Recently in the Technology Category

Part of an Ars Technica review of Google's new operating system.

Longtime Ars readers may be familiar with my periodic rants about the increasing disutility of the "volume/directory/file" metaphor for modern networked machines. Saving files, copying them, syncing them--this is all pointless clerical work that I want my computer to do for me.

Bravo.

I've had a Kindle DX for a few weeks now. I've been using it as I read The Girl Who Circumnavigated Fairyland to my daughter. I haven't yet used the Kindle to buy any books, but I've stuffed it with out-of-copyright classics and academic PDFs.

It takes maybe 5-10 minutes to set up the text files, break them into chapters, and set my text-to-speech program to generate the MP3s.  Depending on how long the text is, it might take 20 minutes for the MP3s to generate, but there's always something to do while I'm waiting.

Over the past couple of years, I'd gotten rather accustomed to using Text Aloud's file splitter utility to break a long e-text into separate chapter files, converting each chapter in to a separate MP3, and setting my voice recorder to require me to push "play" to start a new file.  I lie there in bed, with my finger over the "play" button, like a train engineer with his hand on the dead man switch. When I fall asleep, the recorder doesn't go on to the next chapter, so when I wake up in the morning I can jump back to the previous chapter, and in between snooze alarms, fast-forward to the last part I remember.

The Kindle has a very useful text-to-speech option, and in the past few weeks I've used it to listen to The Wizard of Oz and A Christmas Carol, both of which I've read several times the conventional way.  I'm teaching them as light after-Thanksgiving books in two different classes, and I've found that listening to a familiar text forces me to think about it in a different way.

But when I fall asleep listening to an e-Book on the Kindle, I wake up the next morning and the Kindle has advanced chapter-by-chapter all the way to the end of the book. It only takes a few minutes to find the table of contents and figure out what was the last chapter I remember before dozing off.  It's not a big complaint, but it is something I'd like to be able to control.

Every family, it seems, has its own set of words for describing particular Lego pieces. No one uses the official names. "Dad, please could you pass me that Brick 2x2?" No. In our house, it'll always be: "Dad, please could you pass me that four-er?"

And I'll pass it, because I know exactly which piece he means. Lego nomenclature is essential for family Lego building.

"Dad, I'm building a roof for the medical pod, but I need a hinge-y bit to make it open up. You know, one of those four-er flat hinge-y bits." --Giles Turnbull, The Morning News

To describe the world before or after the spread of print was child's play; those dates were safely distanced from upheaval. But what was happening in 1500? The hard question Eisenstein's book asks is "How did we get from the world before the printing press to the world after it? What was the revolution itself like?"

Chaotic, as it turns out. The Bible was translated into local languages; was this an educational boon or the work of the devil? Erotic novels appeared, prompting the same set of questions. Copies of Aristotle and Galen circulated widely, but direct encounter with the relevant texts revealed that the two sources clashed, tarnishing faith in the Ancients. As novelty spread, old institutions seemed exhausted while new ones seemed untrustworthy; as a result, people almost literally didn't know what to think. If you can't trust Aristotle, who can you trust?

During the wrenching transition to print, experiments were only revealed in retrospect to be turning points.--Clay Shirky

Many have defined the problem -- people are abandoning old media for new in droves -- but nobody has come remotely close to figuring out the formula to monetize this audience in a way that ensures the range and level of news and periodical content and offers the rich experience advertisers will pay a premium to be part of.

Pulling it off would take characteristic Apple hardware/software flair -- and a bit of uncharacteristic magnanimity. But the "X" factor is Jobs himself. Whatever you believe about his health, Jobs will not live forever. We're guessing that he, like all high achievers, believes that yesterday's accomplishments, however fantastic, are also yesterday's news. If he is looking for One Last Thing, saving journalism would be the Holy Grail. --Wired

At the 2009 Educause Conference, Inside HIgher Ed reports on The Cloud.

Woo, who took the anti-cloud position, said that just because higher education is moving en masse toward outsourcing services such as e-mail and data management to external providers does not necessarily mean it is moving in the right direction.

"I'm not sure why every conversation about cloud computing always has to do with 'When?' " Woo said. "Why aren't we asking, 'Why?' "

She cited recent Gmail outages and an anecdote from an organization she had advised who had said a cloud storage provider lost its data. "There are security risks, there are privacy risks -- where is that student data being stored? Where is that research data being stored? .... How is the private sector going to feel when when we can't guarantee that our research data our faculty are generating for them is safe?"

