The Classroom Technology

 

See this screen? I have come to hate this screen. Let me take you through the journey of why...

I teach in “smart” classrooms. (Ugh, I hate that term. It just means there are computers and projectors. Computerization should never be touted as “smart” or “intelligent.”) Classroom computers are vital to teaching, allowing instructors to run PowerPoint, use iClickers, show videos, and a myriad of other things. If there are problems with the classroom computers, it impairs the classroom experience for everyone. In the worst case, it brings everything to a crashing halt (foreshadowing).

Having used computerized classrooms since they were first introduced, I have a lot of experience with them. That means having a lot of experience with failures, as they’re called in the human factors literature. Here’s an example. In recent years, the classroom computers were not set up to boot like the normal computer you have. At boot time, the classroom computers load an “image”. That is, they do not load Windows 10 from a hard drive inside the computer, they load it completely from scratch over the local area network. There are a number of reasons for doing this, including security. (We wouldn’t want another computer security breach, would we?)

But here’s the problem with this approach. If (when?) the local area network goes down, the classroom computer will freeze. Now, if it was a typical computer, it would still run. That is, I would still be able to continue showing PowerPoints and keep on teaching--I just wouldn’t have Internet access. But with the network image approach, the classroom computer is dead, and basically class is over. (Or I could use the whiteboard, in classrooms that actually have one. Or I could use the document camera. These options are awkward, and obviously very limiting.)

In July, IST announced upcoming “summer upgrades” based on VMware Horizon to classroom computers. According to the blog post, these so-called were being done “To improve efficiency and effectiveness...faster boot times for users, provide access to current technologies (Windows 10, Office 2016), and provide increased security.” First, I hate when a change is called an “upgrade.” This was not going to be an upgrade; really, it was a downgrade. Here are some of the specific issues:

• The computers were already running Windows 10 and Office 2016, so the upgrade was not going to provide something that previously did not exist.
• Applications would now be run not on the computer in the actual classroom, but on a virtual computer running on a server across campus.
• Classroom computers would no longer be able to play actual DVDs, despite having a DVD drive. If you want to play a DVD, you would need to ask for a portable DVD player to be brought to the classroom. (Not all instructors know exactly when they will need to play a DVD; some of us play things off DVDs in nearly every class. This is an inelegant, cumbersome workaround, known in computer jargon as a kludge. It is a derogatory term.)
• Using “large files such as video clips... through their USB key will experience extremely poor playback performance and is not advised” (emphasis in original). Er, WTF? I spent hours over the summer converting my content on DVDs to digital files, and now they won’t work? And how large is “large”? I asked that question, and never got a response.
• IST recommended playing videos off YouTube. So I spent more time uploading my DVD video files to YouTube, only to have them rejected because they contained copyrighted material. No shit.

In August, I tried out their new system in a computer lab on campus. It did not go well. Even though I followed their recommendations (which now included Google File Stream, which streams content from Google Drive), videos stuttered and audio was out of sync with video. The iClicker application just crashed over and over.

Last semester did not go well. Almost every video I showed in class stuttered--some just froze completely for a solid minute, as did even PowerPoint. (There’s nothing like twiddling my thumbs in a class full of hundred of increasingly restless students staring at me while I nervously mumble, “It’ll start up again. Soon. Probably.”)

Every colleague who I talked to complained about the new system--they brought it up even if I didn’t. Not a single person liked it; not a single person had anything good to say about it. I guess some feedback made its way back to IST, who finally released an email on September 14:

IST has made technical changes to the way we deploy operating systems and applications to centrally booked classrooms and computer labs, and we apologize for the frustrations the issues have caused. We are working diligently to find solutions to common issues that are impacting podium computers in the classrooms. We do have mitigation strategies in place and want to ensure we apply the right solution going forward.

Due to technical complications uncovered during the upgrade, we will be restoring a number of targeted classrooms back to their original state starting Friday, September 14, 2018, in order to improve the instructors’ overall teaching experience in these classrooms.

We are aware there are still ongoing issues arising in classrooms. We are actively working on solutions to ensure you are able to utilize classrooms to their full capability.

The rest of the email is basically a list of the problems with either a) we’re-working-on-it language, or b) claims that everything should work. Both of these are, obviously, not helpful in any way. And sadly, the “targeted classrooms” did not include rooms for my two biggest classes.

