On Education Applications, Ipods, Iphones and Stanford.

As was widely predicted the introduction of third party  applications (via  Apple's ITunes store) has enhanced the appeal of the iPod and iPhone. No longer is the iPhone a strictly walled garden. In the same way that gadgets can be placed on the iGoogle desktops, or widgets can be placed on the Mac dashboard, applications can now be placed on both the iPod touch and iPhone.

Applications are neatly filed in the iTunes store under a range of nineteen categories.
The filing system is not that helpful but it is enhanced by the customary "New", "What's Hot" and "Staff Favourites" sections. Eager browsers may also find themselves attracted by the "Top Paid Apps" and "Top Free Apps". Reviews of the applications are provided to help in app choice but as ever  "Caveat emptor" should be the eager shoppers motto.

The list of Education Apps makes for interesting reading. At present it consists of fourteen pages, each carrying twenty one apps! Some of these are free, some are lite (demo versions with limited features) and some cost. The cheapest are 59p, the most expensive I have noticed to date are £23.99.

As I browsed through the store two Ed Apps caught my eye.

 A company called Modality Inc provide "Zollinger's Atlas of Surgical Operation, Gastrointestinal: Upper", which is described as;

"The classic guide to general surgery procedures ... now available for the iPhone and iPod touch ...... Using the intuitive iPhone interface, you can navigate through detailed images with the flick of a finger, pinch to zoom, and tap to read easy to follow instructions for each procedure" !

I am so tempted to purchase one of Modality's products just to see what it looks like.

Here is a company working to embrace the use of mobile technology in teaching and learning. "Modality, we make small screens smarter, The Titles you Trust on the Screens you Love" have a developing range of titles  for medical students and professionals. Also they seem to be preparing to release Cliffs Notes which I remember from my days of studying literature. Impressive stuff. Think how many teenagers / young people / students have ipods/ iphones. If the applications are as good as they appear to be, think of the market!

The second application that caught my eye, was a free one. I came across the 8.4MB of code that is "iStanford" an application that slipped into the store on October 4th.

The application description says;

"iStanford is Stanford University in the palm of your hand.
Search the Stanford directory, search campus map, find and bookmark courses, and get scores, schedules, and news for all Stanford varsity athletics teams. All from your Iphone or iPod touch"

It continues.......

"Coming soon
Register for classes, View your course and grade history (this and previous terms), View your University balance, past statements and transaction history, Login to view private Stanford information"

This I have downloaded, and explored and it is an impressive application. Having explored the Stanford app I searched the web and discovered the following (in no particular order)

• Stanford University IT Services sell the Apple iPhone.
• The iStanford app was produced by TerriblyCleverDesign a student owned development company at Stanford.
• This fall / Autumn in the UK Stanford University are running a taught course / module entitled iPhone Application Programming.
• All of this seems to have been made possible by the iPhone Developer University Program (USA only)
  

I was led to the iTunes App store by my new iPhone, but I'd missed the point. When I first saw the iStanford app my initial question was how many students at Stanford own an iPhone?

It was the wrong question.

The questions we need to ask are

• What applications are we building in the UK for our students?
• What applications are our students building for themselves?
• How quickly could we in the UK introduce a course like the iPhone Programming Course at Stanford?

What's to be done?

On Middle Age.

I guess I'm middle aged, so this report  brings me so much joy!

"For middle aged and older people at least, using the internet helps boost brain power,"
.......
"Internet searching engages complicated brain activity, which may help exercise and improve brain function."



I think I knew that!

BUT

The report "suggested that newcomers to the web had not quite grasped
the strategies needed to successfully carry out a web search."

Which means there is work to be done in developing digital literacy?

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Web 2.0, City Academies and Money

Criticisms made of Web 2.0 facilities often  run along the lines of "What happens if the company you are using goes bust, turns off it's servers, starts to charge, loses interest, sells your details to the highest bidder etc. etc."

Well take a little look at what's happening to this City Academy.

"Governors reassured parents that it was "business as usual for all
students" and said reports about Amey's involvement should not give
cause for concern."


Ha!

They've been saying that about banks of late.

Now I know that a Web 2.0 type services provider and a City Academy are not really the same kind of beast ..... but what would happen if Google put up their prices or started to charge for something that many of us might have to come to depend on.

Where are my digital photographs stored? Where are my blogs backed up? Where is my address book? My college emails? My pieces of collaborative writing?

Time to think about my backing up policy! 

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Colleges and the Credit Crunch.

Is this a warning of things to come?

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On Hi Tech Cheats.

As we slide towards the beginning of a new academic year an interesting article by Moira Sharkey, can be seen in today's Western Mail.

It reports that 1,600 students have been caught cheating at Welsh Universities over the last three years. Most were guilty of plagiarism, some guilty of cheating in exams.

According to the article, over the last three years among Welsh Universities the University of Glamorgan has disciplined the most students. A statistic rightly defended by the University as they take "cheating seriously and work hard to catch the culprits"

As is ever the case, the statistics are incomplete as Welsh Universities have different methodologies and systems for publishing annual records but they do show that Welsh Universities are engaging with and beating plagiarists.

Many students enter University unaware of how academic work is assessed in Higher Education and are often ill prepared for the vast gulf that exists between sixth form and undergraduate life.

Ben Gray (of NUS Wales) comments on this in the article

“NUS Wales recognises that there are huge differences in the way that
higher education is conducted and assessed compared with secondary
education and as such these are issues that student unions across Wales
are assisting institutions in helping students understand the system.”

While NUS Wales should be commended for assisting students understand the University way of thinking, work needs to be done to ensure that schools understand what Higher Education expects and that Universities are perhaps a little more aware of their student's shortcomings.

