I've been writing about technology in education since 2006. I include entries below about Linux, Computer Science, Personal Notes, Mindfulness, and Educational Technology. My writing is generally informal and I write for an audience of my peers and friends. My writings started as a blog and now I hope they serve as resource and conversation starters on interesting topics.
Updated November 2022: Recent writing emerges!
Please click this link to see the report "Designing for Education with Artificial Intelligence: An Essential Guide for Developers" (pdf here)
Article here (PDF / protection against linkrot here)
NATO should be more like a decentralized system, and Europe should be more capable militarily. I wonder if the advantages of a hegemonic power no longer work in today's world; that the interdependence of outside states, and smaller interdependent economies are better, or more advantageous systems.
Farah writes:
The United States simply can’t do everything everywhere all at once, by itself. The future requires well-armed, capable allies. The indispensable nation has to be a bit less indispensable.
I suspect the upcoming war of authoritarian vs democratic states will require regional power centers, capable of projecting force and deterring those who would take freedom away.
Waves of energy gently lap at the edge of the Nexus, creating a soothing rhythmic sound. The first sun-like star moves quickly across the sky, changing colors and hues as it does. The edge of the Nexus fades and unbecomes and becomes. Light is an especially precarious situation, as it bends, fades, brightens and dims, all at the same time.
Further away from the edge a certain stability manifests. Hundreds of different energies which push and pull at each other seem to lock and freeze in a ephemeral stasis. In this stability, surrounded by a maelstrom of energies, lay the Quantara Nexus.
Denziens of the Quantara Nexus move with a specific, careful cadence. Steps are measured and often involve intricate patterns For some, this movement might be interpreted as a dance but each to their own music, and some to none. . Master Elara Tahn slowly walks along a major street; every 3rd step she taps the road with her right toe. She is about to enter one of the many archives when she glances up, an unexpected movement catching her eye. She gasps sharply.
Above the Nexus, a starship becomes visible. The dark black hull shifts and moves, as if alive. Aside from the normal ebb and flux of energies the ship silently, slowly rotates in a circle. Elara adjusts her gaze and shifts her feet, and adjusts her shoulders; grounding herself. She traces an intricate pattern with her hands and as she does feels the ether move around her (much faster here than other places, she thinks).
In an instant four heavily armed and armoured solders materalize around her, holding weapons at the ready. One of the solders, with evidence of rank, says in a commanding voice "Elara Tahn, you will come with us." He moves his finger onto the trigger of his weapon.
Elara relaxes her shoulders and very slowly spreads her hands away from her chest, maintaining a ball-like shape with her fingers. "And who orders, and under what authority do such commands come?" she asks in a steady voice.
In an instant the solders fire their weapons. Arcs of light from two of the weapons and kinetic projectiles from the other two weapons hit Elara squarely in the chest. She gasps, falls to her knees and clutches a pendant around her neck. Her last action before losing consciousness was to touch both her thumbs to her middle fingers. A flash of ether burst around her and streaks into the sky.
The Overview is here: https://www.ibo.org/university-admission/latest-curriculum-updates/computer-science-updates/
The subject brief is here: https://www.ibo.org/globalassets/new-structure/university-admission/pdfs/dp_comp_sci_subjectbrief_en.pdf (local copy here: dp_comp_sci_subjectbrief_en.pdf)
Nova Lumina is a prominent industrial shipyard located in the outer sectors of the Galactic Core. Known for its large-scale shipbuilding capabilities, extensive mineral extraction from asteroids, and a network of massive space elevators linking the shipyard to its planetary base, Nova Lumina stands as a key infrastructure hub.
The shipyard is a bustling hive of activity. Three massive ship hulls and a dozens smaller hulls are in various stages of construction. Massive scaffolding surrounds each hull, industrial works and manufacturing works are visible from tens of kilometers away. There are hundreds of ships moving around the shipyard.
Close to the power stations, within one of the many machine shops sits a branch of the gearwright guild. It hums with a busy cacophony and at the current moment, gearwrights are carefully assembling an especially complex part of a propulsion system. Large machines and robots work in an intricate and coordinated dance. Always working in pairs, the gearwrights work with careful precision and efficiency of movement.
Not far away from the gearwrights, in a differently lit area stands Sila Maren. She is staring at the propulsion system occasionally glancing at at a floating glowing ember-colored interface. "There!" she says and at once the activity near the propulsion system stops. The gearwrights hold their gaze towards her and the leader of them nods slightly. Sila walks towards the system and begins to move her hands in an intricate pattern and as she does a visible line of energy begins to weave around parts of the system. the energy flares brightly for a moments and then settles into the system. The gearwrights start to measure, with great care, aspects of the system. After some time Sila looks at the system and simply says "this is true", and the gearwrights resume their work.
Sila shifts her feet a bit, bends her knees slightly and adjusts her hips moving very slowly she begins to raise her hands from her waist to her shoulders, and then back again. She repeats this motion a few times and then goes back to more carefully studying the floating interface in front of her.
Liora Kael couldn't be bothered to devote any attention to her phones nagging. Awash in paints and colors, she was immersed in a project to explore the relationship of self and other. "The only way to really see this, is with color", she thought to herself as her phone chimed again. She was paying careful attention to where the different colors intersected and met. She was looking at exploring how our sense of self meets and encounters the other. How they combine at the periphery.
She painted with etheric energies; a hue of blue and teal, and then a hue of something else. She often stopped, breathed and became very still. The smell of paint floated in the air, and the sound of birds singing could be heard through an open window. She watched the colors shift and change; she paid attention to the textures. She waited until there was something to tell her about the next part of what she had to make. This was, of course, part of the process, and part of the creation...the waiting and tension of decision.
Liora cursed under her breath and asked herself if all of this was worth it; her last three pieces barely registered with people she cared about most. Of course it was easy to sell to those who she didn't respect, but for those she looked up to, those she respected? this was her challenge.
Still, though, she continued to create...a connection and touching which made her feel oddly whole; a togethering within her that made her art....possible.
The awards on her wall spoke to her success and impact. Her ability to create.
"Sarah, can you please add a smidgen of holographic nanites to this teal mixture" she said quietly. Her assistant, a young woman responded "are you sure just a smidgen? Maybe a splash, or perhaps a bit"? Liora smiled. "Stop being a pain in my ass" she said with a smirk. Her assistant reached over to the teal paint and gently moved a vial around the paint. Although invisible to the naked eye, the nanites would begin to reproduce in the paint and react to specific energy frequencies, changing subtle aspects of the colors. "I've added the nanites - these are the same ones you used in your last exhibition." Liora gently stirred and poked the paint. "Thank you." she said, and continued her work.
She looked outside her window and it was dark, the birds stopped singing long ago. Her canvas comprised of two shifting figures, each reaching out for the other. The figures were incandescent, and their hands slowly moved in an opposite symmetry to each other. Liora felt her shoulders relax and she put down her brush. "Sarah, some tea please.". "No problem boss!". Not long thereafter the lovely smell of rooibos vanilla tea wafted through her studio. It was late, and Sarah looked down briefly at the floor. "I really need to rest, boss" she said. "of course, of course, sorry for keeping you so late, and thank you again for your help.". Sarah smiled and started gathering her bag, coat, and shoes.
