Archive for March 15, 2008

TiVo Update

Paul writes:

Richard,
Tivo is working flawlessly. I log in, choose what should be recorded, receive a confirmation e-mail, and wait. Then, after airing, I connect via wired network, download the show from the Tivo box using Toast, and burn a DVD. In the case of Bush’s war, I needed a double-layer DVD, but then, all was well. Very cool! Thanks for making this happen.

This is great news. The next question is how to scale this to the entire faculty. Paul had to update to the latest Toast in order for this to work, and I don’t think we’re about to purchase a copy of Toast or ask them to copy large digital video files across the network. The current plan is to move the TiVo and DVD-R to an accessible classroom and skip the network transfer step.

3D Cell Explorer

solute pump

Today, I launch a new site, 3D Cell Explorer, a teaching tool for cell biology using visual representation. It provides 40 animations of cellular structures and processes, accompanied by audio narration. Anyone may comment on a page or copy the embed code to display animations on one’s own web site.

Many students learn best from what they can see — visual learners often struggle in science classes in which the vast majority of instruction is text-based. This site complements the textual materials an individual may already have. Text is kept to a minimum, so as to not distract from one’s attention to the visual model. Three of the animations provide a simple level of interactivity.

The site is pretty much Web 1.0 — lots of good content ready for consumption. The learning theory is primarily cognitivist. I want to help students of cell biology better comprehend basic cellular processes. Still, I did throw in a little Web 2.0 goodness. Comments are enabled on all pages, making it possible for visitors to start a dialogue about the animations. Providing the embed code allows teachers (or students) to integrate the animations into their own teaching materials, for example on a Moodle site or other CMS.

In 1994, I began to create simple 3D animations to help explain biological and chemical processes to my students. Over the following three years, I created dozens, especially on the topic of cell biology. A colleague and I decided to package the cell biology animations on a CD-ROM, but by 1997, CD-ROMs were no longer so popular. Although I did ultimately release the package, it never caught on, as teachers moved toward web-based instructional content.

In our enthusiasm to embrace Web 2.0 tools, we have left behind some of the strengths of the CD-ROM era: visual richness, simulations, interaction with content, and vast, visual libraries. I of course love the ease of distribution and social qualities of Web 2.0, but we must not discard the successful educational innovations of the past in our rush toward the future.

After a ten-year hiatus, I am pleased to re-introduce 3D Cell Explorer. Please do let me know what works and what doesn’t, and do spread the word to potentially interested teachers.

Here are some brief technical notes.

I created the original animations using Strata StudioPro and Adobe (Macromedia) Director. The project was saved by the continued support for Director by Macromedia and then Adobe. Director was the standard for authoring interactive media, but like CD-ROMs, it quietly disappeared as Flash produced smaller, faster-loading web files. I don’t know whether the new Strata3D can read my old StudioPro files. It would be good to preserve the time and effort I put into those models and animations.

To make the project more web-friendly, I exported all of the old Director files to QuickTime and then used VisualHub to make them into Flash Video (FLV) files. I kept the three interactive animations in Director format using the built-in Shockwave converter. I installed Drupal 6 for the content management platform and then built out a page for each animation. The Amadou theme gave the site a clean, modern look — I changed the background to black in order to match the animation backgrounds. I used JW FLV Media Player to deliver the Flash video files.

Ten years ago, I was amazed that an ordinary classroom teacher could access great-quality 3D animation tools. Still, it took three years of evening and weekends to produce these 40 animations. Today, I find it incredible that I could convert the entire thing to a web-based format in about two days’ time. Experiences like this provide a visceral reminder of the exponential increases in computing power over time.

Update March 31, 2008

I came across this very modern cell visualization from Harvard — quite interesting that it’s set to music.

AppleScript for laptop deployment and maintenance

Working in AppleScript again for the first time in many years, I have written a series of scripts that I hope will combine into a single application to partially automate fall laptop prep. Each fall, we collect and maintain 350 teacher and laptop students, a grossly time-consuming effort. Many configuration tasks involve opening an application and changing settings — difficult to do quickly and with consistently high accuracy. AppleScript has the ability to program changes in configuration.

As quirky as AppleScript is, it provides an ideal bridge between OS X GUI user friendliness and command-line power. Partly, this is because AppleScript can call execute shell and Perl commands, so one has the power of all three languages available. For example, the script collects the user’s password from a GUI window and then calls the shell commands cp to copy a missing driver from our file server to the local system and lpadmin to add the printers. One includes the password in the shell statement using simple text concatenation. Same for the Entourage configuration — capture the user name from AppleScript’s “name of current user” and then pass it to the Entourage configuration statement. Finally, you can package the entire thing into an executable application for use in-house or distribution to users. Way cool.

