Archive for March 2, 2010

Repeal the OSX expand button!

Let’s start a campaign to repeal the OSX expand button that appears on Save and Print dialog boxes. Who’s with me!

This button has been the bane of my computer classes and new Mac users for years. Too small to gain attention, too ambiguous to communicate meaning, the button is often missed by frustrated users trying to print multiple copies or navigate to a different file share. True, you can select a different file share using the popup menu, but you can’t navigate to a subfolder.

The expanded print and file dialog boxes are much easier to see and interpret. Once a user has expanded the dialog box once, it remains expanded, so that the user never learns its function. When the user sits down at a new computer, they are stymied once again.

More student work online

Classes, global travel groups, and individuals are publishing on the Catlin Gabel website to share their work with the Catlin Gabel community or other specific audiences. Learning objectives vary on these blogs from building community awareness to communicating directly to specific stakeholders.

Any student, teacher, or staff member can maintain an individual blog or contribute to a group blog on the Catlin Gabel website. Some blogs are open to everyone visiting our website. Most blog posts require login.

You can always find blogs from the Quick Links menu on the Catlin Gabel website. Happy reading!

» Link to all blogs

Links to specific blogs

Nepal 2010
Japan 2010
Cuba 2010
Senior Projects

Urban Studies

Honors Art Seminar
Science Projects
Spanish V Honors
French 2

External blogs
Paul Monheimer in Israel
The Catlin Coverslip

Classroom pages
Middle and Lower School teachers use classroom pages more often than student blogs. The function is similar.
Second grade
Fourth grade

Fifth grade

Sixth grade
Lower School French

Seventh grade

Undergrads and IT

My principal challenge in schools is to encourage thoughtful, useful adoption of technology to strategically support teaching and learning. Along the way, I encounter varying attitudes regarding technology in schools. We have early adopters, heavy users, techno-skeptics, occasional users, and more. I often wonder what is the best way to reach different types of technology users so that each makes the most effective use of technology for his/her educational context.

This October 2009 Educause study of undergraduate students and information technology provides some useful information that helps inform my efforts and may help temper fears that our IT department wants everyone to use IT as much as possible.

80% of students were using a learning management system (e.g., Moodle) during the quarter or semester of the survey.

63% found the experience of using a learning management system “positive” or “very positive.”

45% of students indicated that most or almost all of their instructors use IT effectively in their courses.

70% found that IT made working in their courses “more convenient.”

49% felt that using IT improved their learning.

60% prefer moderate use of IT in their courses. Only 4% preferred exclusive use of IT, and 2% no IT. Students appreciate the face-to-face learning experience.

This provides some useful language for explaining our current approach to IT integration to support teaching and learning. We would like for all teachers to explore using IT. A learning management system may smooth class operations, leaving more time to focus on learning. Face-to-face learning is still most highly valued.

New Network Access System

We have purchased a SafeConnect network access system to replace Cisco Clean Access at Catlin Gabel. This ends a rocky, four-year relationship with CCA, in which we dedicated a lot of money and staff time to CCA yet were unable to implement the full functionality we desired. Other schools using SafeConnect have spoken so enthisiastically about the ease of use and smooth function of the system. We hope we will have a similar experience!

We plan for SafeConnect to:

  • Limit both the wireless and wired networks to known computers
  • Authenticate dedicated computers by machine identity and shared computers by user identity
  • Store detailed access logs to help us investigate specific reports of cyberbullying
  • Audit the network for specific running processes (e.g. netbots)
  • Enforce minimum patch levels for all computers
  • Ensure that antivirus software is still enabled on all computers

Implementation cost is only one quarter of what we paid to implement Cisco Clean Access four years ago!

Reed College Kindle Report

Reed College has published a report on the Kindle pilot project they undertook this year. The study reports that e-readers are useful in many ways but have too many shortcomings to be a standard device at this time. Especially weak were annotation and bookmarking capabilities. My favorite line:

When students were asked if they would purchase a Kindle DX (or
other dedicated eReader) for academic use, they indicated that the price would need to drop
dramatically –– to less than $100 –– in order for them to seriously consider purchasing one.

I appreciate the perspective and thoroughness of a study such as this. It helps cut through the rhetoric about new hardware “changing” education and properly define the time frame for meaningful change as years.

Visiting Reed

Four of us spent the morning at Reed College, asking questions to CTO Marty Ringle and members of the Computing and Information Services department. In my career, I had never previously spent an extended period of time with college-level IT staff. The differences were striking. The college has 140 faculty members and 300 staff, the reverse ratio of our school. These 440 employees serve just 1400 students. Our 200 employees serve 730 students. Reed Computing has 32 employees. We have six. One possible conclusion: employees require a lot more IT support than students!

I was really impressed with the department’s governance process. They have seven different organizational groups that meet regularly to facilitate the process of democratic decision-making. Top-down decision-making is rare. We may bemoan the number of meetings we already have, but I left Reed thinking that we need to have more—we just need to structure them better. Our hosts also spoke to the benefits of meeting regularly with faculty members, individually or at “brown bag” lunches, building trust and familiarity that pay dividends later.

We also left feeling good about the program we run at Catlin Gabel. We have reached an enterprise level of service with our help desk, wireless security, intranet website, deployment, and other services. It is always refreshing to gain an external perspective on our program. Spending too much time at our own school sometimes leads to myopia.

