Recently in the Education Category

I'm not exaggerating when I say that I think the lack of respect for math and science is one of the largest unacknowledged problems in today's society. And it starts in the academy -- somehow, we have moved to a place where people can consider themselves educated while remaining ignorant of remarkably basic facts of math and science. If I admit an ignorance of art or music, I get sideways looks, but if I argue for taking a stronger line on math and science requirements, I'm being unreasonable. The arts are essential, but Math Is Hard, and I just need to accept that not everybody can handle it.--Chad Orzel, Inside Higher Ed

When I teach "News Writing," I include a brief unit on reporting with statistics and percentages, and the "New Media Projects" seminar exposes upper-level students to various computer programming tasks.

I wonder whether Orzel would feel comforted to know that I regularly encounter people who laughingly dismiss their self-proclaimed inability to master the (heart-breakingly simple) rule about when to use "its" and when to use "it's."

From a 2007 report on liberal education, by the Association of American Colleges and Universities.

Knowledge of Human Cultures and the Physical and Natural World

• Through study in the sciences and mathematics, social sciences,
  humanities, histories, languages, and the arts

Focused by engagement with big questions, both contemporary
and enduring

Intellectual and Practical Skills, Including

• Inquiry and analysis
• Critical and creative thinking
• Written and oral communication
• Quantitative literacy
• Information literacy
• Teamwork and problem solving

Practiced extensively, across the curriculum, in the context of
progressively more challenging problems, projects, and standards for performance

Personal and Social Responsibility, Including

• Civic knowledge and engagement--local and global
• Intercultural knowledge and competence
• Ethical reasoning and action
• Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges

Integrative Learning, Including

• Synthesis and advanced accomplishment across general and
  specialized studies

Demonstrated through the application of knowledge, skills, and
responsibilities to new settings and complex problems

In today's landscape, defining "the media" isn't nearly as clear-cut as it used to be. Big-name newspapers and networks mingle with cable channels, all-purpose Web sites and blogs in the minds of the average news consumer, and for good reason: They are, in many cases, converging, with widely read blogs run by newspapers and online Web stories originating from cable networks. Meanwhile, a number of relatively new outlets have become powerful forces in their own right, taking advantage of the speed and connectivity of the Internet to scoop the mainstream media and blur the distinction between the producer and the consumer.

Moreover, much of the new media eschews precisely the kinds of journalistic conventions still taught in school, preferring instead to apply pressure to ideological opposites, using blogs, crowdsourcing and other citizen media techniques to gather raw material for the next humorous or polemical viral video.

Maybe that's the point.  -- Andy Guess, Inside Higher Ed

A good feature from the New York Times:

Young people "aren't as troubled as some of us older folks are by reading that doesn't go in a line," said Rand J. Spiro, a professor of educational psychology at Michigan State University who is studying reading practices on the Internet. "That's a good thing because the world doesn't go in a line, and the world isn't organized into separate compartments or chapters."

Some traditionalists warn that digital reading is the intellectual equivalent of empty calories. Often, they argue, writers on the Internet employ a cryptic argot that vexes teachers and parents. Zigzagging through a cornucopia of words, pictures, video and sounds, they say, distracts more than strengthens readers. And many youths spend most of their time on the Internet playing games or sending instant messages, activities that involve minimal reading at best.

[..]

Nadia also writes her own stories. She posted "Dieing Isn't Always Bad," about a girl who comes back to life as half cat, half human, on both fanfiction.net and quizilla.com.

Nadia said she wanted to major in English at college and someday hopes to be published. She does not see a problem with reading few books. "No one's ever said you should read more books to get into college," she said. -- Motoko Rich

Where to begin? Where to end? Lots of food for thought.

Blogging yet another story that reminds young fans of social networking sites that their profiles may be more public than they think. WashPo

"I know for a fact that when a superintendent in Missouri was interviewing potential teachers last year, he would ask, 'Do you have a Facebook or MySpace page?' " said Todd Fuller, a spokesman for the Missouri State Teachers Association, which is warning members to clean up their pages. "If the candidate said yes, then the superintendent would say, 'I've got my computer up right now. Let's take a look.' "

How would you feel if a potential employer clicked through your social networking profile during a job interview?