The Rise of God-Like Technology includes tools which significantly enhance or surpass our scope. So far beyond our human capabilities that they can be described as "god-like." These include artificial intelligence (AI), robotics, and genetic engineering. Each represents a leap forward in our ability to manipulate and control complex systems, be they digital, mechanical, or biological. AI systems that perform complex tasks such as driving cars, trading stocks, or even diagnosing diseases, which were traditionally thought to require human intelligence. Machines that can execute tasks requiring dexterity and endurance far beyond human limits, from assembling intricate electronic components to exploring hazardous environments like deep-sea or space. The main point here is that the tools enhance our scope way beyond anything we've been capable of realizing prior.Techniques like CRISPR that allow scientists to edit genes with precision, potentially eliminating genetic diseases or creating organisms with entirely new traits.
These technologies promise to overcome fundamental human constraints, offering enhancements in longevity, intelligence, and physical abilities. For example, genetic modifications could one day increase human lifespan or cognitive capacities. As these technologies progress, they provoke profound questions about identity and ethics. What does it mean to be human if our biological makeup can be fundamentally altered? How do we define rights and responsibilities when intelligence and agency are no longer uniquely human attributes? What does it mean to teach and learn if an AI can arguably do it better? We are 100% not ready for this...
Technologies like social media exploit and magnify primal instincts such as tribalism and the need for social dominance, often leading to polarization and heightened inter-group conflicts. Conversely, AI applications in decision-making aim to minimize human biases, promoting more equitable outcomes in areas like hiring practices or legal judgments. There is growing evidence that sustained interaction with technology is altering the way our brains function, potentially dampening some instinctual responses while enhancing others. As technology becomes more embedded in our lives, striking a balance between leveraging these tools and maintaining core human values like empathy and compassion becomes critical. This balance; this nuance, this deep thinking...is absolutely required if we are going to coexist with tools that are better than us in some ways.
It is plausible that continued technological integration may further evolve or alter our brain's structure, potentially diminishing the influence of our reptilian brain or creating new neural pathways. Future interfaces, particularly those involving direct brain-computer interfaces, might lead to the development of new 'instincts' based on our interaction with technology.
In today’s context, the reptilian brain's influence can be observed in our automatic responses to threats (fight or flight reactions), competitive instincts in social and professional environments, and the subconscious adherence to established routines and rituals. This part of the brain drives our most deep-seated survival behavior, which can manifest in modern settings as aggressive behavior in traffic, assertiveness in boardroom negotiations, or the territoriality sometimes displayed in communal or shared spaces.
While the reptilian brain responds with primitive, survival-oriented instincts, the more recently evolved parts of the brain—the limbic system and the neocortex—handle complex emotions and higher order thinking. These layers of the brain enable humans to engage in reasoned decision-making, empathy, and moral reasoning, which can often be in conflict with the more rudimentary impulses driven by the reptilian complex. For instance, while our reptilian brain might urge us to react aggressively to a perceived threat, our higher brain functions allow us to assess the situation rationally, often leading to more measured and considered responses.
The reptilian brain is structurally simple and focused on primal urges, it governs vital functions necessary for survival such as heart rate, breathing, and body temperature. Beyond these physiological roles, the reptilian brain is responsible for more instinctual behaviors linked to aggression, dominance, territoriality, and ritualistic displays, which were critical for the survival and reproduction So much behavior can be attributes to sexual / reproductive mating rituals.... of early vertebrates.
In modern humans, the influence of the reptilian brain is evident in our automatic and subconscious reactions to stimuli. It plays a crucial role in scenarios that call for immediate, impulsive reactions, such as the fight-or-flight response when faced with danger. Despite the evolution of more sophisticated brain structures like the limbic system and the neocortex, which handle emotions and higher reasoning respectively, the reptilian brain's fundamental instincts still underpin much of human behavior, subtly influencing our decisions and actions in ways we are often unaware of.
Despite the meteoric rise of technology that grants us seemingly god-like powers—from reshaping genetics to creating artificial intelligence—the primal aspects of our nature, as embodied by the reptilian brain, continue to exert a significant influence on our behavior and development. These ancient impulses, etched deeply into our neural architecture, persist amidst the waves of digital and genetic transformations, reminding us that our evolutionary past remains a cornerstone of our identity. This is part 1 of an essay which argues that understanding this interplay between our primitive instincts and our advanced technological capabilities is essential for navigating the future, as it shapes not only individual choices but also the trajectory of society as a whole.
...Essentially that science fiction must have plausible science! He eviscerates most science fiction as fantasy, and includes a disdain for the latter in no uncertain terms!
I think this book is a love letter to science fiction. That it is so unforgivingly harsh I think speaks to a desire for writers and publishers to seek out and create good science fiction - a genre that can uniquely explore what it means to be human in incredible ways. I think what Lem is asking us to do is treat the genre with respect and gravitas; not to be lazy or to write fantasy and call it science fiction. In this book, we are treated to a literati who has glimpsed what science fiction can be and points to the trash heap (his words) of current science fiction which is churned out for mass profit and mass consumption.
Each of these genres deserves depth:
Lem might say: Speculative science fiction, though often liberated from the stringent requirements of hard science, should not be dismissed as mere fantasy. It offers a canvas to explore the more abstract, often philosophical questions that hard science may skirt around. This genre allows us to ponder 'what if' without the tether of current scientific limitations, exploring the vast potential of human imagination. However, it requires a delicate balance—to wield unreality with care, ensuring that it serves as a tool to reveal deeper truths about our reality, rather than an escape from it. For in these narratives, the focus shifts from how things happen to why they might happen, and what that means for humanity.
So. Much. Writing. I can't wait to share a project I'm working on. It should be ready by next February, and I am very hopeful it will be impactful and important.
In addition to mega-secret project alpha, I've also been developing a far-future science fiction setting lately. Most of the content is here. The idea is to create a universe in the year 7019 - far enough in the future to think and imagine and play with ideas related to who we might become. I'm folding in a space trading game I started working on a while ago (link here) but I haven't started to assign values or abstracted the ideas yet. I am hoping for a book, a computer role playing game, and a table top role playing game.
I start with vague ideas about who we are and cycle out to think about 100 years, 300 years, 1000 years. It's a really fun exercise. I have been thinking about history, and how we have changed (and haven't changed). It's helpful to extrapolate our past into our future.
Of course I have species, planets, events, factions, etc... What I really want to capture is the variety within a setting. It's challenging because the broader the scope, that harder it is to understand what that scope means. I think most science fiction is rather one dimensional - star trek focuses tightly on a bridge and a top-down command structure. Although star trek references a big universe, it only portrays a narrow window of it most of the time. My favorite types of stories are when there is a switching between micro and macro. Tom Clancy's book, Red Storm Rising did this beautifully.
Lots more to say, but I'm thinking a lot about the future these days.
More thinking about the future, and science fiction.