Dieckmann laid out the pro side first from an economic perspective, noting that economy has become a watchword as many IT departments seek to maintain a high level of service even as their budgets are pared down.

Here at Sunlight we want the government to STOP publishing bills, and data in PDFs and Flash and start publish them in open, machine readable formats like XML and XSLT. What's most frustrating is, Government seems to transform documents that are in XML into PDF to release them to the public, thinking that that's a good thing for citizens. Government: We can turn XML into PDFs. We can't turn PDFs into XML.

Flash isn't off the hook either. Government has spent lots of time and money developing flash tools to allow citizens to view charts and graphs online, and while we're happy the government is interested in allowing citizens to do this, Government's primary method of disclosure should not be these visualizations, but rather publishing the APIs and datasets that allow citizens to make their own. Only after those things are completed to the fullest extent possible should government be working on its own visualizations. While Adobe may say in their open government whitepaper:

"Since the advent of the web, an entire infrastructure has evolved to enable public access to information. Such technologies include HTML, Adobe PDF, and Adobe® Flash® technology."

This is nonsense. --Sunlight Labs (via)

The Kindle e-book reader frees academics from having to carry around a huge collection of chunks of matter, but flipping from main text to footnotes is awkward, and the highlighting tool doesn't replace the bracketing, underlining, and commenting that we do between the lines.

In a few days, I expect to be the owner of a new Kindle DX (the full-page reader, designed for magazines and full-page PDF readings). I found the Kindle most useful when I was reading for pleasure.

I have to admit I am scared silly by the idea of a generation of students so alienated from material they are supposed to be immersed in that they rent digital textbooks that they do not intend to keep, cannot dog ear and underline, and otherwise feel totally alienated from. Even the current trend of students not underlining in books so as to preserve their resale value strikes me as appalling. Taking ownership of your education -- and indeed, just learning how to read closely -- means making your books part of your physical environment. In an era when you thought criminally overpriced textbooks full of uselessly pretty pictures and pre-chewed content was the absolute nadir of education, the Campus Full Of Kindles demonstrates we still have lower to sink. If, that is, the Kindles alienate students from their libraries rather than empowering them to immerse themselves in them. --Alex Golub, Inside Higher Ed

I hear students tell me that in some disciplines, individual textbooks cost $200. I don't think it's the Kindle that's done the alienating.

Update: MIke Arnzen invokes the Kindle in a good post on teaching creative writing in the digital age. His reflections parallel many of my own, as I contemplate my role as a teacher of journalism.

I just excerpted and linked to a story from the Huffington Post Blog, and after I checked my blog I found a strange link floating above all the rest of my text, making both my own text that was under the link and the link itself illegible.

I had already included a link to the HuffPo. I had to spend extra time locating and removing this extra crap that appeared in my clipboard buffer.

<div style="position: fixed;"><div id="new_selection_block0.017883485913577468" style="border: medium none ; overflow: hidden; color: rgb(0, 0, 0); background-color: transparent; text-align: left; text-decoration: none;"><br /><br />Read more at: <a href="http://www.huffingtonpost.com/lenore-skenazy/as-goes-halloween-so-goes_b_340163.html" target="_blank_">http://www.huffingtonpost.com/lenore-skenazy/as-goes-halloween-so-goes_b_340163.html</a></div>

I feel bullied, or at the very least treated with the assumption that anyone copy-pasting from HuffPo intends to steal the content.

The next time I think of driving traffic to The Huffington Post, I'll remember how their CSS trick messed up my layout, and I'll probably pass.

Looking forward to this promising resource.

I've wrapped the blogs up,  tidied them up, corrected & updated them and put them into 1 handy ebook for you to download and take home. It means you have have an all-in-one desktop reference to giving your multimedia journalism more spark, and getting in the entrepreneurial mindset.

Chapters include: video, audio, storytelling and branding.

It'll be available from Monday, it's 100% free and there's no registration or anything. Just click on the button and you'll be able to download it outright. --Adam Westbrook

Great stuff from Mark Marino... not only is the content fascinating, but the blog-sized presentation, for discusison, of a fundamental theoretical concept is a great example of what the blogging medium can do for (and to) scholarship.

Item for today: =

In Donald Knuth and Luis Trabb Pardo's article on the history of computers, the note the moment at which = moves from equivalency to assignment. Here is a moment where mathematical notation and code separate on the basis of assignment, where it moves from a real that represents abstractions to a realm that controls memory locations.