Rosemary sends me this link from PhillyBurbs.com:

About 600 students are enrolled at Pennsylvania Learners Online, a cyber charter school where online gym is a requirement, and 12 others are enrolled in a program called e-Cademy to make up a failed credit.

Rich Campsie, who teaches physical education at e-Cademy and at Pennsylvania Learners Online, said he works with students one-on-one through an online interface to teach them about concepts ranging from lifelong physical activities and exercise to team mascots and game strategies.

They report back to Campsie via worksheets and written reports. He acknowledges there is no way to know for sure if a student is completing the physical requirements of the course.

Online University Reviews has posted an entry guaranteed to generate some in-bound link traffic. There are many sites I'd never heard of before.

Academics are flocking to the Internet like never before, particularly to start a blog. Faculty members in colleges across the world are connecting with people on a whole new level. Let's face it - academia can actually be very lonely at times. Not only can a blog be cathartic for professors, it can allow for valuable feedback from students and/or colleagues.

Liberal arts subjects are wildly varied. From art to science, the major disciplines have long been considered part of the liberal arts. Below are 100 of the most interesting and popular blogs written by liberal arts professors. They have been divided into subject and alphabetized, as it would be virtually impossible to arrange them according to importance.

I'm flattered to be included on the list (along with my colleague Mike Arnzen, who writes Pedablogue). Nevertheless, I'd say it's about five years too late for the "gosh, lots of academics are starting to blog" story, but it's always interesting to look at someone else's summaries of sites that I read on a regularly basis.

Well, it's usually interesting, if the summaries reflect a particular perspective or world view.  Unfortunately, I didn't always find the summaries particularly insightful or informative.

• Matthew G. Kirschenbaum - The author is an associate professor of English the University of Maryland.
• Pedablogue - This blog is described as a "personal inquiry into the scholarship of teaching."
• (In the "History" category) Scattered & Random - This is a - you guessed it - scattered and random blog written by a history professor.

As for the list itself, what were the criteria for inclusion? Erin O'Connor's Critical Mass is a great blog, but O'Connor recently left academia.  Why does the list include 30 blogs grouped under "English," with no dual-language or ESL categories? Why is Cronaca identified as the lone art blog (when its content is so eclectic)? There's a 2005 in the URL -- is this list three years old? Why did I just get an e-mail about it?

BoingBoing offers a cruel fisking of a similarly sketchy article on a different topic: "GRADED: The Worst '10 Worst Consoles' List of All Time." 

I've certainly posted blog entries that I've tossed out quickly, without much forethought or analysis, but I do think this Top 100 list would have benefited from a clear statement of selection criteria and a bit more proofreading -- there are two blogs listed under #73, so this is actually a Top 101 list.  It would serve me right if my blog were cut to make it 100, but I'm just doing what Online University Reviews says is my thing -- "Jerz's Literacy Weblog - Learn plenty of useful writing tips from this professor's blog.")

Federation of American Scientists (FAS) makes a First-Person Shooter (FPS). Whoever wrote the description of the game won't get a job at PC Gamer anytime soon, but the game itself looks interesting.

Players navigate a nanobot through a 3D environment of blood vessels and connective tissue in an attempt to save an ailing patient by retraining her non-functional immune cells. Along the way, students learn about the biological processes that enable macrophages and neutrophils - white blood cells - to detect and fight infections. A database of immunology facts is also included.

Inside Higher Ed:

Student newspaper advisers are something of an endangered species these days. They often get caught in the middle when administrators and student journalists clash over content, and in more than a few cases on college campuses in recent years, advisers -- sometimes faculty members with tenure or tenurelike protections, but often vulnerable staff members -- have found themselves losing their jobs. (High school newspaper advisers are even more vulnerable.)

"All you have to do is look around the country to see how many conflicts there are," said Mark Goodman, the Knight Chair of Scholastic Journalism at Kent State University and former executive director of the Student Press Law Center. "This has really gained steam."

