Something Different

This year I have a Level 3 tutorial group.  Much of what we need to do in tutorials is admin based or building up personal skills - not something many IT students are particularly enthusiastic about.

As something completely different today, I decided to do a general knowledge quiz.  I thought it might be good on a number of levels:

• getting the learners thinking early (ish) on a Monday morning
• giving me a better understanding of their existing general knowledge
• encouraging them to start thinking beyond assignments and criteria based learning and into news (both technology and general news), common sense and life skills

Questions included one capital city, one cooking, one health, several news (politics and sport) and a few other IT based questions.  Learners were asked to work independently, and I tried to generate a bit of a sense of competition to encourage them to do better than their friends.  At the end of the quiz, learners swapped papers for marking, and scores were given by way of hands raised in score boundaries.

The learners all took part, and all engaged really well.  It was fun, but with some serious elements in - after all we should really all know at what temperature water boils, and how long to cook dried pasta. 

Personally, I also really enjoyed it as it seemed to bring about a good, friendly banter in the classroom, and I awarded a Merit badge to the learner with the best score at the end.  It felt like a good activity to bring the group together and to get everyone focussed, and it is something I will definitely do again.

The importance of preparation

A few weeks ago I had an interview for a new job. The interview consisted of a 15 minute presentation, topic given well in advance, a task and a meeting.

I worked very hard on the presentation.  Coming up with an idea in the middle of the night just after being told I'd got the interview, I rehearsed well, brought a prop and even practised delivering it to my very patient husband.  All good.

Before the interview, I read through the job spec and my application several times.  I took a little time to think about my own strengths and weaknesses as that tends to be a classic interview question.

But on the day, when I'd done the task, delivered my presentation and was asked the first question 'what can you bring to the post?' my mind turned to mush and I rambled about something not particularly relevant. I failed to mention all the things that I do day in day out, perhaps because I take them for granted.  I didn't talk about quality, or breadth of experience, I failed to tell them how I keep abreast of current thinking via social networking and other online resources.  I didn't comment on my wider reading and research done during my dissertation.

This theme continued throughout the next hour.  I got a few useful bits of information out, but afterwards I kicked myself for missing out the obvious things that they would have been looking for.

Interviews are not unlike teaching - an opportunity to share what I know with others, but because the topic was me, and I thought I'd just be able to answer those questions on the fly, I fell a bit flat. I floundered to find the right words.

The lesson I have learned here is that everthing needs prep.  Often it's just because being succinct is tricky, but it's essential for effective information giving. Despite how well you think you know something, saying it clearly and concisely can take practise and skill.

Needless to say I didn't get the job, but it was a valuable experience that served as a good reminder of some fundamental principles - not least the importance of preparation.

Raspberry Pi Projects

This year I was successful in obtaining a bid for a set of Raspberry Pi computers for our Foundation Degree students to make use of.  Today they delivered their end of year presentations about what they had done with their Pis.

We started the year with a bit of programming.  This included a few sessions to introduce them to Python, and then half a dozen sessions on using Scratch to create some simple games and interactive programs.

There was a clear divide within the class - those who felt comfortable dabbling with programming, and those who didn't.  The students were put into groups to work on the Pi - these were based on friendship rather than ability - possibly something I would avoid next time, as those who were comfortable with programming often took the lion's share of the work leaving the less confident students floundering and eventually backing off from the project.

Today each group delivered a short presentation on their project and what they had achieved.  Several of the groups had achieved some or all of their intended project, others had got stuck along the way and did not have a finished product.

Of the successful projects we had a covert surveillance system, by way of a Pi placed inside an air freshener container with an HD camera to stream video to a remote monitor if the motion or door sensors were triggered.  Another group created a server running Apache for a custom built website.  Other projects started but not completed included a morse code LED lamp, a remote controlled car controlled by a wii remote, a flashing LED cube and another video surveillance system.

Although not all the groups achieved their goals, it was very clear from the presentations that almost everyone had taken something away from their projects.  Here are some of the things that the students have learnt about - often without even realising it:

• A first introduction to Linux
• GPIO (General Purpose Input Outputs)
• Some basic electronics - capacitors, resistors, breadboards and other connecting devices
• Downloading and installing operating system distributions
• Basic connectivity - attaching monitors, keyboards and other peripherals
• Basic programming skills
• Shell programming
• Project planning skills

In addition, all the students learned that sometimes the smallest hitch in building a fully functioning programme can have a huge impact on progress, and I think we all learned that a step by step approach, tackling each tiny element one at a time is the only way to build up to a successful outcome.