The United States has about 330 million people and about 231 million social media users (about 311 million people are connected to the internet). To the extent people use social media and the internet, they can be known. They can be observed in an intimate, private, and near-total manner. They can be tracked, followed, and influenced. There is probably a relationship between amount of screen time and amount of potential influence
Much of this nudging, influencing, sequestering, and controlling is in service for the free market. But there is enough political and social nudging to raise a wondering.
100 years from now, if the free market is still free marketing, what might the visibility into our lives look like? Might there be a backlash where people disconnect and delete everything? Might social engineering divorce us so much from our nature that we decide not to be socially engineered?
Or perhaps, might the consequence of control be so high that a shadow war is fought for attention. That activists, social workers, and radicals do everything they can to subvert a message of "more and buy". Might monk-like religious / spiritual pull us away from devices and into actual communion and connection with each other.
Science fiction shouldn't ignore trajectory. And in our current world, the trajectory of personal, technological, and privacy is profoundly impactful.
I end with a quote from which I mostly agree with:
The real problem of humanity is the following: We have Paleolithic emotions, medieval institutions and godlike technology. And it is terrifically dangerous, and it is now approaching a point of crisis overall.
Science fiction asks us to imagine a possible future, often fantastic (sometimes quite dark) and live amongst the people who take it as normal.
So the good and the bad that accompany us now will most likely accompany us in the future - but it will be different. This is why I think many science fiction writers use a cataclysm as a device to purge the past. But we are still who we are - and moving humans through a crucible of change will not erase our fundamental nature. Aldous Huxley's book Brave New World addresses this through the London Hatchery and Conditioning Center - where this inconvenient human nature is purged and genetically altered. A terrifying future. The point here is science fiction should consider the way humans might evolve in the future.
Ken Wilber's integral theory, which posits that each stage of evolution transcends yet includes aspects of previous stages, provides a compelling lens through which to examine the trajectory of human progress as depicted in science fiction narratives. This philosophical framework suggests that as humanity evolves, it does not simply cast aside its former self but rather integrates and builds upon it, leading to increasingly complex and inclusive forms of existence. Science fiction, in its exploration of future possibilities, inherently grapples with this concept, presenting visions of humanity that are at once radically transformed and deeply familiar.
In considering how science fiction can incorporate Wilber's ideas, it's useful to explore the notion of developmental stages within human societies and individuals that are depicted in these stories. For instance, the genre often portrays technological advancements not just as tools but as catalysts for new forms of consciousness and social organization. This mirrors Wilber's assertion that each new stage of evolution brings about a greater capacity for complexity and empathy, suggesting a future where humanity's technological growth is matched by its moral and spiritual development.
However, science fiction also serves as a cautionary tale, warning against the potential pitfalls of neglecting the "include" aspect of Wilber's principle. Stories like H.G. Wells' "The Time Machine" illustrate a future where humanity has split into two distinct species, the Eloi and the Morlocks, representing a failure to integrate the spectrum of human capabilities and impulses. This bifurcation is a direct consequence of societal choices that favor technological advancement at the expense of holistic development, underscoring the importance of integrating all aspects of human nature as we move forward.
Moreover, science fiction challenges us to consider not only how we might evolve but also how we ought to evolve. Octavia Butler's "Parable" series, for instance, delves into the concept of adaptability as a form of evolution, positing that the future of humanity lies not just in our physical or technological augmentation but in our ability to empathize, cooperate, and coexist with each other and with our environment. This reflects Wilber's idea of integral evolution, where the transcendence of previous stages of development includes a moral and ethical dimension, suggesting that our future evolution will be as much about who we choose to become as it is about the external forces shaping us.
In essence, science fiction, through its speculative lens, provides a rich milieu for examining the trajectory of human evolution in light of Ken Wilber's integral theory. By envisioning futures that both transcend and include our current state, the genre offers insight into the potential paths humanity might take, highlighting the importance of holistic development that encompasses not just technological prowess but also moral and spiritual growth.Spiritual may not directly equate to religious here... As we stand on the cusp of significant societal transformations, perhaps accelerated by technological advancements, the reflective mirror held up by science fiction becomes an invaluable tool for navigating the complexities of human evolution, urging us to consider not just what we can become, but what we should aspire to become.
This essay is my ideas and my thoughts. I used a LLM to help me edit and form parts of it
I'm not sure of course, but it is really fun to think about it.
I am a voracious reader and consumer of science fictionEven early we encounter a problem! The definition of science fiction, science fantasy, and fantasy is pretty nebulous. There are sub-genre's of science fiction. More on that in a bit.. Books, movies, TV shows, video games and RPG's all shape and inform my view of science fiction. I note a few common themes in science fiction:
We could almost say for every piece of science fiction work, there is a different vision / idea about what the future will be like. This is very interesting because thinking about the future, imagining the future, putting ourselves into a future can start us building towards it.
Of course in all science fiction we explore what it means to be human in a very different culture, place and context. Science fiction is a unique genre allowing this sort of placement-of-self.
In the next few posts, I will be exploring ideas around science fiction, and ask for your thoughts and ideas as I do so.
My fascination with AI and machine learning has only grown during this period. I've been thoroughly engaged in understanding complex concepts such as Manhattan distance, greedy algorithms, and the minimax strategy. My sabbatical has also been an opportunity to learn about knowledge graphs, uncertainty in data, optimization techniques, and neural networks. These areas are fundamental to understanding how AI and machine learning systems learn and make decisions. This knowledge will be invaluable in my teaching and ongoing professional development. It's been refreshing to delve into these areas, and I'm always eager to discuss and exchange ideas with anyone interested.
I'm starting to design an ASW-exclusive Local Large Language Model (LLM) designed specifically for our students' needs. This initiative aims to harness the power of AI in education, offering a revolutionary approach to learning support. The idea is to develop a local LLM that is fine-tuned and optimized to understand and cater to the unique educational requirements of our students at ASW. This model will not be a generic AI tool, but a specialized, school-specific system that comprehends the nuances of our curriculum and the common challenges faced by our students. It will be a local system (not internet connected) and meet all the current legal guidelines being proposed in the EU for using AI in education. The diagram has been helpful to guide my thinking about what an educational LLM should consider:
Part of my sabbatical has been dedicated to contributing to the International Baccalaureate (IB) organization. Recently, I returned from a productive visit to The Hague, where I collaborated on several initiatives related to the new IB computer science curriculum. This opportunity has allowed me to apply my expertise in an international context and contribute to shaping global education standards. I learn so much about the IB in these visits, and they always enrich my understanding of computer science.
On a personal note, my chocolate labrador (Obi-Wan MackObi) , who is now 5 months and a healthy 23 kilograms, has been a constant and joyful companion. Taking care of him has brought much-needed balance and happiness to my days. He is just starting his teenage years now, and that's ...pretty...cool...most...of...the...time... He likes to eat things.
One of my key projects has been the development of virtual mini-courses for students. These courses are designed to empower students by offering them the flexibility to choose what and when they learn within the course structure. This initiative aims to enhance the learning experience and adapt to the evolving educational landscape. Students will be able to choose how they want to proceed in the course, and multiple pathways will help facilitate interest in different areas of computing. I'm currently offering 4 languages (PHP, Python, Javascript and Rust) and 4 pathways (business, biology/science, computer science and software engineering). At some point I may ask to split these into different courses, but I am quite excited to design, develop and trial these pathways.
