I still have lots to share after recently attending Bio-IT World in Boston … The latest comes as a Bright Computing contributed article to the April 2013 issue of the IEEE Life Sciences Newsletter.
The upshot of this article is:
Progress in the Life Sciences demands extension of IT infrastructure from the ground into the cloud.
Feel free to respond here with your comments.
As some of you know, I’ve recently joined Bright Computing.
Last week, I attended Bio-IT World 2013 in Boston. Bright had an excellent show – lots of great conversations, and even an award!
During numerous conversations, the notion of extending on-site IT infrastructure into the cloud was raised. Bright has an excellent solution for this.
What also emerged during the conversations were two uses for this extension of local IT resources via the cloud. I thought this was worth capturing and sharing. You can read about the use cases I identified over “On the Bright side …“
Monday (October 1, 2012), I intend to use a pencast during my lecture – to introduce aspects of the stability of Earth’s atmosphere. I’ll try to share here how it went. For this intended use of the pencast, I will use a landscape mode for presentation – as I expect that’ll work well in the large lecture hall I teach in. I am, however, a little concerned that the lines I’ll be drawing will be a little too thin/faint for the students at the back of the lecture theatre to see …
I followed through as advertized (above) earlier today.
My preliminary findings are as follows:
- The visual aspects of the pencast are quite acceptable – This is true even in large lecture halls such as the 500-seat Price Family Cinema at York University (pictured above) in Toronto, Canada where I am currently teaching. I used landscape mode for today’s pencast, and zoomed it in a little. A slightly thicker pen option would be wonderful for such situations … as would different pen colours (the default is green).
- The audio quality of the pencasts is very good to excellent – Although my Livescribe pen came with a headset/microphone, I don’t use it. I simply use the built-in microphone on the pen, and speak normally when I am developing pencasts. Of course, the audio capabilities of the lecture hall I teach in are most excellent for playback!
- One-to-many live streaming of pencasts works well – I streamed live directly from myLivescibe today. I believe the application infrastructure is based largely on Adobe Flash and various Web services delivered by Web Objects. Regardless of the technical underpinnings, live streaming worked well. Of course, I could’ve developed a completely self-contained PDF file, downloaded this, and run the pencast locally using Adobe Reader.
- Personal pencasting works well – I noticed that a number of students were streaming the pencast live for themselves during the lecture. In so doing, they could control interaction with the pencast.
Anecdotally, a few students mentioned that they appreciated the pencast during the break period – my class meets once per for a three-hour session.
Although I’ve yet to hear this feedback directly from the students, I believe I need to:
- Decrease the duration of pencasts – Today’s lasts about 10 minutes
- Employ a less-is-more approach/strategy – My pencasts are fairly involved when done …
- Experiment with the right balance of speaking to penning (is that even a word!?) – Probably a less-is-more approach/strategy would work well here for both the penned and spoken word …
- Previous approach – Project an illustration taken directly from the course’s text. This is a professionally produced, visually appealing, detailed, end-result, static diagram that I embedded in my presentation software (I use Google Docs for a number of reasons.) Using a laser pointer, my pedagogy called for a systematic deconstruction this diagram – hoping that the students would be engaged enough to actually follow me. Of course, in the captured versions of my lectures, the students don’t actually see where I’m directing the laser pointer. The students have access to the course text and my lecture slides. I have no idea if/how they attempt to ingest and learn from this approach.
- Pencasting – As discussed elsewhere, the starting point is a blank slate. Using the pencasting technology, I sketch my own rendition of the illustration from the text. As I build up the details, I explain the concept of stability analyses. Because the sketch appears as I speak, the students have the potential to follow me quite closely – and if they miss anything, they can review the pencast after class at their own pace. The end result of a pencast is a sketch that doesn’t hold a candle to the professionally produced illustration provided in the text and my lecture notes. However, to evaluate the pencast as merely a final product, I believe, misses the point completely. Why? I believe the pencast is a far superior way to teach and to learn in situations such as this one. Why? I believe the pencast allows the teacher to focus on communication – communication that the learner can also choose to be highly receptive to, and engaged by.