I learned about the Collaborative Moodle Liberal Arts Project. Reed is one of a number of colleges working together to improve aspects of Moodle particular to needs they share. While the improvements look useful (bulk assignment downloads, better gradebook), I was disappointed that none of them pertain specifically to online learning environments.

Marty summarized the new report on Reed’s Kindle project. Their experience confirmed our initial reaction that the Kindle and similar devices are not yet ready for education enterprise deployment. The annotation, highlighting, and navigation features do not yet replicate enough of the features of writing in the margins of a book with a pen.

I’d also like an assistant and a conference table in my office!

Summer Programs Registration

Last year, I built a site to allow parents to register their children for Catlin Gabel’s summer camps. This helped our small staff more easily handle hundreds of registrations each spring and provides our parents with immediate feedback for their summer plans. This year, I incorporated this into our new website by rebuilding the features using the same technique. The site had to include courses from a print catalog, accept credit card transactions, enforce enrollment limits, record student information, and new this year, require a complete medical release form as part of registration

This technique relies on just four modules: Ubercart, CCK, Views, and Webform, three of which I was already using widely throughout the site. Although I was worried about the increased load of installing Ubercart on our site, I found through testing that RAM use and page load time did not differ significantly between a copy of site that included Ubercart and a copy that did not.

Summer Course is a custom Ubercart product type, which creates a new custom content type to which one may add fields. I added select lists for grade and session (week). I chose not to use taxonomy for this, because I would have more control over the display of CCK fields in the node editing form, and because these value lists only apply to this one content type.

One view presents users with the main list of summer course offerings, offering both a link directly to the detailed course description and a button to purchase immediately if you know already the courses you want to choose. Exposed filters allow one to limit the list to certain grades or weeks. I display the Ubercart-supplied shopping cart block on this page.

The cart and checkout processes are very standard. Users review their cart and then move to complete checkout. I bought a monthly subscription to PayPal Website Payments Pro, so that our website could send purchase information directly to PayPal and receive an immediately reply, without the user leaving our site. We use PayPal’s admin interface to transfer funds to the school’s bank account and issue refunds. As an added benefit, we do not store any credit card information on our servers. In order to make another feature possible (see below), I require the user to log in to access checkout.

I combined student information and medical release into one form. I could have built the form in a custom module, but I chose to use Webform in order to save time and make it easier for others to modify the form in the future. I route parents from the Ubercart screen to the webform and then route them back to checkout by setting the webform’s “thank you” page to /cart/checkout.

I wrote a custom Ubercart module to add a “student information and medical release” panel to the checkout screen. This is done by invoking hook_checkout_pane in my module. To require the completion of this form, my custom pane creates a select list showing all of the medical release webforms that the user has created on the site. Since the medical form also contains the student information, the user has to complete one for each student she wishes to register. Completing the form makes student names appear in the required select field.

The custom module saves the submitted webform id in a custom database table, linking each course registration to a specified student. A couple more custom functions hook into the checkout review and invoice panes, displaying the student’s information through the rest of the checkout and confirmation process.

A second custom module allows our staff to export orders from the system for reconciliation with any paper orders received and the billing process. I prefer not to have the website handle too many of the back-office functions of the program, since it would take so much additional effort to include accounting reconciliation and other administrative features that only a few school staff members will use. The website is primarily for the many end-users who will sign up for courses.

The Ubercart “stock” feature allows us to limit online enrollment for popular classes, so that the website does not unwittingly facilitate over-subscription.

A little CSS and theme work lines up the Grades field values in a row and arranges some webform sections side-by-side.

Ubercart offers just about everything we need out of the box, provides a framework for adding some features, and keeps this important tool within our main website.

New Drupal School Developments

Last week, I noted some interesting developments involving Drupal and secondary schools.

New Schoolyard

NewSchoolyard launched at NAIS, promising inexpensive school Drupal sites built on a template. This fills a hole in the school website market between buying an expensive product, hiring an expensive developer, and doing it completely yourself. In addition, New Schoolyard offers products and services at different price points, allowing schools to decide how much of the work they want to take on themselves or hand over to this company.

If successful, New Schoolyard may open the door even wider for more schools to adopt open-source websites and learn how to modify them. I greatly anticipate the first sites they will create and the code that they promise to contribute to the Drupal community. I have found in my own work with Drupal that it is a challenge to create a customized site that others can then truly make their own. I wonder what strategies New Schoolyard will employ to make full ownership possible for their clients.

DrupalSchools

Around for a while but flying under the radar, DrupalSchools.net is readying for a relaunch. Go check out their list of Drupal sites, tips and tricks, and thoughts on the potential role of Drupal in changing how schools work. This site promises to serve the secondary school community and put the thoughtful use of technology before techie talk. Also check out my list of school “front door” Drupal sites that I started in 2007 and have added to a bit over time.

More interest in our work

The frequency of inquiries into our work at Catlin Gabel continues to increase. Some of these schools are tinkering with demo Drupal sites, others are launching a community intranet, and others are moving toward a new, public-facing website. More schools are discovering the benefits of working with a piece of open-source software before committing to it and sharing their knowledge and perspectives gained.