity that is driven by more than my hunt for a good deal.  There’s a spirit in used books that sometimes draws you into volumes you might never have found in an Amazon search. Perhaps cheap rentals will work for blockbusters, but I’ll stick to digging for lost treasures in the dim shelves of my local bookstore.

Applying the Web 2.0 model to Education

O’Riley Radar has a thought provoking look at Education as a Platform. The basic idea builds on that described in a book called Disrupting Class, but I find some of the authors points more illuminating than the analogy between education and technology. First, the author calls out a false dichotomy:

I am of the opinion that the distinction between formal learning (school) and informal learning (museums, Internet, community classes, affinity groups, etc.) is one that is both artificial and obsolete. In Education 2.0 there should be multiple providers of educational experiences, and standard discovery mechanisms that allow great experiences to spread virally as well as standard ways to give students credit for what they know and can do rather than for what classes they’ve sat through.

If you ask a “typical” student, I think they would agree. That student, however, likely wouldn’t connect the dots to the author’s next point – that tests don’t quite do an adequate job of measuring learning. Their answer is, I believe, spot on:

In a world of assessment innovation, a student portfolio might contain a combination of completed projects in addition to state test results, richer third-party assessment results, and innovative assessments of non-traditional skills such as collaboration and creativity. Colleges and employers might value this multi-dimensional view of a student more than just grades and standardized test results when evaluating applicants. Parents and students might take ownership of enriching their portfolio of assessments according to their own values. Publishers of curriculum and educational experiences might be able to improve their offerings based on a broad set of assessments of student outcomes — driving innovation in educational content. Administrators and states might be able to reward teachers for many different kinds of critical achievements.

As we look at using portfolios on our own campus, I hope we’re able to keep this potential integration of formal and informal assessments in mind. My hope is (the smarter) students will demand it.

Grassroots organizing against Facebook TOS?

Facebook is running into some trouble over their handling of post settings for some anti-corporate leaning grassroots groups.

As the number of Facebook members signed up for the “Boycott Target Until They Cease Funding Anti-Gay Politics” page neared 78,000 in recent days, Facebook personnel locked down portions of the page — banning new discussion threads, preventing members from posting videos and standard Web links to other sites and barring the page’s administrator from sending updates to those who signed up for the boycott. (via Activists upset with Facebook – Josh Gerstein – POLITICO.com)

As Facebook has built up their network, they’ve become the defacto place for sharing information and informally organizing into groups of similar interests. I wonder, if the telephone company could get away with taking similar advantage of their network-effect-built userbase, and censored political speech. The answer, of course, is that they could not, due to the regulations governing the industry.

While actions like this bring critical folks like me ever closer to quitting Facebook, the thought of so many lost connections is what keeps us from doing it. It’s as though one must choose between their principals and their social network — and that’s a position I believe no one should be placed in.

As face-to-face meeting places have become privatized (think public square vs. malls and coffee shops), being able to connect freely online is becoming increasingly vital to social life.  We shouldn’t let these spaces similarly fall into private hands, where we are subject to one entity’s terms of service.

This is why projects like Diaspora and StatusNet are so important.

I didn’t quit Facebook over this, but I did donate to the EFF.  It was far, far overdue.

Edit: Here is a good post from Ars about a similar issue with ISP TOS agreements.

Tweaking the D2L v9 Saved Successfully alert

In my day job as an instructional technology support guy I hear (and make) the occasional complaint about the technologies we use at our institution. Lately we’ve been hearing a lot about the new “Saved Successfully” alert banner that appears in Desire2Learn (D2L) version 9.  Since it’s slowing people down (myself included), I thought it was worth putting together a user stylesheet to alter its display.

Note: this is a bit of a geeky hack.  It looks right on my screen but might not on yours. You’ve been warned!

Firefox or Chrome

Go to http://userstyles.org/ and install the extension for the browser you use most (you will need to restart your browser). You can then visit this page http://userstyles.org/styles/36309 and Install with Stylish. You will then need to edit the style to include your institutions address. On Firefox, this means making sure your status bar is displayed, clicking the icon to manage styles, and change “Your Domain” to be the right “d2l.address.edu” for your institution (this can also be done on install with the “Switch to edit” button. Chrome users can edit the domain under Window > Extensions > Stylish > Edit by adding the address under “Applies to.”

You may also alter the numbers here to fit your institutions Navigation better.

Safari

Go to http://code.grid.in.th/ to Download and Install the extension. You can then add the userstyle by right-clicking on any page and and selecting “Manage user CSS.” Enter your institution’s D2L address, being sure to include /* at the end. Add this bit under Styles and save.

.d_ma_s {width: 30% !important;margin:25px 0px 0px 400px !important;}

Internet Explorer

IE 7 Pro users may have some luck installing a user script from http://userstyles.org/styles/36309 (I couldn’t test this). Most IE users need to use a single custom stylesheet, which can be activated by using these directions.

I’m interested in feedback!

If there are tweaks that would make this more generalizable, please let me know in the comments.