It was with several recent such controversies in mind, and numerous instances of censorship at high schools in California, that the state's Legislature overwhelmingly approved legislation this month that would prohibit a college or school district from firing, suspending or otherwise retaliating against an employee for acting to protect a student's free speech. Last week, with the measure, SB 1370, sailing for passage and a trip to the governor's office for Arnold Schwarzenegger's hoped-for signature, the University of California quietly revealed its opposition to the bill.

In a letter to State Sen. Leland Yee, the legislation's sponsor, a lobbyist for the university system "respectfully" warned Yee that the university did not expect to abide by the requirement if it was enacted.

Although the First Amendment doesn't apply to Seton Hill because we are a private institution, I'm happy to work under an administration that upholds the principle of academic freedom.

Chair: Ken Anderson (University of Colorado at Boulder, USA)
Enhancing Access to Open Corpus Educational Content: Learning in the Wild (Long Paper)
Seamus Lawless, Lucy Hederman and Vincent Wade

Lack of relevant and accessible digital content hampers the implementation of e-learning. As these eLearning tools begin to try to offer personalization, the tools require access to an increasing amount and variety of content. eLearning educators are compelled to generate their own content, which can be an excessive workload.

Trends --content creation moving from the linear authoring of publication to the aggregation of existing; rise of the prosumers, who produce an consume content in increasing volumes.

WWW already holds content useful for incorporation in eLearning options, but the issues of content discovery, repurposing, mean that even WWW content isn't an easy solution.

Address the reliance of eLearning systems on bespoke proprietary content. Open content availability reduces the need for educators to reinvent the wheel every time they create a course. Addresses the information overload in eLearning experiences. Help students identify what is actually relevant ot them in their specific educational context.

Open Corpus Content Service -- OCCS -- WWW and selected digital content repositories. Discovery and harvesting of content -- open-source web crawler, JTCL and Rainbow classification.  Indexing with NutchWAX. Visualization -- didn't catch the acronym.

Train the Rainbow text classifier - this dictates what gets included in the cache of content.

[My humanities-trained mind is crying out for examples! I'm putting a lot of conceptual information in temporary storage caches, but the buffer is running out of room.  The speaker is actually very good -- but I'm waiting for the payoff that I'm conditioned to expect a humanities presenter would have started to deliver by now. I'm learning just how important the little chart with inputs and outputs is as a convention in scholarly presentations in this genre. We're spending a lot of time on the left-most edge of a rich flowchart that I gather will start moving across the page... we're still on "Training." there we go, now we've got the "Crawling" section. Steve sitting next to me is looking up terms the speaker is using... I'm net yet sure I need to put that level of new information in my neural net until I've seen what it all adds up to.]

Okay -- now we're being walked through an example crawl --

The educator prepares the crawl by identifying the subject area, with seed file generation and training set generation Ran for almost 2 days, found 370,000 + URLs, passed some 67,000 on for further processing, judged 36,000 at 90%.  Had human subject matter experts evaluate the returned content to find out how well the computer's predictions mathed the human expert decisions.

[Drat... at this point the Seamus says he's not going into heavy detail -- yet this is exactly content I was waiting for.  This is the material I'd like to have seen so that I understand what the system is designed to do, but it's what he rushed through because he judged it as less important.  Steve just shut his laptop. Coincidence?]

U-CREATe interface integrates a link to OCCS.

[Okay.. I think I've finally made the phase shift.  I came to this talk expecting to read a book. Instead, I got a very meticulous description of new tools for constructing books. Or, to pick a different metaphor, I came expecting to watch a dance, and I got an detailed analysis of how muscles work on the cellular level.  Now we're getting usability results -- the convention of the scienctific research paper is to deliver the conclusion last, but humanities papers start with the thesis (the answer to the research question).]

Social Web Applications in the City: A Lightweight Infrastructure for Urban Computing (Short Paper)
Frank Allan Hansen and Kaj Grønbæk

Allan says his work focuses on linking physical places. How to do digital physical linking using 3D barcodes. Present programs built with this infrastructure.

Background -- trying to use ubiquitous hypermedia to support urban web applications -- want to let users brows and create and share information while they are mobile in an urban environment. Not just browsing, but browsing information related to the urban environment where they are.