The first script turns off automatic VLAN detection for Cisco Clean Access agent, a feature that causes processor utilization to spike every few seconds, reducing battery life. The second automatically adds 20 or so SMB printers to the Macintosh using lpadmin, a useful post-restore action. A third configures Microsoft Entourage for our mail server. Next, I would like to set the user’s server shortcuts, check for proper antivirus operation, and check Acrobat Reader version.

Please note: these scripts are currently under development (they’re not yet finished) and contain Catlin Gabel-specific settings. Please use them to inform your own script-writing. They won’t work as-is on your network. Many thanks to William M. Smith for a couple key tips. His Entourage/Exchange setup script is terrific if you’re looking for that function — better generalized than what I have provided below.

-- Cisco Clean Access patch for CCAAgent 4.1.3.0
-- Disables automatic VLAN detection

do shell script "whoami"
set theUser to the result

do shell script "cp /applications/ccaagent.app/contents/resources/setting.plist \"/users/" & theUser & "/library/application support/cisco systems/ccaagent/preference.plist\""

tell application "System Events"
set the thePListPath to "/Users/" & theUser & "/Library/Application Support/Cisco Systems/CCAAgent/preference.plist"
tell application "System Events"
tell property list file thePListPath
tell contents
set previousValue to value
set value to ({|VlanDetectInterval|:"0"} & previousValue)
end tell
end tell
end tell
end tell

display alert "Auto VLAN detection turned off!"

-- Adds Catlin Gabel printers

-- get desired divisions
set theDivisions to {"LS", "MS", "US", "All"}
choose from list theDivisions with prompt "Which division?"
set theDivision to result as text

-- get user name and password
do shell script "whoami"
set theUser to the result
set thePassword to text returned of (display dialog "User's network password" default answer "" with hidden answer)

-- configure lists of printers, names, and driver file locations
-- need to add Graceland
set lsPrinters to {"LS2ND3RD", "LSLAB-BW", "LSLIB-BW", "LSLIB-C", "LSOFFICE", "LSSPANISH", "LSFRENCH", "LSJAPANESE"}
set msPrinters to {"MSLIB-C", "MSMOBILEBLUE", "MSOFFICE", "MSSECRETGAR", "MSUPPERHALL"}
set usPrinters to {"USART-BW", "USDANT08", "USDANT12", "USDANTMAIN", "USDANTMAIN2", "USLIB-BW", "USLIBLAB-C", "USMATHMAIN", "USML2", "USML5", "USOFFICE", "USSCIMAIN", "USVLMLC-CPY", "USVLMMAIN"}

set lsPrinterNames to {"LS 2nd grade", "LS Comp Lab B&W", "LS Library B&W - Duplexing", "LS Library Color - Duplexing", "LS Office - Duplexing", "LS Spanish", "LS French", "LS Japanese"}
set msPrinterNames to {"MS Library Color - Duplexing", "MS Mobile Blue", "MS Office", "MS Secret Garden - Duplexing", "MS Upper Hall"}
set usPrinterNames to {"US Art B&S", "US Dant 9 - Duplexing", "US Dant 12 - Duplexing", "US Dant Main - Duplexing", "US Dant 10", "US Library B&W - Duplexing", "US Comp Lab Color - Duplexing", "US Math - Duplexing", "US Modern Lang 2 - Duplexing", "US Modern Lang 5 - Duplexing", "US Office - Duplexing", "US Science Main", "US Vollum Learning Center Copier", "US Vollum Main - Duplexing"}

set lsPrinterDrivers to {"HP LaserJet 2200.gz", "HP LaserJet 4250.gz", "HP LaserJet 4000 Series.gz", "HP Color LaserJet 4650.gz", "HP LaserJet 4000 Series.gz", "HP LaserJet 4MP.gz", "HP LaserJet 4MP.gz", "HP LaserJet 1320 Series.gz"}
set msPrinterDrivers to {"HP Color LaserJet 4600.gz", "HP LaserJet 2100 Series.gz", "HP LaserJet 4100 Series.gz", "HP LaserJet 5MP.gz", "HP LaserJet 1320 Series.gz"}
set usPrinterDrivers to {"HP LaserJet P2015.gz", "HP LaserJet 2200.gz", "HP LaserJet 4350.gz", "HP LaserJet 4000 Series.gz", "HP LaserJet 4100 Series.gz", "HP Color LaserJet 4600.gz", "HP LaserJet 2300.gz", "HP LaserJet 2300.gz", "HP LaserJet 2300.gz", "HP LaserJet 4250.gz", "HP LaserJet 2100 Series.gz", "RICOH Aficio MP 161", "HP LaserJet 4100 Series.gz", "HP LaserJet 4100 Series.gz"}