Looking ahead, I am preparing for the "Date Night with Your Mac" presentation in January. This event will focus on the practical, nuanced and discerning use of Large Language Models (LLMs) in education. Additionally, I plan to explore some practical legal aspects related to technology use in the classroom. One of the main points I will be making is the way we can use LLM's to reduce the amount of time we spend doing administrative tasks.
As I continue on this sabbatical journey, I am grateful for the time to grow, learn, and contribute to the field of education and AI. I look forward to bringing back a wealth of knowledge and experiences to share with my colleagues and students. I miss you all very much.
The ACM is the Association of Computing Machinery. It’s the world's largest educational and scientific computing society.
I’ve been reading, parsing and communicating with members of SIGCSE - the ACM’s special interest group for computer science education. This learning has been deeply satisfying. I look forward to summarizing and presenting “best practices of K-12 computing education”. Needless to say, ChatGPT, AI, and large language models have captured the attention of this community.
Moving on to the classroom tools, I've been focusing on making Git and Visual Studio Code (VSCode) more accessible for our students. VScode is a code editor and Git is the industry standard version control system that helps keep track of changes in code amongst many people. With the new materials I’ve developed, I'm confident our students will be committing and pushing code like they were born to do it - and be better prepared to work with modern tools in University and the real-world. I should also mention Git is a superb platform to use as a portfolio of student work and learning.
In my continued quest for modernization, I've dived into the world of PHP Object-Oriented Programming (OOP), MVC (model-view-controller) architecture, and strictly typed PHP. This will enable our students to be more industry-ready and familiar with modern development practices ( all of which are transferable between languages). PHP has been in the top 10 of all programming languages for more than a decade, and is still used by about 78% of all websites in the world. I first learned PHP 20 years ago, so this is a welcome and refreshing upskill. Next up: javascript, rust, and python.
As for my collaboration with the International Baccalaureate (IB), I'm still deeply involved in fine-tuning the new computer science curriculum. While I can't spill all the beans just yet, I'm eagerly awaiting the day I can share these substantial updates with you.
A personal update. We’ve added a new member to our household: Obi-Wan, a 9-week-old chocolate Labrador. He’s both a delight and a handful, keeping me active when I’m not buried in research or code. He’s snoring at my feet as I write this; a little bundle of love.
The next big chunk of learning for me is machine learning, artificial intelligence, and building a large language model that can run locally at my school (does not need an internet connection to work). The discussions I’ve seen at every level of the IB, ACM, and in the popular press has reinforced in me the need to capture and use this technology effectively for our benefit. Lot’s more to say about this.
This article will discuss the importance of differentiation between software engineering and computer science in secondary (high school) educational settings and the impact of large language models on the former. Without correct understanding of computing, we can't fully appreciate how LLM's change it.
In the 2020 Computing Curricula recommendation, the Association for Computing Machinery (ACM) states that within the domain of computing, there are five primary disciplines. The reason it is important to understand this is because while there are some shared characteristics between these disciplines, they are different enough to be taught as distinct disciplines.
To acquire a deeper comprehension and appreciation of these disciplines' distinctions and interconnections, please refer to the following documents:
For some more serious approachesThere is a lot of noise and hype around AI in education - I tried to find respected institutional research to help frame LLM's within education. to AI in education research, please refer to the articles below:
High schools (and even some universities) often blur the lines between software engineering and computer science, using these terms interchangeably and without recognizing their essential distinctions When your students are applying to university please - I'm begging you - insist they read the actual courses they will be taking. . This conflation creates an ambiguous academic journey for students entering the computing field. While there is some overlap between the disciplines, clearly defined tracks are important in guiding students along the right trajectory.
In numerous educational institutions, students are exposed to programming (akin to software engineering), robotics (related to computer engineering), and occasionally resource management and abstract data structures (pertaining to computer science). Often, the overarching terms used for this education are "computer science", "technology" or "computers".
To make the distinction clearer and prepare students for the evolving world of computing, it is essential to design two distinct tracks within high school computing:
The significance of this track stems from the transformative impact large language models (LLMs) like ChatGPT have on problem-solving through programming. Students should be taught the fundamental coding concepts such as variables, control structures, and data structures. However, they must also learn to harness the power of LLMs in solving problems. By integrating LLMs, students can explore innovative ways to create solutions. Essentially, software engineering should focus on basic programming, computational thinking, and the astute utilization of LLMs. I include tools like co-pilot, tabnine, and YouCompleteMe, which use LLM-like technology to vastly improve programming output.
The second track should concentrate on the foundational aspects of computer science. This encompasses theoretical data structures, advanced mathematics, and computing theories. The core areas of study within Computer Science include artificial intelligence, computer systems and networks, security, database systems, human-computer interaction, vision and graphics, numerical analysis, programming languages, software engineering, bioinformatics, and the theory of computing.
With the advent of LLMs, it is imperative for the education system to adapt and prepare students for the dynamic computing landscape. While LLMs present extensive possibilities for problem-solving, it is also crucial to nurture the next generation of computer scientists who will forge cutting-edge tools. Equipping students with the right skills and knowledge will be an important differentiator for students entering college and universities.
This article was supported with the use of chatGPT. I used the prompt "please provide your opinion on this article" and then I pasted in the article.The best advice I've heard about project management tools is they should help you manage your projects, and stay out of the way for everything else. I'm sure there is some witty corollary here...That is, the extent to which a project management system is useful is directly linked to how well it does that one job it should do.
I investigated several project management tools, first opting for locally hosted, open-source projects (my preferred solutions for most problems). I got open project
working, but the UI felt sludgy / kludgy. I then joined monday.com and love the UI / ease-of-use but their pricing model doesn't accommodate 1 single user. There is a minimum for three person teams - which is expensive.
I settled on Trello. Which has everything I want and a pricing model I like.
My project management plan for my sabbatical is on Trello.
Customers will only buy your product if they believe that the value they’re receiving is greater than the price they’re paying; otherwise, why would they pay?
Next year (school year 2023 - 2024) I will taking a sabbatical (proposal here).
14 years at my current school (American School of Warsaw), 22 years in education = time for some reflection and a recharge. Many of the technical skills I use and teach every day I first learned more than 20 years ago. Technical languages, software development practices, and development tooling has changed quite a bit in the last 20 years! With the rise of large language models and their ilk, it looks like the next 20 years will be even more interesting. I don't think the practice of teaching has changed as rapidly as technology but it also has benefited from years of researchI wonder how much has changed about imparting knoweldge, skills, and lessons in the last 20 years....
Other than technical upskill / refresh I am also looking for some time for deep reflection. I am a fan of a book by Daniel Kahneman, Thinking Fast & Slow. Taking the time to consider and thoughtfully and deliberately act is wise. I still feel quite full of motivation, ambition and drive. But at 53 years old, I'd like to move deliberately and maximize meaningful impact.
By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.