Anchor information in the physical world; identify aspects of the physical world that we can use to anchor our links. GPS offers one sensor useful for anchoring links.

Ubiquitous link anchors: ID Mapping. Not a static model; we specify an anchor value and the system finds resources that match that anchor value. The 2D barcodes [a pattern of squares, not bars -- that name 2D barcode seems oxymoronic -- new to me, but an established term.] provide a visual anchor for the link. A URL can be converted in to the 2D barcode, scanned by a cell phone, and used to deliver a resource.

Examples... TagBlogger -- 2007 Arhaus festival, lets users access official location-sensitive information; create and share digital overlays. Had to develop the software and deploy 2D codes in the city. Tags on official festival posters; also tags along a route [pedestrian, I presume].

[I wonder... did the barcodes get vandalized? At any rate, sounds like an interesting project, and far more workable than the old CueCat debacle, which would have required people to carry a specialized device around and tether it to a computer.]

A State of the Art Survey of Soft Skill Simulation Authoring Tools (Short Paper)
Conor Gaffney, Declan Dagger and Vincent Wade

Conor presents. There are physical simulations (you learn about the physical object); procedural simulations (flying an airplane); soft skills (take place in a social context, based on interpersonal relationships).  Sales, interviewing, leadership.

Typically you get a short clip of the person being simulated, the learner takes on a role within the simulation, and learns by doing.

The simulations are cost-effective, convenient if online, save, educationally effective.

Demo [Thank you for giving the example this early!]

Teaching psychiatric medical students how to deal with patients (this is PARRY for the 21stC). Looks like the same mechanism for adaptive tree fiction.

Difficulty with soft-skill simulations -- difficult to compose. Not only the complexity of the dialog, it also has to be educationally sound simulation.  [I wonder if anyone in our family therapy program would be interested in a tool like this.. .obviously I'm interested in the ability to create a model interview for journalists, but the mechanisms will likely be similar to what a family therapist might face.]

VISIOn Composition Tool; Experience Builder; Captivate 3.

• VISIOn sems to be an outliner
• Experince Builder is accessible through a web browser.
• Captivate 3 most typical type of composition tool out there... approach is more towars hard skills, limited soft skill applications. No back links -- artifact of the procedural hard-skill origins of the tool.
  

Conor then went through each option and evaluated each on the key requirements... the lack of backlinks makes me completely reject Captivate 3 for my own interests, and to be honest I think I'd feel more comfortable working out the structure in Inform 7.

Will present more about the ActSIM composition tool.

Mark B - the sentimental novel is intended to teach us how to act and behave in certain situations. How does an environment devoted to writing hypertext differ from an environemnt designed to teach soft skills?

Brent Batson (via):

Academics have long talked of the "academic conversation." Now, Web 2.0 has called our bluff. We live in the midst of a non-stop world conversation. But, are conversational skills (in writing) important and, if so, how do we teach them?

Inside Higher Ed:

Understandably, professors frustrated with large class sizes turn to technology such as clickers in an attempt to engage students. Often, the technology become the handmaiden of an administration bent on sustaining huge classes where students need opera glasses to see the instructor. No wonder students are bored; answer their cell phones and text messages to friends. Of course, there is nothing untoward about a professor wanting to engage students, about wanting to maintain their attention and elicit their responses. Sadly, today's educational zeitgeist insists that to reach the 21st century learner professors must use a blend of technology, education and entertainment. There is an assumption that today's student is long on technology skills, but short on attentional abilities. To engage students we must entertain them.

I don't attend many science/technology conferences, so the genre of the one-minute poster presentations is brand new to me.  The genre is akin to the haiku or flash fiction -- it's a research paper bared down to the bones.  Flash scholarship?  60-second-scholarship?

About 20 people pre-loaded their slides onto the conference room computer, then lined up in the aisle. Each was given one minute to present their ideas. The host had an ooga-ooga horn that he squeezed when the one minute was up.

It's painful to watch someone cut off in mid-sentence, but it's a fascinating genre. Plus, this one-minute pitch is designed to get the conference attendees to stop by the presenter's table later on.  It's an efficient way to for conference attendees to sample all the posters, and it's a good chance for the presenters to encapsulate why their work is worth a closer look.