For all intents and purposes
Algebra: x = 0; and computer code: x=0;
seem to mean the same thing.

However, on the most fundamental levels, they are not. The one establishes equivalence of signs. The other tells the computer to store the value 0 in the location represented by x.

In CCS, we have not just a mathematical system, for surely much of algorithms is mathematical. However, when critics talk about the materiality of these performative declarations in programming languages, they are talking about this latter notion of x=2.

Again, I don't want to rule out the possibility of critically analyzing mathematics. I just want to talk about this moment of the separation, where the computational instructions gain additional semantic meaning because there signs are not just representations, but commands with material ramifications. --Mark Marino, Critical Code Studies

Clearly, the computer re-energized Bukowski and gave him new life as a writer. Yet much of Bukowski's late writing was about old age and death. The computer fit into this. In poems, letters, and in The Captain, Bukowski chronicled his struggles with the computer. The shutdowns, the lost poems, the time at the shop for repairs. This mirrored Bukowski's own health problems and trips to the hospital. The computer represented the writer in old age. The computer and the digital revolution also suggest the end of the book and of print. As a result, the computer spelled the death of the traditional author, a fact that must have struck Bukowski as he faced death himself. Yet all was not doom and gloom as the computer (old age and death) also provides the material and means for new poems. So the computer also represents the old writer's creative impulse. Jed Birmingham, Reality Studio

In a bid to save money, the station is planning to reassign the technicians who operate the electronic prompters that feed scripted news copy to the anchors while they're on the air. Instead, the station wants its anchors to do the job themselves.

[...]

"Instead of orchestrating coverage, fact-checking, handling breaking news, paying attention to the [newscast], engaging reporters, questioning authorities, covering bad writing and technical mistakes, anchors will now spend most of their time" running the prompter, said one newsroom employee, who asked not to be identified because he's not authorized to discuss the change. "It's kind of like a literal one-man band -- singing, banging a drum, crashing cymbals, playing a trumpet and strumming a guitar . . . except we're not playing show tunes here." Washington Post

When people can more easily fire off all sorts of messages--from updates about their breakfast to questions about the evening's plans--being able to figure out which messages are truly important, or even which warrant a response, can be difficult. Information overload can lead some people to tune out messages altogether.

Such noise makes us even more dependent on technology to help us communicate. Without software to help filter and organize based on factors we deem relevant, we'd drown in the deluge.--Jessica E. Vascellaro, Wall Street Journal

The article is more about the rise of microcommunication tools than it is about the end of e-mail, but it does a fair job explaining the difference. 

The AP recently raised eyebrows last year when it announced its intent to charge bloggers who quote from an AP story, and again more recently when it announced vague plans to track the spread of AP stories through secret embedded codes.

The AP's position is that if search engines are making money delivering customers to AP content, then the AP should get a piece of the action.  Here's a suggestion that might actually work, without trampling the fair use doctrine in the dust, and without relying on magic digital pixie dust tracking technology.

Financial wires have long charged higher rates for the timeliest delivery of such information as stock quotes, so the approach is not without precedent. As more and more news organizations wrestle with the need to create premium products, the AP's experiments will emerge as valuable case studies in high-stakes bets.

Time-based pricing could take any number of forms, including early access to an index of stories that would enable participating search engines to begin crawling the news sooner than the other guys.

Another option under discussion is the earlier release of actual stories, in effect setting up some AP customers as places that users would come to rely on for the earliest look at AP content.

What's interesting about these ideas is that they could generate much-needed revenue without jeopardizing journalism's civic purpose of wide distribution of news. --Bill Mitchell (Poynter)

Course management systems (CMSs), used throughout colleges and universities for presenting online or technology-enhanced classes, are not pedagogically neutral shells for course content. They influence pedagogy by presenting default formats designed to guide the instructor toward creating a course in a certain way. This is particularly true of integrated systems (such as Blackboard/WebCT), but is also a factor in some of the newer, more constructivist systems (Moodle). Studies about CMSs tend to focus on their ease of use or how they are used by faculty: their application, for good or ill. Few discuss the ways in which they influence and guide pedagogy, and those that do only note their predisposition for supporting more instructivist methods. Current research also ignores the fact that many of the new wave of online teachers are Web novices entering the field without a deep understanding of online technology. A closer look at how course management systems work, combined with an understanding of how novices use technology, provides a clearer view of the manner in which a CMS may not only influence, but control, instructional approaches. --Lisa Lane, First Monday

Though moribund today, for decades Usenet was the paper of record for the online world, and its hundreds of millions of "newsgroup" postings chronicle everything from the birth of the web to the rise of Microsoft, as well as more trivial matters.