Many sixth formers (digital natives?) are ill prepared for the rigour of academic essay writing and the associated referencing processes, as they have passed through a school system where the cut and paste mentality of project and course work has been encouraged and endorsed by the actions of their parents, teachers and peers. This is not totally the fault of the schools or the teachers. It is a way of thinking that has been encouraged by the system. Now that course work is being downgraded schools need to do much more to prepare students for University life and Universities need to do more to integrate undergraduates in academic life.

If Higher Education is seen to be actively confronting and disciplining those guilty of cheating, not only will the numbers of those cheating be reduced but public confidence in the quality of Higher Eduction qualifications will be restored.

The figures should be published openly and shared with the current and prospective student
communities, so that it can be seen that Universities deal with cheats. It is quite strange to me that the figures have come to lightas the result of an enquiry from Chris Franks AM.

Perhaps they should be published annually by the WAG, published in University prospectuses
or on University Web sites. They should most certainly be shared with new students during Fresher's weeks.

Of course catching the cheats is one thing, deciding what to do with them is another.

A first year undergraduate caught plagiarising is quite likely to have plagiarised unwittingly or unknowingly. A third year undergraduate or a Master's degree student caught plagiarising is guilty of completely different kind of cheating.

Can you remember hearing of anyone being "sent down" ?

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On Cheating!

Good.


Now; if they can do it in sport (and it's taken them long enough), why can't we do it in education?

On Exams, Christopher Glamorganshire and blogging.

While reading Chris Cope's excellent "Dancing the Polka with Miss El Cajon" I have to confess that his observations about writing under exam conditions reminded me of something I have thought for a long time.

Students (and I was and am one) work all through the academic year using their desktop or laptop computers and then in examination rooms they are asked to write longhand.

Why?

During their course all submitted work has to be word processed and either printed or submitted electronically (or both), then in the exam they are asked to write longhand under extreme pressure.

Why?

During lectures those that take notes (and not many do) will write in longhand, copying down the thoughts of their lecturers; but note taking is not essay writing and to my mind provides little preparation for answering exam questions. In writing this post I am rather dependent upon my word processing skills, constantly changing the order of sentences, words and paragraphs. Word processing has changed the way that I work. The examination system used in Higher Education no longer reflects the way that we work in the real world. What are we to do?

Perhaps the time has come for word processing facilities to provided in examination rooms. Or is it time we reconsidered the role of the essay in examinations.
Either way something needs to be done.

Hidden away in the comments on Chris' blog an anonymous respondent asked about Christopher Glamorganshire which led me to this article.

It seems that an Assembly Government civil servant who lost his job for keeping a political blog has taken his case to an employment tribunal. It's likely that the case will hinge on whether or not his contract allowed for blogging.

Employers and employees will need to check their contracts and conditions of service.

Are you allowed to blog?

PowerPoint to YouTube

I've not used this yet but can see that it's a powerful tool.

authorSTREAM is an online sharing site that allows the free uploading of PowerPoint presentations but facilitates their sharing with friends, students, or co-workers.

It seems authorSTREAM allows registered users (and it's free) to embed presentations in blogs and networks, or share them via YouTube, which means that they become viewable almost anywhere and on nearly any platform including iPods.

YouTube rules the world in terms of video sharing, this could be another nail in the coffin of VLE's

Wow!

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On The Apprentice, Plagiarism and CVs

I am a fan of The Apprentice.
This evenings episode had my full attention, while the remaining candidates were interviewed by Sir Alan's colleagues and friends.

It was entertaining, interesting, and unsettling viewing.
Lee's interview revealed that his CV was not all it could have been; containing some fairly basic spelling errors and what were described as inaccuracies.

Consider the spelling/grammar mistakes on a CV word processed by a man who is a sales manager for the Capita Group applying for a job as Alan Sugar's apprentice.

You might think that he would have used a spell checker; the errors highlighted included tommorrows, fulfill, ambtion, and recoingsed!
Perhaps they were typos, perhaps not. Perhaps he can't spell, perhaps he's dyslexic.
He should have checked or asked a friend to check for him. Does he not have a secretary?
Scribefire (the blogging extension for Firefox) is showing me his mistakes as I write.

Why didn't he notice?
He was writing a CV, an application for a job, and it was full of errors.
I'm not certain I would have even short listed him.

What was more worrying was the fact that he had been less than honest about his educational background, claiming to have been in receipt of a college education for two years when he actually left the course after four months!

The impression the programme gave was that this was forgivable, which is unforgivable. He lied.
Would you employ him?

Industry claims that job applicants cannot spell, are barely numerate, often lacking in social skills and ill prepared for the business environment.
In The Apprentice, a highly visible, televised selection process, the selectors note that some applicants cannot spell, lack social graces and do not always tell the truth but they still select them.

Why?

Like Universities identifying plagiarists, Lee's interviewer spotted the lie.
What is the difference between plagiarism and fabricating a CV?

On Plagiarism

Here is a curiously interesting story that requires a little thought and action.

BBC education reporter Sean Couglan notes that the Higher Education Authority and JISC have established the Academy JISC Academic Integrity Service "to help promote a culture of academic integrity in UK Higher Education"

It would appear that they face a monumental task.

"A study found only 143 students caught cheating were expelled out of
9,200 cases - despite almost all universities threatening expulsion as
a sanction."

I guess that tells us that the sanction isn't working.

"despite the repeated warnings to students not to cheat by using
someone else's work, those caught are unlikely to face particularly
severe penalties.

More than 98% of students caught cheating were allowed to stay
at their university - even though some of these students had been
caught before."

Perhaps more disturbing is the observation that

"the recorded level of plagiarism among postgraduate students was so
much higher than the recorded level among undergraduate student,"

It seems that the colleges face a problem.

Plagiarism can and is being detected.

The question is what should be done with the plagiarists?