Being a parent brings the greatest joys and deepest pain. Recently our teenager has been struggling with things many teenagers struggle with On a good day being a teenager is hard... and it's just painful to see someone you love struggle. At the same time I appreciate and value struggle; some things you just need to learn the hard way. I suppose at that moment, just showing up and loving you kid is the best you can do. My instinct is to protect, prevent, and cover my daughter from pain and painful experiences. But in that difficulty arises strength and courage; and it is something each of us must find ourselves.
If your goal is to avoid pain and escape suffering, I would not advise you to seek higher levels of consciousness or spiritual evolution. First, you cannot achieve them without suffering, and second, insofar as you do achieve them, you are likely to be called on to serve in ways more painful to you, or at least demanding of you, than you can now imagine. Then why desire to evolve at all, you may ask. If you ask this question, perhaps you do not know enough of joy.
Success usually comes to those who are too busy to be looking for it.
I've been wrestling with postifx, MX records, DMARC and other such nonsense lately. Oh, the pull to simply pay someone to do the work for me is great! However I am determined to setup a dedicated email server for all my various domains. This learning is not easy and requires effort. I meet failure often, in fact we are becoming rather good friends over this whole thing.You know, THAT kind of friend.
However, in each unsuccessful attempt I learn something new, and my goal of owning the system remains clear. I really understand how main.cf works, I really see how messages are routed. I learn the guts of /var/log/mail.log I'm learning, and if you don't mind me saying, I love it.
The English language . . . becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts.
Being brave and being brave. Doing the right thing. The whole nonsense of "the greater good" for the greater good - which, to be honest, is for the greater good. A sisyphean task; should we surrender to the wants of others or live in the self-centeredness of our own ego?
The answer lay in the wise words of Ken Wilber
I think he's wise.
who posited the truth of things is in both the ascendent and the descendant. That is; to shun the descendent in the name of godly virtue is an error. But also, to practice gaia Sex Magik without abandon is also an error. That balance seems a prescription best filled regularly.
I run a web server and an email server (MTA, MUA and MSA) on one virtual machine. I have learned this is probably a mistake. I'm slowly changing my setup so I have one server do one thing; an email server should just do email. A web server should just do web stuff. The problem is the more services running on a server, there seems to be a disproportionate rise in complexity when an issue emerges. I would imagine for an experienced and seasoned system administrator, this is obvious. But I am learning, and curious, and always exploring things. Today that's what I've learned.
I've learned about the Entity-Component-System (ECS)
Obligatory chatGPT / wikipedia definition: ECS is a pattern for game development that provides a way to organize and structure game logic. It is a way of designing games that separates the data (components) and behavior (systems) of entities.
In an ECS, entities are objects in the game, such as characters or enemies. Components are data structures that define the properties and attributes of an entity, such as its position, health, or sprite. Systems are responsible for updating and manipulating the components of entities.
The separation of data and behavior in an ECS allows for more flexible and modular game development, as it is easier to add or change components and systems without affecting the rest of the code. It also allows for better performance and scalability, as systems can be optimized for processing specific types of components.
Overall, the ECS pattern provides a clean and efficient way to structure game logic, making it a popular choice for game development, especially for large and complex games.
Entity Component System (ECS) is a software architectural pattern mostly used in video game development for the representation of game world objects. An ECS comprises entities composed from components of data, with systems which operate on entities' components.
ECS follows the principle of composition over inheritance, meaning that every entity is defined not by a type hierarchy, but by the components that are associated with it. Systems act globally over all entities which have the required components.
Entity: An entity represents a general-purpose object. In a game engine context, for example, every coarse game object is represented as an entity. Usually, it only consists of a unique id. Implementations typically use a plain integer for this.
Component: A component labels an entity as possessing a particular aspect, and holds the data needed to model that aspect. For example, every game object that can take damage might have a Health component associated with its entity. Implementations typically use structs, classes, or associative arrays.
System: A system is a process which acts on all entities with the desired components. For example, a physics system may query for entities having mass, velocity and position components, and iterate over the results doing physics calculations on the sets of components for each entity.
The behavior of an entity can be changed at runtime by systems that add, remove or modify components. This eliminates the ambiguity problems of deep and wide inheritance hierarchies often found in Object Oriented Programming techniques that are difficult to understand, maintain, and extend. Common ECS approaches are highly compatible with, and are often combined with, data-oriented design techniques. Data for all instances of a component are commonly stored together in physical memory, enabling efficient memory access for systems which operate over many entities.
Not much sure how much better you could do than this:
Obligatory chatGPT reference:
Diversity refers to the variety of differences among individuals within a group or population. This can include differences in race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. Diversity can also include differences in personal experiences, values, and perspectives. The goal of diversity is to create an inclusive environment that recognizes, respects, and leverages these differences to create a more equitable and equitable society.
Within this lay extraordinary scope. I've always thought to measure & evaluate each person equally, irregardless of their gender, sexuxal orientation, race, SES, age, etc... The truth is I've met truly beautiful human beings from every corner of life, and the obverse is also true.
I believe to know someone, that is, who someone is takes time. That careful measure and often conversation and time are required to know someone. That the enemy of truth is haste. That a glimpse does give us perspective. That when I rush to judgement, when I hurry to act I often err. This is why the slow work movement appeals to me so; as a seeker of truth, it takes time.
There can be parts of someone I love and parts I don't care for. That nuance, discernment and careful thinking can find a person.
What could be more diverse than all of us?
I wrote a report card generator. The GitHub repo is here. It's version 0.1 but I used it and it saved me some time. There are many things to add and edit, but perfection is the enemy of good (I'm not sure I got that quote right).
I'm hoping to eventually offer it as a web service for students and parents to use so we can co-create a story about student learning.
For better or worse I administer my own web server / web-services. I actually quite enjoy this, but I'm not a professional, which means sometimes I learn things the hard way, and sometimes I make mistakes. I recently installed an invoicing system, which needed PHP 8.1+. Most of my web applications run on 7.4, specifically mediawiki. I would prefer it if everything was on 8.1 and I'm slowly getting there.
I learned about a nifty new tech PHP-FPM, which enables (among other things) multiple versions of PHP on a per-site basis. Which is cool. The end goal is to (of course) use only one version of PHP but for now I am enjoying the tinkering.
As I am a fan of procedurally generated content (and making procedurally generated content), I've decided to build different systems and eventually combine them so people can have rich, varied and different dungeons and settings. The link to the github repository is here. I'm following a basic schedule here:
• Sunday — Settlement description, a village or a town. Could also be a bandit camp if that strikes your fancy
• Monday — Environment description. Think the local weather, geology, flora and fauna
• Tuesday — More in-depth settlement description
• Wednesday — Culture description of something fun or interesting about the local people. Something to make them stand out
• Thursday — NPC description, someone important or interesting on the island
• Friday — Faction description of either a new or existing faction. Be sure to make ties between factions and peoples
• Saturday — A rumour about something from the past week
Yet, current models struggle to explain why such balanced challenges best afford these experiences and do not straightforwardly account for the appeal of high- and low-challenge game genres like Idle and Soulslike games. In this article, we show that Predictive Processing (PP) provides a coherent formal cognitive framework which can explain the fun in tackling game challenges with uncertain success as the dynamic process of reducing uncertainty surprisingly efficiently. In gameplay as elsewhere, people enjoy doing better than expected, which can track learning progress. In different forms, balanced, Idle, and Soulslike games alike afford regular accelerations of uncertainty reduction. We argue that this model also aligns with a popular practitioner model, Raph Koster’s Theory of Fun for Game Design, and can unify currently differentially modelled gameplay motives around competence and curiosity.