In February 2001, Google rescued that history when it acquired the New York-based Deja.com, and with it a Usenet archive going back to 1995.

[...]

Flash forward nearly eight years, and visiting Google Groups is like touring ancient ruins.  --Kevin Poulsen, Wired

Full episode.

"Text 'uncle'! Text 'uncle'!!"
"But why talk... when I could text?"
"That text was totally worth the 15 cents it cost to receive it!"
"Then Zach Skyped us, liveblogged our spelling bee, and friended us on Facebook!"
"Faculty lounge talk out in the halls?"

I've been a journalist for 27 years, and I love that romantic old notion of the newsroom as much as the next guy. But I recently canceled my two morning papers--The New York Times and The Wall Street Journal--because I got tired of carrying them from the front porch to the recycling bin, sometimes without even looking at them. Fact is, I only care about a tiny percentage of what those papers publish, and I can read them on my computer or my iPhone. And I can rely on blogs and Twitter to steer me to articles worth reading. --Daniel Lyons, Newsweek

When the University announced its Kindle e-reader pilot program last May, administrators seemed cautiously optimistic that the e-readers would both be sustainable and serve as a valuable academic tool. But less than two weeks after 50 students received the free Kindle DX e-readers, many of them said they were dissatisfied and uncomfortable with the devices. --Fox News

Yes, I interact with students via e-mail and the Web. And computers can be great for teaching when it's difficult or impossible for students to get to a brick-and-mortar classroom. But for me, teaching involves f2f (there, you see, I've gone and used a computer term in a sentence). I want to listen to students talking to me, to one another, having a spontaneous conversation about the subject. It's fun. It's energizing. Online, I just don't feel that kind of electricity. It's probably just a personal preference.

But I do see some significant downsides to distance education. It's touted for all the wrong reasons. It's cheap: yes, perhaps, if you discount the price of the technology (it turns out that computers cost more than people, that computer techs cost more than entry-level instructors, and that software costs more, not less, than textbooks, and it must be constantly upgraded). --Dennis Barron

Silly headline, from a University of Washington press release.

Second, fourth and sixth grade children with and without handwriting disabilities were able to write more and faster when using a pen than a keyboard to compose essays, according to new research.

The study, headed by Virginia Berninger, a University of Washington professor of educational psychology who studies normal writing development and writing disabilities, looked at children's ability to write the alphabet, sentences and essays using a pen and a keyboard.

"Children consistently did better writing with a pen when they wrote essays. They wrote more and they wrote faster." said Berninger.

In his Inside Higher Ed blog, Joshua Kim writes:

A transformative step that learning technologists can participate in proposing, pushing, guiding, leading, managing and maintaining would be providing a campus-wide blogging platform and institutional aggregation site. Here are some guidelines for what this could look like...

Here is the text of a comment I posted:

There is, of course, a value in creating a private online space for a specific class, but if we put our best stuff behind the Blackboard firewall, or if the content disappears into the Facebook or Twitter data sink, then we're missing the chance to use the web as a public resource.  Thanks for posting these guidelines. I like your thinking, Joshua, and I hope that more faculty and administraors will see the value of social networking technology.

In the fall of 2003, as a new hire at Seton Hill University (a small liberal arts college near Pittsburgh), I used MovableType to set up blogs.setonhill.edu, offering free, no-advertising blogs to students, faculty, and staff. 

The default template I provide is subtly branded, with a modest logo and link, but students can (and often do) choose a different design.  The fact that the blogs live under the setonhill.edu domain gives the student writers clout, and the frequency of posts and the pattern of cross-linking is interpreted favorably by Google (our aggregator has a respectable Google PageRank of 5.10).

We paid a one-time fee (about $300, I think) for a site license that permits 300 active blogs.  Each year, I've opted for an annual tech support package that has saved me hours of troubleshooting time, at a price that's about what we pay the web host.

Since blogs.setonhill.edu went online, nearly 600 users have created about 25,000 posts, attracting about 40,000 non-spam comments. I have often wished for the time to do the coding necessary to rank blogs by recent activity (in the last 24 hours, in the last week, in the last month, in the last year, and "all time"), but for now a list of recently updated blogs keeps the most active blogs visible.