I asked the students at the end if they would like to continue working on the Pis next year.  Some said no, but on the whole, the project seems to have piqued their interest in programming and I have absolutely no doubt that what they have done this year will stand them in good stead for the programming, scripting and IT security challenges that they will take on next year.

Is Internal Moderation lagging behind on the technology front?

I admit defeat.  I'm sorry to say that this term, I've submitted work for internal moderation in the traditional, paper based format.

I teach Photoshop and Web Design classes in an adult education / community education based setting.  I've been teaching various web design classes since 2008 and or so, and when I first started teaching them, I always submitted learner portfolios as printed sheets.  These rapidly became very cumbersome and didn't truly reflect the student's skills.

So for the past 3 years I've been using electronic portfolios.  This makes perfect sense to me - yes, the internal moderator can look at printed code and check to see if there are the expected tags in a document, but the real test of whether a website does what it's supposed to do is to look at it on a browser.  I've tried to make these portfolios as accessible as possible, getting the learners to put their work together in an overarching website, with clear links to all the criteria.  Where the work has been done, but the portfolio isn't clear in it's signposting, I've added tutor links to help guide the internal moderator through the sites to find the criteria. The files has been submitted on a memory stick, with simple printed instructions on how to locate the first file.

It has always caused problems.  The first stage of internal verification isn't too difficult, as I can be on hand to answer any questions.  However, it's when the files go to formal internal moderation away from our teaching centre that the trouble starts.  Firstly, we have to request a lap top and sometimes a network connection if a learner has uploaded work to a live server.  Should we really need to request a lap top at these events?  Surely in the digital age, the need for at least one lap top is without question.  Then, the moderators take the portfolios for assessment.  I have seen instances where my files have been collected, and then returned to the in trays, unmarked, once the memory stick has been spotted.  On occasions where I have not been at the event, I have had the work return unmarked, with comments such as 'the files couldn't be accessed', when I know darned well that they could be - having asked a colleague to see if they could 'find' the files on the memory stick.  I have even witnessed portfolios being signed off without the memory stick even being put into a computer because it was clearly just too much trouble to look at the electronic version.

So this term I've printed all the paperwork out.  I suppose in many ways it has been easier.  I've marked up the criteria with a pencil, and added the page numbers manually to the criteria list.  I've sat at a desk and reviewed all the work, and I can flick through the mountain of papers and check each and every criteria without leaving my chair.  Furthermore, I know that the portfolios will go off to moderation without any issues whatsoever.  I won't be waiting with baited breath to see if they got moderated at all, and if they did, were they successfully accessed.

What is sad is that I don't believe the moderators are getting a true flavour of what my learners have achieved.  A paper printout of website or digital graphic is no substitute for the online version in all it's multicoloured, interactive glory.  The moderator cannot comment on how great the drop down menus were, or how professional a website looks if they only see the static, black and white printout.

Does the moderation process need kicking into the 21st Century?  Should we, as tutors, be able to expect that IT facilities will be available for viewing IT projects at moderation events, without having to make special requests for such facilities?  In an age where, as tutors, we are encouraged to embrace digital literacy, and to encourage our students to do the same,  we are surely letting them down if we then get them to print out all their work, just so that someone less digitally savvy can sign it off at the end of the course.

I'd be very interested to hear others comments on this topic.  In the meantime, I apologise to all those trees for failing to hit my eco targets this term, and to the poor tutor who has to lug all those heavy files to moderation.

Password Security

I teach on the Foundation Degree in IT Security.  As you can imagine, a lot of my time is spent researching and looking into issues relating to IT security.  As a result of teaching on this course, I have reassessed my own use of passwords, and most of them are now unique in a format that only I would remember (I hope!).

Today I have tried to register for online access to a banking institution.  I was sent a secure password, in a separate letter to my account number.  The secure password was hidden by a peel off sticker, so that it couldn't be read through the envelope.  Next to the sticker, the letter said 'if you think anyone else has tried to remove the strip, please call us straight away'.  Clearly this organisation takes security very seriously.  All good so far.

I log onto the website using a variety of personal information and my new account number.  I'm asked for several characters from the sticky strip, and then I'm taken straight to a screen to change my password.  Here's where things begin to go downhill.

I try my usual method of creating a unique password, using an algorithm I've invented which can work with any website, but the resulting password is too long.  I can see that I can only use 8 characters for this password - that seems a little short.