I still regard myself as very much a neophyte in this arena. However, as the above final paragraphs indicate, pencasting is a disruptive innovation whose value in teaching/learning merits further investigation.
I first heard about it a few years ago, and thought it sounded interesting … and then, this past Summer, I did a little more research and decided to purchase a Livescribe 8 GB Echo(TM) Pro Pack. Over the Summer, I took notes with the pen from time-to-time and found it to be somewhat useful/interesting.
Just this week, however, I decided it was time to use the pen for the originally intended purpose: Making pencasts for the course I’m currently teaching in weather and climate at Toronto’s York University. Before I share some sample pencasts, please allow me to share my findings based on less than a week’s worth of `experience’:
- Decent-quality pencasts can be produced with minimal effort – I figured out the basics (e.g., how to record my voice) in a few minutes, and started on my first pencast. Transferring the pencast from the pen to the desktop software to the Web (where it can be shared with my students) also requires minimal effort. “Decent quality” here refers to both the visual and audio elements. The fact that this is both a very natural (writing with a pen while speaking!) and speedy (efficient/effective) undertaking means that I am predisposed towards actually using the technology whenever it makes sense – more on that below. Net-net: This solution is teacher-friendly.
- Pencasts compliment other instructional media – This is my current perspective … Pencasts compliment the textbook readings I assign, the lecture slides plus video/audio captures I provide, the Web sites we all share, the Moodle discussion forums we engage in, the Tweets I issue, etc. In the spirit of blended learning it is my hope that pencasts, in concert with these other instructional media, will allow my TAs and I to `reach’ most of the students in the course.
- Pencasts allow the teacher to address both content and skills-oriented objectives – Up to this point, my pencasts have started from a blank page. This forces me to be focused, and systematically develop towards some desired content (e.g., conceptually introducing the phase diagram for H2O) and/or skills (e.g., how to calculate the slope of a line on a graph) oriented outcome. Because students can follow along, they have the opportunity to be fully engaged as the pencast progresses. Of course, what this also means is that this technology can be as effective in the first-year university level course I’m currently teaching, but also at the academic levels that precede (e.g., grade school, high school, etc.) and follow (senior undergraduate and graduate) this level.
- Pencasts are learner-centric – In addition to be teacher-friendly, pencasts are learner-centric. Although a student could passively watch and listen to a pencast as it plays out in a linear, sequential fashion, the technology almost begs you to interact with it. As noted previously, this means a student can easily replay some aspect of the pencast that they missed. Even more interestingly, however, students can interact with pencasts in a random-access mode – a mode that would almost certainly be useful when they are attempting to apply the content/skills conveyed through the pencast to a tutorial or assignment they are working on, or a quiz or exam they are actively studying for. It is important to note that both the visual and audio elements of the pencast can be manipulated with impressive responsiveness to random-access input from the student.
- I’m striving for authentic, not perfect pencasts – With a little more practice and some planning/scripting, I’d be willing to bet that I could produce an extremely polished pencast. Based on past experience teaching today’s first-year university students, I’m fairly convinced that this is something they couldn’t care less about. Let’s face it, my in-person lectures aren’t perfectly polished, and neither are my pencasts. Because I can easily go back to existing pencasts and add to them, I don’t need to fret too much about being perfect the first time. Too much time spent fussing here would diminish the natural and speedy aspects of the technology.
Findings aside, on to samples:
- Calculating the lapse rate for Earth’s troposphere – This is a largely a skills-oriented example. It was my first pencast. I returned twice to the original pencast to make changes – once to correct a spelling mistake, and the second time to add in a bracket (“Run”) that I forgot. I communicated these changes to the students in the course via an updated link shared through a Moodle forum dedicated to pencasts. If you were to experience the updates, you’d almost be unaware of the lapse of time between the original pencast and the updates, as all of this is presented seamlessly as a single pencast to the students.
- Introducing the pressure-temperature phase diagram for H2O – This is largely a content-oriented example. I got a little carried away in this one, and ended up packing in a little too much – the pencast is fairly long, and by the time I’m finished, the visual element is … a tad on the busy side. Experience gained.
Anecdotally, initial reaction from the students has been positive. Time will tell.