Okay, now that I've processed what I think about the genre, I'm ready to shift my focus to the content of the talks.

Paper 15 and 16, on on improving/expanding browser functionality were the most relevant to my interests so far. Paper 18 explicitly mentions blogs, so naturally I'm interested.  Paper 19 "Social WebEx Usage" is an educational tool that interests me; from the quotes from students it seems to be teaching Java, which is not an application I'd need.

Students whose posters are rated the best will give 10-minute talks tomorrow, and the winners of that will go on to the next phase.

From Scholastic, a report that shows books still appeal to kids. Does this mean that mouse-clicking adults will think of books as childish?

A new study released today finds that 75% of kids age 5-17 agree with the statement, "No matter what I can do online, I'll always want to read books printed on paper," and 62% of kids surveyed say they prefer to read books printed on paper rather than on a computer or a handheld device.

However,

Two in three children believe:
that within the next 10 years, most books which are read for fun will be read digitally - either on a computer or on another kind of electronic device.

Want to quote 5-25 words from an AP story? That'll be $12.50.  ($7.50 for non-profit or educational use.)  The AP has published a form that details the cost of an "Excerpt for Web Use" license.

The AP has a right to discourage people from posting the full content of articles online, just as you or I retain the copyright to our own writing (unless we explicitly give those rights away).  But to charge money even for brief quotations is to reject the Section 107 of the Copyright Act -- known as the "Fair Use Exception." 

§ 107. Limitations on exclusive rights: Fair use

Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include--

(1) the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;
(2) the nature of the copyrighted work;
(3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
(4) the effect of the use upon the potential market for or value of the copyrighted work.

The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all the above factors.

Note that copying an entire book (or song, or movie) in order to avoid purchasing it is not "fair use."  Showing a clip from a movie in class, or posting quotations from a novel to back up a review or literary research paper, are all covered by "fair use."

Access to the words of public officials, as reported from various news sources, is an important part of the democratic process.  A candidate being interviewed on ABC should be able to quote from what an opponent said on NBC, and someone who calls in on a CBS show should be able to quote from what a guest said on CNN. The Fair Use Exception recognizes that anyone engaging in "criticism" or "comment" should have the same the ability to quote brief passages from published materials.

The line between blogging and journalism is fuzzy, and bloggers have been sued for making statements that a trained journalist would know not to make. The Society of Professional Journalists offers training sessions for bloggers who want to know what journalists know.

People are practicing journalism through blogs, Web site production and interaction with sites maintained by mainstream news organizations. They are contributing to the world's 24/7 news cycle, making it easy and accessible for more of us to be in the know.

The Society of Professional Journalists believes the world benefits from more news coverage, not less. Through its Citizen Journalism Academy, SPJ seeks to help everyone wanting to practice journalism to do so accurately, ethically and fairly. The Society aims to help participants understand how responsible practices could increase their reach and help them have strong journalistic reputations within their communities and around the world.

At night, no one can hear you do a happy dance.

And I must stifle my victory whoops, so as not to wake up the rest of the family.  But I can still pronounce my geeky successes through my blog. A computer that was dead lives again.

I don't usually do hardware.

But last weekend, I invited a boy from another homeschool family over to help pull apart an old PC that the previous owner of my house left in the garage. As fate would have it, one of my computers had a hard drive failure around the same time. Not a spectacular crash, just a steady degradation of performance that finally made thing unusable. 

So it seems only fitting that I should start this weekend resurrecting a broken PC. (Hence the geeky joy.)

As long as those pesky neighborhood kids stay off of Joseph Epstein's lawn, the rest of us can read his Weekly Standard essay about the generation gap in education. I went to a Catholic high school, where I figured out that the whole point of requiring uniforms and "Yes, Sister... No, Sister" was to give the kids something concrete but harmless on which to focus their rebellious energy.  I could come to school in mismatched socks and a garish tie, and nowhere in the student manual did it say I was doing anything illegal.

I always pictured the sisters snickering behind their office doors. "Young Jerz thinks he's hot stuff because he managed to get ahold of a stack of signed hall passes." (I used them to get out of class so that I could work on the sets for the theater productions, but of course the teachers wouldn't have let me out of class if they thought I would cause trouble or fall behind.)