Walking along the embankment of the Wisla; unseasonably warm weather and yet the unmistakable signs of winter. In the distance you can see the Wistula river.
The bear had verifiable reports of Great Deeds. The bear had big muscles, and was physically huge. At one point, the bear's territory was massive; entire nations lived under his rule. He had untold and unimaginable riches. His music, song, and dance were elevated to the highest places. His science and industry were potent.
All of this led to great pride for the bear. He would rightly walk with his head high and his chest out. He could exercise influence. He could will something and make it happen. Smart, strong, and competent minions worked hard to actualize the bear's goals. People feared the bear, and this was his source of power and control over many people. Some people respected the bear, some people (comfortable and warm) ignored the bear.
But somewhere, along the way, perhaps as he became old, the bear became sick. So enamored with his power and past, he didn't support and make ready young leaders to replace him. He didn't adapt or change. He fought wars that had no business being fought. He fell into his cave; afraid of losing his power?
He could be great, of course, but he isn't, anymore.
In the myriad choices and sea of information we are forced to clarify greatly our goals, objectives and ideas. This process of clarification is truly wonderful.
Celebrating Christmas, giving and getting gifts, connecting with family, listening to music, eating food, and appreciating the holiday season. The best I can do is to describe the area around Christmas; the outline of a shape that has none. The coming together.
My first moodle course is almost complete, introduction to programming languages. This has been a long process, but in the daily editing and revision I am pleased with the overall outcome. I'm sure more activities and resources will be added as students provide feedback, but now this course is "ready enough" for learning. I set up a badge for students to earn when they are done, and I have three assessments students must complete to demonstrate they understand this material at the right level.
I continually read how important building community is for online courses. I want this course to be as self-directed as possible, but I get how automated assessment misses subtle and nuanced points about the topic. Building this course has helped me focus on what I want the learning experience to be like; I suspect I will use this course in conjunction with my day-to-day teaching - but I want it structured so virtual students can derive maximum value from it.
The good news is the first course is the most difficult (time intensive). But once created, I can re-use elements in other courses. And of course, once I create a digital asset, I can reuse (embed) it in other courses and other digital spaces.
H5P is a plugin for existing publishing systems that enables the system to create interactive content like Interactive Videos, Presentations, Games, Quizzes and more. The problem with formal and structured learning on the internet is that it remains mostly read-only (or watch-only, or listen-only). H5P helps to solve this by enabling interactive assessment for almost any content. Please click here for many interactive examples.
This is a huge deal, but it wasn't until moodle and other LMS's incorporated H5P that teachers could track assessment for digital learning. This means the kind of learning students can experience and the kind of assessment data a teacher can have are exceptional. No longer do we just "watch a youtube and discuss" but we can add assessment and track that assessment for different topics.
H5P helps us help students evaluate their understanding of a topic.
This is an entreatment I have oft repeated; focus on the verbs around learning rather than the nouns of technology. As I rebuild a virtual learning experience I am asking myself "How can I make this best for my students"
I'm building out some moodle courses - my hope is my students will be use this resource to independently learn about different topics within high school computing. I curate material for them and ask them to learn it. But the key differentiator here is assessment. Anyone can watch a video, but to what extent do they understand it? By using forums, H5P assessment, and built-in moodle quizzes I can evaluate student understanding (and students can evaluate their understandings). I'm still looking for a way to embed jupyter notebooks and auto-graders for code.
...but whatever plugins and features I include all need to direct learning toward encouraging student interaction and collaboration, providing support and resources, and organizing content and activities.
The key points here are:
I have to think "to what extent will this course be an independent learning experience"?
Giving students as much of a choice as possible is important, freeing me to focus on helping my students to solve problems - where there is the biggest bang for the buck for my students.
On the front page of moodle when using the boost theme, there is a linear list of courses. If you want a grid of courses, you can use the suggestion from here, a plugin named filter codes. I tested this on moodle version 4.1 and it works perfectly.
Sadly, I have little of all of it. Many of my students are sick, and my energy levels are quite low. Ugh.
Here is the file on github, enjoy. I had quite bit of fun making this. Here's some sample output:
Long ago, during the age of Destruction, Gnomish smiths forged Yosyur Wargebas's exquisite crossbow. The wood on this weapon is constructed in a spiral-shaped combination of dark wood and exotic wood, it is clear careful and extraordinary craftmanship went into the creation. This weapon is a masterpiece of craftsmanship, and is a veritable work of art. You have +2 on any rolls to pick up romantic partners while holding this weapon. This weapon is sentient. Moving your hand near it, you can feel a vague sense of neutral uncertainty. For 30 years, this weapon was used as a table ornament in the modest home of Prince Fumbledick, who was unaware of its importance.
Long ago, during the age of Light, Dwarven smiths forged Vosgrolin Bloodshield's flaming scimitar. Elegantly crafted in a spiral-shaped combination of semi-precious gems and rare metals, it is clear careful and extraordinary craftmanship went into the creation. This weapon is aflame, and does 4d6 fire damage. This weapon is sentient. Moving your hand near it, you can feel a vague sense of neutral pessimisticness. This weapon was once stolen by a goblin. When the litch who owned the weapon found the goblin, he punished the goblin severely, which is why goblin soup is now a popular dish amongst evil wizards and litches.
Long ago, during the age of Doom, Dwarven smiths forged Erirnoick Orehead's exquisite whip. Elegantly crafted in a helix-shaped combination of rare stone and semi-precious gems, it is clear careful and extraordinary craftmanship went into the creation. This weapon is a masterpiece of craftsmanship, and is a veritable work of art. You have +2 on any rolls to pick up romantic partners while holding this weapon. This weapon is sentient. Moving your hand near it, you can feel a vague sense of unaligned uncertainty. This weapon was once wielded by a young Kawian apprentice, who later became a fearsome warrior.
We enjoyed a wonderful social connection with friends last evening; a warm home - good food and soup on a cold night. There was much to discuss, and we covered many topics. Ostensibly we were there for the 5th birthday party of one of the boys but really, just to see friends.
After the soup and food, after the fire outside in the snow, after the conversation - with our daughter asleep in the back seat of our car, I just felt...so filled...
Good company does a body good, indeed.
As a computing teacher I use standard written assessments with my students. Questions include different assessment objectives such as "state", "describe" and "explain". I also use small code problems where students must solve a problem and write an answer in pseudocode. There is an internal assessment that students write; worth 25% of their final grade students must solve a problem for a real client. This is mostly independent, and a place where students could use outside tutors to solve a problem.
For any work outside of class, I will add oral component to the assessment.