Usually every semester, students get comments from the author of a textbook or academic article we've used in class.  Students posting their homework on The Scarlet Letter or the Associated Press Stylebook are likely to get some random search engine traffic.

A former admissions director blogged faithfully for some months before leaving for a different job, and the library, the student paper, our National Catholic Center for Holocaust Education, some students involved in our Study Abroad program, all of my journalism and literature students blog on the system, and about a dozen other classes taught by other faculty members have experimented with blogging.  Several faculty members have experimented with using a blog as an official professional presence, and one colleague got a book deal out of a collection of essays he posted to his blog while on a trip abroad. 

I don't censor what the students write.  Of the 25,000 blog entries on the site, I'd say that only three crossed the line into destructive irresponsibility and offensiveness, and the authors of those posts withdrew almost immediately after posting them. (Those posts are still online, but you'd have to know what to search for in order to find them.)

U.S. citizens will soon be able to log in to government websites using their Google account, or the URL of their Yahoo profile. It's a significant embrace of the open and emerging tech standards the Obama administration promised. --Wired

From the president's prepared remarks to school children, scheduled for tomorrow.

Every single one of you has something you're good at. Every single one of you has something to offer. And you have a responsibility to yourself to discover what that is. That's the opportunity an education can provide. 

Maybe you could be a good writer - maybe even good enough to write a book or articles in a newspaper - but you might not know it until you write a paper for your English class. Maybe you could be an innovator or an inventor - maybe even good enough to come up with the next iPhone or a new medicine or vaccine - but you might not know it until you do a project for your science class. Maybe you could be a mayor or a Senator or a Supreme Court Justice, but you might not know that until you join student government or the debate team.

And no matter what you want to do with your life - I guarantee that you'll need an education to do it. --Barack Obama, whitehouse.gov

Interesting that Obama mentions "articles in a newspaper," rather than "articles for a news website" or "articles for a RSS feed" or "articles for cranially-implanted holographic simulation networks."  But he does end with a reference to social networking.

Do you think the hand-washing reference is just a little bit... I don't know... pandering?  Is the President going out of his way to make Republicans look silly for opposing some Oval Office happytalk? 

I remember some years ago reading an article that used a similar strategy to describe exactly what it would feel like to stand on Mars.

One of things Ford wasn't ready for is the weird smell.

"From the [spacewalks] there really is a distinct smell of space when they come back in," Ford said from the station in a Friday night news conference. "It's like...something I haven't ever smelled before, but I'll never forget it. You know how those things stick with you."

In the past, astronauts have described the smell of space as something akin to gunpowder or ozone.

The sounds of spaceflight have also been surprising, especially when Discovery fires up its large maneuvering thrusters, Ford said. -- Fox News

Some of these wacky rookies forgot to strap themselves down while sleeping, and just as the gruff, no-nonsense mission commander is in the conference room asking for a more experienced crew, the snoring rookies float past the camera.  The next morning, they try to make popcorn in the kitchen, and watch with wide eyes as various items ping-pong throughout the cabin, causing a low-gravity chain-reaction that sends a communications satellite to fiery doom.  When a capsule of Soviet cosmonauts starts running out of air, the motley crew of unlikely recruits is the only rescue team available. Will they show NASA they have the right stuff, or will NASA tell them to stuff it?  Starring Don Knotts, Tim Conway, and Leslie Nielsen. Introducing Mischa the Chimp as Dr. Bananas.

"Just make sure that you spell everything wrong and swear a lot."
Facebook, Twitter Revolutionizing How Parents Stalk Their College-Aged Kids

A technology win from the Pittsburgh Tribune-Review:

Rather and Potter emptied the victim's pockets of his cell phone and wallet and told the victim to "get out of here," police said.

The victim ran off while Rather and Potter headed toward Fifth Avenue, police said.

When officers showed up at the victim's home, he was simultaneously canceling his bank and credit cards, and using a computer to track the location of his cell phone through its GPS, police said.

Okay, so it's after midnight on a Friday night... but surely someone's awake in a call center, somewhere in the world.

After following the maze of links for getting contacting Verizon by telephone, I get this screen, which dead ends.

I presume there's supposed to be a phone number or a chat applet or a dancing teddy bear in that box, but it's empty -- both on Firefox and Safari. So my quest to get Verizon to undo its URL hijacking is not over. On the upside, I learned how to do a screen capture on my new MacBook Pro.

I'm blogging the Verizon tech support number so I can find it again -- it's very hard to find it on the website..

1-800-837-4966