I try a shortened version of the algorithm, now I'm told that I need to have a capital letter - that would normally come later in my method, so I have to do a rethink.

I try again, this time, putting my capital letter earlier in the algorithm, but now I get a message saying I need a special character.  No problem, I put a special character in, but the one I have chosen is not allowed.  Rethink again.

After all this messing about, my next attempt says that the confirmation password doesn't match.  I'm not surprised - I've got myself in a complete knot by this stage.

I retype both the password and confirmation, but this time i'm told that the minimum number of numeric characters hasn't been met.  Ok, I'm getting fed up now.  I take a breather to gather my thoughts.

A few minutes later I give it another shot, but now I've been timed out and have to start the whole process again.  Finally, I pick a short, random jumble of characters and I'm allowed in.

I'm then required to submit answers to 5 (yes, 5!) security questions digging into my deep and distant past - Mother's middle name, Grandfather's job, first house, first car etc etc, and then I'm asked for 3 phone numbers that they can contact me on.

Finally, I feel I'm getting somewhere, and I'm asked to choose a picture and a welcome phrase so I know when I've logged in that it really is the site I intended to be on, and not a spoof website.  This part I like, and I've not seen before in this format, it would certainly be reassuring if I clicked on a link from an email to check my account (something I would never normally do, by the way!).

This example begs the question:  has security gone too far, or is this how it should be in the age of cyber-crime?  In addition, why didn't the website give me some examples of what was required in the password?  It wasn't until after I'd sorted it out that I realised such guidance was on the letter I received in the post.  One thing's for sure, I feel fairly confident that no-one will ever break into my account, probably not even me, I doubt I'll ever be able to remember all those details again!!

Endnote:  The precise details of what the website required have been changed in the interest of security ;)

Another new year - here's to evaluation

It's the start of a new academic year.  I've been allocated several courses that I haven't run for a year or more - Web Design Level 3, and Photoshop Level 2.  I've also got a new Photoshop Level 3 course starting, along with all my foundation degree stuff as usual.

I've dug out my old files for the first two courses.  Firstly, I'm pleased that the folders are pretty much in order - Scheme of Work and student record at the front, and a poly pocket for each lesson, complete with lesson plan, handouts and if it's something a bit tricky, my own tutor notes to refer to.  This means all I've got to do is skim over the lesson plan, check I still feel comfortable with delivering what's on it, and perhaps spend 20 minutes or so refreshing my memory on the tools and tips I want to include.

What's really been useful though is the evaluation I added at the end of some of these lesson plans.  For example, in Web Design Level 3 I've got a partner activity for the first lesson, where the learners will pair up, find out some information about each other, and then create a simple website on that person as a refresher in Dreamweaver.  As part of the process, the learners must show each other something from their mobile phone - a ring tone, photo, or text for example, that tells their partner something about themselves.  I read through  the activity sheet and thought 'hmmm, I wonder if that will work...'.  Then I noticed that on my evaluation for that session I put 'Worked really well in one centre - mobile phone task was great fun; was concerned about using it in the other centre but actually very successful'.

It reminds me how useful evaluation can be - it's not just a tick box exercise for the inspectors - it really does help us as tutors when we come to delivering the session again.  I must now make an effort to continue recording this information for my future classes.

Children and technology

A couple of things have made me chuckle this week.  Firstly, my son - 8 years old, who likes to play Minecraft with his friends online.  At 8am in the morning, when the rest of us are bleary eyed and trying to rustle up enough energy to eat breakfast and psyche ourselves up for the day, he is chasing spiders and digging holes and building monumental structures with his friend.

People often say that technology renders our children unable to socialise properly, because they spend all their time looking at gadgets and games.  I would beg to differ: when I was eight years old, there is no way I would have been chatting to my friends, plotting our next move, or creating wonderfully imaginative lands at 8am on a school day.

The other thing that made me laugh this week was when I was Googling something.  I can't even remember what it was, but my 15 year old daughter was with me and we were looking for something together.  When we couldn't find what we wanted, I suggested we look at page 2 of the Google results.  My daughter laughed out loud, stared at me in amazement, and said, incredulously "who looks at page 2???".  Personally, I often look at page 2 and beyond, but it struck me as interesting that a teenager would view this as an epic fail, both in terms of Google's ability to 'know' what I'm looking for, and in terms of the user's inability to have chosen the right search terms in the first place.

That's all, really, I just thought it was interesting how these digital natives differ to me, especially given that I consider myself almost a digital native as I use the internet so much.