According to chatGPT,
Some key steps for structuring an oral exam for computer science include:
Overall, the best way to structure an oral exam for computer science is to carefully plan and organize the exam, focusing on the goals and objectives of the exam and the key topics and concepts that will be covered. By following these steps, you can create an effective oral exam that effectively evaluates the student's knowledge and understanding of the material.
My seniors students have discovered chatGPT. They (like me) were stunned when they saw it. One student asked me why they should study software engineering when there is a tool like this.
I agree, this tool changes things, but while it can provide snippets of code, I don't think it can write whole systems with various input, processing and output. Much like visual studio code copiliot, I see systems like chatGPT offering support for experienced programmers.
The key thing is evaluation. How will we know the answers we get from chatGPT (and copilot) are correct? I spoke with our school director, always intellectually curious, who suggested teachers ask students to evaluate a reply given by chatGPT. I think this is where we need to be in relation to chatGPT: a smart assistant who needs to be watched carefully.
That being said, it looks like intelligent agents are going to become better (much better) at being assistants. This seems to be a plausible near-term future.
Our job is to teach our students well enough so they can evaluate / analyze the output to determine if the solution is correct / best fit for the problem they are trying to solve.
ChatGPT answers:
There is no one-size-fits-all answer to this question, as the most effective teaching methods will depend on the specific goals and objectives of your course, the abilities and needs of your students, and the resources and materials available to you. However, there are some general principles and best practices that can help you create an effective and engaging learning environment for your students.
First, it's important to create a clear and organized syllabus that outlines the goals and objectives of your course, as well as the specific topics and concepts that your students will be learning. This will help your students understand what they can expect from the course and how they can prepare for success.
Next, it's important to use a variety of teaching methods to engage and motivate your students. This can include interactive lectures, discussions, hands-on activities, and group work. Using a variety of teaching methods can help keep your students engaged and interested in the material, and can also help students with different learning styles to succeed.
It's also important to incorporate real-world examples and applications into your teaching, to help students understand how the concepts and skills they are learning can be applied in the real world. This can help make the material more relevant and meaningful to your students, and can also help to motivate and inspire them.
Finally, it's important to provide regular feedback and support to your students, to help them understand where they are succeeding and where they may need to improve. This can include providing individualized feedback on assignments and exams, as well as offering extra help and support outside of class. Providing this kind of support can help your students feel confident and supported in their learning, which can in turn help them to succeed in your course.
Overall, the most effective techniques and methods for teaching high school computer science will depend on your specific goals and objectives, as well as the abilities and needs of your students. By using a variety of teaching methods, incorporating real-world examples and applications, and providing regular feedback and support, you can create an effective and engaging learning environment for your students.
Bill comments:
Yea, about that.
Part 1 here. With a sabbatical scheduled for next year, I am excited and anticipating some good work to be completed. Being able to coalesce many years of experience to renew learning engagements and refresh my understanding strikes me as a golden time.
I am not only going to work on "professional Bill" but I will also attend to "personal Bill", where I intend to:
I will be reaching out to friends who have taken sabbaticals to learn from them; what they did well, what they didn't do well. I don't intend my learning to stop, but this might be the last time I have for long-term break until I retire.
I can't wait!
As I prepare for my sabbatical I am building mountains of curiosities and interests. "I wonder how XYZ" works. Why is XYZ like that". These types of wonderings prime the pump for engagement and interest in the work ahead.
When I was earning my superintendents license in NYC my supervising administrator instilled a simple truth: feed your people. This resonated and resonates with me as a highly effective means of creating bonds, trust and connection. We just had Thanksgiving yesterday and I was struck how simple it is; good food, relaxed atmosphere, and people ...just connect... There is quite a bit more to leadership, but feeding people carries with it a physical and metaphorical benefit I really love.
I think there is a certain vulnerability and assurance when we eat - something so basic - I don't know why food doesn't figure more prominently in our day-to-day meetings.
Nothing especially tricky here. We've 14 people coming over for a slightly delayed thanksgiving, and today is the big day!
Other than that, honestly engaging with "what's the worst thing that could happen" is a fun way to manage anxiety around large meals, and I find myself relaxing through meal preparation and enjoying the process of cooking (and preparing food for people I love).
A quote from the Joy of Cooking:
We can offer reasoned counsels and repeat the lessons of experience and tradition, but the truth is that if the table is attractive and clean, the food and drink honest and good, the company amiable and interesting, and the host generous and calm, an affair can be a resounding success no matter where the glasses go or who is sitting where. And that is our last word on entertaining.
If a good replacement can be found, I'm approved for sabbatical leave next year. My plan for learning includes:
I'm already doing some of this stuff, but this sabbatical will help me by granting me the time to invest deeply in learning and reflection. Exciting stuff.
This weekend, we are immersed in a Lego robotics competition. Students and coaches have come from other international schools to compete in a robotics challenge. The nature of the challenge is to program a robot to perform different manipulative tasks of various difficulties (within 2 minutes and 30 seconds). For example student robots need to push the red section of the windmill.
This will then trigger a different piece to fall, which must be collected for different points. The cool thing about this project is how many different times student-groups can attempt these challenges. It's ultimate design in my opinion, where a student will try / fail / try / fail many different times. This constant cycle of iteration is really at the heart of learning, construction and design - and is just such good stuff.
The amazing thing about procedural generation is that infinite unique possibilities can be created with little work from humans (ref). I've been interested in procedural for a few years, and would encourage you to take a peek at the following resources to learn about procedural generation:
What is cool about procedural generation is how easy it is to start with procedural generation. In the example code below, we can get the following output:
# procedural generator to write a brief history
import random
origin_1 = ["Born", "Hatched", "Invoked", "Discovered"]
origin_2 = ["in the land of", "in the wilds of", "in the forest of", "in the ocean of", "in the small village of", "in the modest hamlet of"]
origin_3 = ["Tr'lor", "Kor'mer", "Kobiyashi", "Greenest", "Mordora", "Gondor'e", "Rivendell", "Mirkwood"]
story_part_1 = random.choice (origin_1) + " " + random.choice(origin_2) + " " + random.choice(origin_3)
print(story_part_1)
I have some students working at high levels of complexity and other students working with more basic levels, as seen above. But for all of them, this is a fun approach to deconstructing a complex system, identifying the patterns within the system, and introducing the correct randomness to the system to make it unique.
Procedural generation gets us close to modeling and simulation where a student must understand a system in order to create a model of it. In my opinion, modeling and simulation is close to the the very best learning we can get.
Procedural generation goes into the stratosphere when students apply machine learning to highly complex systems.
Welcome to the occasional update for the academic year 2022 - 2023. I’ve lived and worked in Warsaw for almost thirteen years and these are my perspectives about current events in Poland.
We learned yesterday (Tuesday) there was a Russian missile strike in Poland. The village is located less than 10 km from the Polish-Ukrainian border. It is inhabited by about 500 people, 2 people have died.
There is much we don't know but we know the missile was russian-made, and it exploded in Poland.