Epstein makes a good point about the role of feelings in literary analysis. I always cringe when a student dismisses a text because "It didn't hold my interest."  (Bad book! How dare you challenge my world view or create an occasion to reflect on something outside my personal interests?)  Since Seton Hill University markets itself as a caring place, and I chose to work at an institution that would reward me for expressing a personal interest in my students, Epstein would probably see me as part of the problem that he's identifying here.

What do you think... does he go too far? Am I defending the coddled millennials because I identify more with them than I do with Epstein's generation?

The most impressive students I had over my 30 years of university teaching were those I encountered when I first began, in the early 1970s, who almost all turned out to have been put through Catholic schools, during a time when priests and nuns still taught and Catholic education hadn't become indistinguishable from secular education. Many of these kids resented what they felt was the excessive constraint, with an element of fear added, of their education. Most failed to realize that it was this very constraint--and maybe a touch of the fear, too--that forced them to learn Latin, to acquire and understand grammar, to pick up the rudiments of arguing well, that had made them as smart as they were.

So often in my literature classes students told me what they "felt" about a novel, or a particular character in a novel. I tried, ever so gently, to tell them that no one cared what they felt; the trick was to discover not one's feelings but what the author had put into the book, its moral weight and its resultant power. In essay courses, many of these same students turned in papers upon which I wished to--but did not--write: "D-, Too much love in the home." I knew where they came by their sense of their own deep significance and that this sense was utterly false to any conceivable reality. Despite what their parents had been telling them from the very outset of their lives, they were not significant. Significance has to be earned, and it is earned only through achievement.

A fascinating exploration of learning at a very early stage. Thanks for the link, Robert.  (BBC)

Usually, cuttlefish eggs lie in an envelope full of black ink. But this clears as the embryos grow older, leaving them growing within translucent eggs. These unborn cuttlefish also have fully developed eyes. That leads the researchers to conclude that the cuttlefish embryos must peer through their eggs, and learn to recognise their prey, a behaviour which will help give them a head-start in life.

The article made sure not to phrase the poetry lessons as punishment -- the one who actually bought the beer served a few days in jail. This sounds like a creative and proportional way to respond to the problem. USA Today (Thanks for the tip, Rosemary.)

More than two dozen young people who broke into Robert Frost's former home for a beer party and trashed the place are being required to take classes in his poetry as part of their punishment.

If your father is an English professor, how do you respond to poorly written signs in a kiddie park?

Everywhere I go, I like taking pictures of signs with mistakes that make good classroom proofreading examples.

Shortly after I moved to Western Pennsylvania, I learned that Idlewild Park is the regional version of Disneyland.  Every year we get season passes, and a regular stop for us is Storybook Forest -- which my wife remembers visiting when she was a little girl. 

Who knows how many generations of children have seen this sign and wondered about the anonymous dwarven sign-maker who claims ownership over the familiar seven?

This article from eSchoolNews does a good job emphasizing some of the relevant lessons from a recent Pew report:

For most media outlets that reported on an important new survey measuring the impact of technology on teens' writing skills, the big news from the survey was that emoticons and text-messaging abbreviations are creeping into students' formal writing assignments. :-(

Buried beneath the alarm of writing "purists," however, was a promising finding with equally important implications for schools: Blogging is helping many teens become more prolific writers.

The idea of paying for positive coverage at a scholarly conference is 0% original.

Inside Higher Ed reports on Turnitin.com's awkward efforts to get positive coverage at the 4Cs next year.  (Via KairosNews, which links to blogger reactions.)

The issue of paying professors to attend the 4C's meeting is particularly sensitive because of the make-up of the association. Many of the people most knowledgeable about teaching composition are adjunct professors or full timers who are off the tenure track and who frequently don't have the same access as tenured professors to travel budgets and research support. As a result, there is arguably more discussion within the 4C's meeting than at some others about issues related to who can afford to attend and present. The conference has a fund to help those without travel budgets attend the meeting -- but applications for such support are not based on whether or not someone favors using Turnitin.com. Kent Williamson, executive director of the National Council of Teachers of English, of which the 4C's is part, said he had never before heard of a company offering to pay people whose papers on selected topics are accepted for the annual meeting. He stressed that Turnitin.com did not ask permission to involve itself with the conference in this way and that the payments it makes are "not in any way a 4C's initiative."