-- copy Ricoh driver from installer folder to system PPD library
tell application "Finder"
open location "smb://" & theUser & ":" & thePassword & "@cgsfiles01/installers"
end tell
do shell script "cp \"/Volumes/Active/RICOH Aficio MP 161\" \"/Library/printers/PPDs/Contents/Resources/\""

-- set range of printers to install
if theDivision is equal to "ls" then
set thePrinters to lsPrinters
set thePrinterNames to lsPrinterNames
set thePrinterDrivers to lsPrinterDrivers
end if
if theDivision is equal to "ms" then
set thePrinters to msPrinters
set thePrinterNames to msPrinterNames
set thePrinterDrivers to msPrinterDrivers
end if
if theDivision is equal to "us" then
set thePrinters to usPrinters
set thePrinterNames to usPrinterNames
set thePrinterDrivers to usPrinterDrivers
end if
if theDivision is equal to "All" then
set thePrinters to lsPrinters & msPrinters & usPrinters
set thePrinterNames to lsPrinterNames & msPrinterNames & usPrinterNames
set thePrinterDrivers to lsPrinterDrivers & msPrinterDrivers & usPrinterDrivers
end if

-- loop through printers
repeat with x from 1 to the number of items in thePrinters
do shell script "/usr/sbin/lpadmin -p " & item x of thePrinters & " -E -v smb://" & theUser & ":" & thePassword & "@CATLIN/CGSPRINT01/" & item x of thePrinters & " -P \"/Library/Printers/PPDs/Contents/Resources/" & item x of thePrinterDrivers & "\" -D \"" & item x of thePrinterNames & "\" -o printer-is-shared=false"
end repeat

-- do shell script "/usr/sbin/lpadmin -p ITVLMOFC -E -v smb://" & theUser & ":" & thePassword & "@CATLIN/CGSPRINT01/ITVLMOFC -P \"/Library/Printers/PPDs/Contents/Resources/HP Laserjet 4000 Series.gz\" -D \"IT Vollum Office\" -o printer-is-shared=false"

display alert "Printers successfully added!"

-- Configure Entourage

tell application "System Events"
set theUser to name of current user
set fullName to full name of current user
end tell
set thePassword to text returned of (display dialog "User's network password" default answer "" with hidden answer)

tell application "Microsoft Entourage"

make new Exchange account with properties {name:"Catlin Gabel", Exchange server settings:{address:"https://webmail.catlin.edu/exchange", requires SSL:"true"}, Exchange ID:theUser, domain:"catlin", full name:fullName, email address:theUser & "@catlin.edu", LDAP server:"cgsdc00", search base:"ou=catlin users,dc=catlin,dc=edu", public folder server settings:{address:"https://webmail.catlin.edu/public", requires SSL:"true"}}

set enabled of schedule "Send & Receive All" to scheduled

end tell

Putney School (VT) seeks technology director

Director of Technology

The Putney School, a progressive secondary boarding school, has an opening for a Director of Technology. The job provides considerable scope for innovative leadership within a forward looking educational community.

The Director will:
• Oversee school-wide data structures, policies and procedures;
• Provide vision and strategic direction to the department;
• Oversee and manage technology staff;
• Work with all major departments (i.e. Development, Admissions, etc.) to make the best use of technology
• Manage budgets;
• Oversee inventory and planned refresh of the infrastructure;
• Develop and maintain a strategic plan (both academic and administrative);
• Cultivate vendor relationships;
• Be a portal into the rest of the technology world (i.e. professional development, site visits, staying current on new technologies and “best practices”);
• Act as an “internal consultant” to the Director, Trustees, faculty, students and parents.
• Be able to step in where needed for network administration, solving problems as they arise, and working with teachers in the academic realm.

The ideal candidate:
• Has interest and demonstrated ability in an educational setting, sense of humor, flexibility, energy, collegiality, and the ability to work effectively with a team.
• Has the ability to learn quickly and teach effectively
Minimum requirements:
• At least two years in a comparable supervisory and management position.
• Excellent communication skills
• Strong technical skills

The Putney School seeks to promote diversity in its program and hiring. We recognize that a diverse faculty and staff is crucial to the success and continued relevance of the school.

Please send a cover letter, resume and list of references by April 10, 2008 to:

Emily Jones, Director
ejones@putneyschool.org

So good, you can hear a cricket chirp!

I received a pleasantly unexpected call from Stephen in Botswana yesterday to discuss Maru-a-Pula IT matters. Throughout the call, I could hear what sounded very much like a cricket chirping. Was it an artifact of the Skype transmission? No, it really was a cricket that had snuck into Stephen’s office! Good think he wasn’t calling from home. They are a challenge to find and catch.