According to Polish press, General Waldemar Skrzypczak stated:
It was probably hit by Ukrainian anti-aircraft weapons and misaligned, or it was misprogrammed and, as a result of various errors, went where it saw a different target. Or she got lost and flew until she ran out of fuel, the general estimates.
(almost all words in Polish have a gender associated with them, hence the word she)
To say the least, things are a bit tense in this area of the world. IF this is an attack, this would trigger article 5, which states:
“The Parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all and consequently they agree that, if such an armed attack occurs, each of them, in exercise of the right of individual or collective self-defence recognized by Article 51 of the Charter of the United Nations, will assist the Party or Parties so attacked by taking forthwith, individually and in concert with the other Parties, such action as it deems necessary, including the use of armed force, to restore and maintain the security of the North Atlantic area.
This is essentially Poland asking for formal help from the alliance, and falls under a key NATO idea “an attack on one of us is an attack on all of us”. Many things to unpack here:
We simply pay attention, listen carefully, and get on with our lives as best we can.
I've used three different kinds of games in my classroom.
The purpose of this blog post is to help teachers understand the differences, similarities, and characteristics of the three types of games.
COTS - Commercial, Off the Shelf game. I've covered COTS games for a while. COTS games are designed for the mass market - they are designed for enjoyment, challenge, and fun. COTS games can often cost many millions of dollars to make, and a hit game (AAA title) can generate hundreds of millions of dollars. COTS games are increasingly being released for the personal computer and consoles. COTS games offer:
Edutaintenment Many teachers are familiar with these titles - Millies Math House, Reader Rabbit, Sammy's Science House The hallmark of these games are kid-friendly graphics with gameplay that follows a "solve these problems and get to the next fun thing to do". Sometimes players are asked to do something like bowl for math problems.
The general feel of the games is really fun math or reading worksheets. These games are fun, and build basic skills. They are valuable and good learning tools. In my context of games in education, these games generally don't fit well. They are a little to oriented to the drilling model (but who says drilling has to be no fun?). Characteristics of edutainment titles:
Serious games Serious games are a relatively new phenomena (although people have been seriously playing games for a long time). Here's wikipedia's view on the matter; I like what they say. I think of serious games a single-topic, highly specific semi-simulations. Serious games have similar profiles:
Of course, playing a game invites a healthy dissociation and leans heavily towards recreation. As much as I have tried over the years to integrate incredible student passion playing games and learning, I have failed.
If you really want cream-of-the-crop, high-level learning with games, ask kids to develop models and simulations. It takes a long time to do this well, but learning is magnificent.
After more than 20 years of development, I have shut down moderncommand.com, a text-based game built on pennmush. I haven't touched code on moderncommand.com in more than 10 years. Github repo here.
Modern Command simulates running a contemporary nation-state. You assume the role of a Prime Minister (or President), and make decisions that effect the lives of millions of people in your country.
Technology, social, political, military, and economic issues all reflect events in today's news. You will control and manipulate this world just like real life leaders do; you will issue orders, sway opinions, budget resources, provide a vision and structure for your apt minions to do their work. You will negotiate, order, ask, sign, give, take, listen and talk.
Here's the final announcement. My avatar's name was Boris:
Announcement: Boris shouts, "Thank you, Modern Command."
Announcement: Boris shouts, "you have provided me with many hours and days of escape, enjoyment, and fun"
Announcement: Boris shouts, "it is time for me to move on, but you will always have a special place in my life"
Announcement: Boris shouts, "I am saying goodbye"
Announcement: Boris shouts, "the enjoyment of creating and crafting and making"
Announcement: Boris shouts, "was made possible by you"
Announcement: Boris shouts, "so long, and thanks for all the fish."
@shutdown
GAME: Shutdown by Boris
Going down - Bye
The purpose of this blog post is to reflect on the grief of saying goodbye to an idea. Moderncommand was a dream for me, made real. I suffered a little bit from perfection; waiting until the game was “just right”. But I was proud of the systems I wrote and the time and effort I put in to make a good game.
The game was a dream and it's time to say goodbye - this frees me to embrace other ideas and other stories. But the feelings of grief are real. I think when you have an idea you also have dreams about the idea; what it could be, what life would be like with the idea.
I don't think you can fully move on until you say a proper goodbye.
Power is possession of control, authority, or influence over others (source). There are different kinds / types of power, and different contexts with which it exists.
Peace is not the absence of conflict; peace is about a real balance of power between and amongst groups. We cannot negotiate through a position of weakness, but rather strength.
I live in Warsaw, Poland. As the war rages on in the Ukraine I see how power (coalitions of power and alliances of power) can create peace, but only when there is a balance of power - that one group is not dominate over another. For Ukraine, the only path to true peace is to fight. I think this may be true for all of us.
My 9th and 10 grade (ages 15 and 16) students are working the design cycle as they solve a problem through programming. The problems are all unique, and fit the student's skill / capacity window. An example of some the projects are below:
How to find the perfect guitar? | A web-based application to help people find a guitar based on certain criteria |
Which sport should you play? | A web-based application help people decide what sport they might enjoy |
Dungeons & Dragons character builder helper | A web-based application to help people build a D&D character |
The students have begun to really think and understand their problem. As they dig into the problems, I note they are changing their success criteria and more carefully adding features based on research into solutions. This process - of inquiry into a problem and understanding the problem deeply - reinforces the power of design.
In education, we talk about transfer learning, where students can transfer learning to novel scenario or situation. A key question I like to ask is:
What do I want my students to know / be able to do in 5 years, 10 years
This kind of approach to solving problems is extraordinarily powerful, and a good thing™ to have in schools. Students who do not attend to this process generally do not have high quality solutions.
Went for an early-morning tramp in the woods in the Kabaty woods. Stunning area in the heart of Warsaw with plentiful wildlife and beautiful flora to enjoy. I brought my normal kit with me; my pathfinder canteen with a small folding titanium stove. I had planned for a nice walk and perhaps a stop to make some tea. Instead though, I walked almost all the way to Kabaty; almost 45 minutes one way. It was cold, and I regretted not bringing a small backpack with me; my hands were cold as I carried the canteen.
I saw a beautiful woodpecker, red nose and jet-black body. He didn't want to let me look at him for a long time, so I only caught a brief look. The sound of the other birds singing was serene and beautiful. I saw one, maybe 2 other people during my walk (it was early).
I was wearing my normal hiking boots with normal socks. I wasn't even half-way through my tramp when I recognized the classic sensation of a blister on my right foot. Chastising myself, I thought my shoes were broken in enough to prevent blisters. I suspect the shoes are fine, but a winter of light walking has made my feet a bit thin.
Big learnings: backpacks are best for tramping in the woods, a bit of foot powder and shorter walks are in order to break in my feet for the upcoming camping / bushcraft season. And of course, nothing beats a tramp in the woods.
Although a substantial amount of research has examined the constructs of warmth and competence, far less has examined how these constructs develop and what benefits may accrue when warmth and competence are cultivated. Yet there are positive consequences, both emotional and behavioral, that are likely to occur when brands hold perceptions of both. In this paper, we shed light on when and how warmth and competence are jointly promoted in brands, and why these reputations matter.