I do use Turnitin.com. I can only think of one time when the service identified problems with a paper submitted by a student who wasn't already showing serious signs of trouble in other areas (such as excessive absences or not turning in the pre-writing).  I've even had a false positive where a student who had posted her pre-writing on her blog was surprised to find Turnitin.com calling the resulting paper "unoriginal" when it found her blog and compared its contents against the submitted work. Of course I explained to the student I would never even think of taking action on a Turnitin.com report without first investigating thoroughly, but that student was still distressed.

In case you didn't know, Choose Your Own Adventure (CYOA) is back. (School Library Journal)

The CYOA books allow middle graders to experiment with nonlinear storytelling, "a developmental step that some kids need." Choice-points in the stories force youngsters to visualize and mull over plot possibilities, letting them take control of the reading experience. Individual volumes in this versatile series treat many different themes, take numerous approaches, and incorporate varying levels of complexity, making the titles suited to a wide audience. Sure-fire successes with reluctant readers, the books can also encourage youngsters who have the skills but have stopped short to move "past their point of resistance." And of course, more accomplished readers love them too.

AP:

Nearly a third of children ages 6 to 10 are regular users of digital audio players, according to market research firm the NPD Group. And thanks to entrepreneurs like Katz, they can now use them to listen to bedtime stories.

In March, the Audible.com founder launched AudibleKids.com, where children can download books directly onto their digital audio players.

"I hear lots of people talking, saying that when they put their kids to bed, they put them down with an audiobook," says Audio Publishers Association president Michele Cobb.

Wired:

The U.S. Army Intelligence Center is using a custom game to train interrogators, or "human collectors," as they are euphemistically known. Known by the staggering title of Intelligence and Electronic Warfare Tactical Proficiency Trainer Human Intelligence Control Cell, the simulation was designed by General Dynamics from the shooter Far Cry.

The Army game features a virtual detainee and interpreter; the player-interrogator speaks through voice-recognition software to the virtual interpreter, who translates the questions to the prisoner. Designed for rookie interrogators and more experienced personnel needing a refresher course, IEWTPTHICC teaches the player how to work through an interpreter, use culturally appropriate speech and analyze a detainee's body language, according to Lt. Col. Cherie Wallace, deputy head of the new systems training and integration office at the Army intelligence center at Fort Huachuca, Ariz.

Inside Higher Ed:

"Information on computer science subjects in Wikipedia is likely to be accurate and informative, often using unique resources to illustrate concepts that are not available to print media," wrote de Medeiros in an e-mail. "This probably derives from the fact that computer scientists use the computer as their main form of access to scientific articles and journals, that they take advantage of electronic forms to disseminate their research, including instructional materials in various formats. Researchers and educators of high caliber are probably behind most Wikipedia articles in computer science."

In all likelihood, tech-savvy scholars are among those keeping such isolated corners in the digital stacks of Wikipedia relevant, up to date and accurate. For computer science, especially, many topics on Wikipedia are in a form polished and accessible enough to assign to students as reading, and the subjects aren't controversial in a way that would inspire the sort of back-and-forth citation wars that cause some articles to fluctuate wildly between competing versions. But other topics get assigned from Wikipedia as well -- not least in courses about digital culture itself.

Pew / Internet (PDF):

Most teenagers spend a considerable amount of their life composing texts, but they do not think that a lot of the material they create electronically is real writing. The act of exchanging emails, instant messages, texts, and social network posts is communication that carries the same weight to teens as phone calls and between-class hallway greetings.... Yet despite the nearly ubiquitous use of these tools by teens, they see an important distinction between the "writing" they do for school and outside of school for personal reasons, and the "communication" they enjoy via instant messaging, phone text messaging, email and social networking sites.

This game sounds great. Created by a 14-year-old, says Wired.

With Elementeo, we inject fun into education!