Botswana cricket via Skype (mp3)

More Bandwidth!

We recently increased our bandwidth in response to increased utilization. Fortunately, we also changed pricing structure so that we don’t get penalized for increased use. We used to have a 3Mbps floor and 10Mbps ceiling, which kept out monthly rate down but incurred overages when our monthly 95th percentile use exceeded 3 Mpbs. We managed to negotiate a 12Mbps flat rate (no floor) for the same monthly rate as before. If utilization increases to high levels, we will experience degraded performance rather than seeing surcharges, allowing us to correct the problem without first paying a penalty.

Usage patterns suggest that students online before and after school are using most of the bandwidth. The first graph shows usage spikes at 8 a.m. and 4 p.m., and the second (you have to read it from right to left) shows increased use over time, except for a slight dip during summer.

On the one hand, we certainly do subsidize the recreational internet habits of our students. On the other hand, students learn best through experience how to manage their time. Adults adopt a teaching stance and hold students accountable for appropriate behavior online. This environment encourages responsible use in a constructivist manner. However, complacency comes easily — we must remember to keep paying attention to student use patterns, individual cases of imbalance, and perhaps most importantly, keep talking about these issues among ourselves and with students.

Received our XO

It’s much smaller than I thought it would be. Yes, that’s a 12 inch iBook adjacent! Over the summer, we will also pick up a couple of Asus eeePCs and see whether either will serve our lower school students well as classroom computers.

Different Visions of Electronics Recycling

Who do you believe?

E-Cycle Environmental

E-Cycle Environmental practices a no re-sell policy of any of the electronics we process through our organization, regardless of functionality. Obsolete electronics have no place in the modern economy for numerous reasons:

-Very few organizations will except donations
-Computers only a couple of years old are obsolete
-Companies can invest in new electronics for minimal cost
-Used electronics are usually very unreliable
-Obsolete electronics take up valuable square footage
-Obsolete electronics are tremendous liabilities

FreeGeek

FREE GEEK receives donated used computers and refurbishes them with care. They are then “adopted out” to volunteers in exchange for 24 hours of service in our recycling facility. We call this the “adoption program,” and anyone willing to come down and work is eligible to join us and adopt a machine. The computer systems we create, called FreekBoxes, are loaded with the GNU/Linux operating system and other Free Software.

Any computer equipment, working or not, can be donated to FREE GEEK; we will repair and reuse what computers we can. Non-functioning computers and scrap will be recycled responsibly. Computers that are deemed obsolete or broken are demanufactured and separated into their basic components. FREE GEEK then finds a local industrial recycler to process the materials.

Podcast by Phone from Costa Rica

I am listening to our middle school students podcasting from Costa Rica. What a treat! Listen in below. David is trying this for the second year in a row. This year’s posts are more detailed, articulate, and to the point. I will try at some point to find out how David prepped the students for their posts.

Sending periodic updates back home adds a new dimension to international travel. Parents and other interested community members can follow the trip progress from home. Students can share their reflections on the trip as it is happening, which adds a new twist to the task of reporting back. The conversation is one way, so that no replies from listeners intrude on the students’ foreign experience. The collection of all of the recordings will capture a record of the trip that others will be able to use afterward. Podcasting by phone requires very little production time on the parts of the trip participants and no special equipment. GCast doesn’t even charge for the service!

At the same time, trip leader Spencer has brought along a set of digital audio recorders, so that students may each record daily audio journal entries and reflect on them upon return. I will be interested to see how they will compare the educative value of these two very different methods of capturing thoughts in audio format during the trip.

More Trouble for Vision-Impaired Web Readers

A year and a half after my first attempt, I took another look at the accessibility of news web sites for the vision-impaired. My blind colleague reported that the Yahoo! mobile site I had provided had stopped working for him.

Yahoo news

Sure enough, the link had moved without any redirection, so I had to find the new link and bookmark it for him a second time. Also, Yahoo! changed their mobile site to use brackets >> instead of numbers to delimit each news item and removed the keyboard shortcuts that used to exist, making it more difficult to select a news item. Also, his screen reader reads the brackets as “right angle bracket, right angle bracket,” downright confusing to hear just before the news headline. However, Yahoo! Mobile is at the moment the best option I can provide for George.

The New York times has remained an extremely difficult site to use if you can’t see it. They neglect to include keyboard shortcuts that would enable one to jump past the dozens of menu items to the lead articles. Worst of all, if you visit their mobile site in a computer web browser, it automatically redirects you to the regular web page! We want to view the mobile site, which includes a minimum of graphics and links, and allows George to jump directly to a list of top headlines. It doesn’t seem possible on the New York Times site.

Have you found an accessible news site for the vision-impaired? What strategies do you use to provide access to such users?