- Monday (October 1, 2012), I intend to use a pencast during my lecture – to introduce aspects of the stability of Earth’s atmosphere. I’ll try to share here how it went. For this intended use of the pencast, I will use a landscape mode for presentation – as I expect that’ll work well in the large lecture hall I teach in. I am, however, a little concerned that the lines I’ll be drawing will be a little too thin/faint for the students at the back of the lecture theatre to see …
- I have two sections of the NATS 1780 Weather and Climate course to teach this year. One section is taught the traditional way – almost 350 students in a large lecture theatre, 25-student tutorial groups, supported by Moodle, etc. In striking contrast to the approach taken in the meatspace section, is the second section where almost everything takes place online via Moodle. Although I have yet to support this hypothesis with any data, it is my belief that these pencasts are an excellent way to reach out to the students in the Internet-only section of the course. More on this over the fullness of time (i.e., the current academic session.)
Feel free to comment on this post or share your own experiences with pencasts.
Further to the LinkedIn discussion on the relatively recent acquisition of Platfom by IBM, I just posted:
Platform CEO and Founder Songnian Zhou has this to say regarding the kernel of this discussion:
“IBM expects Platform to operate as a coherent business unit within its Systems and Technology Group. We got some promises from folks at IBM. We will accelerate our investments and growth. We will deliver on our product roadmaps. We will continue to provide our industry-best support and services. We will work even harder to add value to our partners, including IBM’s competitors. We want to make new friends while keeping the old, for one is silver while the other is gold. We might even get to keep our brand name. After all, distributed computing needs a platform, and there is only one Platform Computing. We are an optimistic bunch. We want to deliver to you the best of both worlds – you know what I mean. Give us a chance to show you what we can do for you tomorrow. Our customers and partners have journeyed with Platform all these years and have not regretted it. We are grateful to them eternally.”
Unsurprisingly upbeat, Zhou, Platform and IBM, really do require that customers and partners give them a chance to prove themselves under the new business arrangement. As noted in my previous comment in this discussion, this’ll require some seriously skillful stickhandling to skirt around challenging issues such as IP (Intellectual Property) – a challenge that is particularly exacerbated by the demands of the tightly coupled integrations required to deliver tangible value in the HPC context.
How might IBM-acquired Platform best demonstrate that it’s true to its collective word:
“Give us a chance to show you what we can do for you tomorrow.”
Certainly one way, is to strike an early win with a partner that demonstrates that they (Zhou, Platform and IBM) are true to their collective word. Aspects of this demonstration should likely include:
- IP handling disclosures. Post-acquisition Platform and the partner should be as forthcoming as possible with respect to IP (Intellectual Property) handling – i.e., they should collectively communicate how business and technical IP challenges were handled in practice.
- Customer validation. Self-explicit, such a demonstration has negligible value without validation by a customer willing to publicly state why they are willing to adopt the corresponding solution.
- HPC depth. This demonstration has to be comprised of a whole lot more than merely porting a Platform product to a partner’s platform that would be traditionally viewed as a competitive to IBM. As stated previously, herein lies the conundrum: “To deliver a value-rich solution in the HPC context, Platform has to work (extremely) closely with the ‘system vendor’. In many cases, this closeness requires that Intellectual Property (IP) of a technical and/or business nature be communicated …”
Thus, as the fullness of time shifts to post-acquisition Platform, trust becomes the watchword for continued success – particularly in HPC.
For without trust, there will be no opportunity for demonstrations such as the early win outlined here.
How else might Platform-acquired IBM demonstrate that it’s business-better-than-usual?
Feel free to add your $0.02.
I just upgraded to the latest, native-client release of RTM (Remember the Milk) for my Motorola Xoom tablet.
As expressed by the RTM team, this is a very significant update. Although the details of the update are well covered over on the RTM blog, in 5 minutes of usage I’m left with the impression of:
- A much improved user interface
- A much more deeply integrated application
Although I’ve flirted with other tools/utilities for task management (including Evernote!), I’ve always returned to, or remained with, RTM. This latest update for the Android platform gives me another reason not to bother looking elsewhere.
Kudos to Bob T. Monkey and the rest of the banana-loving team down under at RTM!