That is why I hate the VMware login screen at the top of this post. First, I have to log in with my UAlberta credentials, then I have to enter my UAlberta email address, then I have to log in to Google Drive with my UAlberta credentials again. And if I want to get into eClass, I have to log in one more time. That's four times that I have to enter my UAlberta credentials. (If I look stressed and frustrated at the start of class, now you know why.)

Despite my complaints and kicking and screaming about how awful they've made the workflow, IST did...nothing.

But then, at the end of November, IST did something. They sent around a Classroom Technology Survey. From the email:

This survey provides an opportunity for you to help influence decisions as IST plans for the future needs of our centrally managed classrooms. In particular, we would like to know how you use the technology in the classrooms and what technology issues you encounter while teaching.

What is this? At long last, IST has actually started to consult with stakeholders on the deployment of classrom technology. By January, IST had compiled a list of “functional requirements” based on the survey results, and I was asked to meet with the Manager and Project Coordinator. This is the first time in 25 years of teaching that I’ve been asked to provide my input on the technology provided in classrooms.

There were some issues with their requirements. Like “Ability to set up and be ready to teach within the 10 minutes between classes”. Sometimes I have to run to class from a seminar or meeting; often the previous instructor has not logged out and is still standing in front of the computer. I need the computer to be ready in 5 minutes--no, less than that. Another one: “Having the latest version of MS Office”. Classroom computers currently have Office 2013 installed; the “latest version” is Office 2016. Or actually, the continually updated Office 365 insider fast build is. (No, I certainly do not want to be running beta builds of software in a classroom.)

The bottom line for me is that I just want the classroom computers to work. The best technology is the one that gets out of my way and lets me do my job. As part of my meeting with IST, I suggested that they should also consult with another important stakeholder group: students. We'll see what happens with that. In the meantime, your continued patience and understanding during in-class technical glitches are appreciated.

Why aren’t you studying?

Update: 7/19/2019
Just got a memo from IST. They're rolling back the classroom computers to the way they were before, effective this September. That means all the time and effort I spent to make my lectures work with VMware is now out the window. Argh! So now I have to go back to using a USB drive?

I have mixed feelings about this. Clearly, rolling out VMware was a mistake. (Whose mistake is not clear. Would IST buy this enterprise solution without planning its capabilities in our IT environment? Would the vendor oversell its capabilities?) I'm glad I won't have to deal with the embarrassing freeze-ups in the middle of class anymore. But I did like using Google Drive as a sort-of backup (which I will continue to do). Now I'll have to run my lectures from my USB drive. I just better not forget it in my classrooms (again). But that's another story...

The 25 Years: The Skills

I taught my first class 25 years ago: it was PSYCO 354: Foundations of Cognitive Science. The regular professor, Dr Michael Dawson (who was also on my PhD advisory committee), was going on sabbatical and chose me to teach his course. My emotions included surprise (that he didn’t pick one of his own graduate students) and terror (at having to teach an actual course in front of actual students). Lots of terror.

Fortunately for me, Dr Dawson generously gave me the slides that he used to teach the course. Back in 1994, “slides” did not mean PowerPoint--it meant actual slides. Like in a slide projector. I remember lugging the 20-pound projector to and from the classroom in Tory twice a week. But carrying heavy objects was the easiest part of teaching the course. I was completely on my own in terms of teaching--I hadn’t taken a single seminar, read a book, or anything related to teaching. In fact, I figured/hoped that teaching would NOT be a big part of my future.

Cut to today. Aside from the occasional research study, teaching is what I do. It’s all I do. Wanting to do the best possible job, I have invested a lot of time and effort into developing my skills. Being a half-decent instructor at one of the top 5 universities in Canada takes a lot of work, and an incredibly diverse set of skills. Here are some of the tools in my toolbox:

The Content:

As a psychological scientist, I have to know what’s what in the field of psychology--not an easy thing when global scientific output doubles every 9 years. In fact, it’s impossible: there is too much to know. Although a lot of my knowledge is targeted to the courses I teach (behaviour modification, cognition, perception, human factors & ergonomics), there still is the moving target of introductory psychology.

The PSYCO 104 course cuts across most (but thankfully, not all) of the field of psychology. How could I possibly consider myself an expert in the history and methods of psychology, neuroscience, behavioural genetics, and consciousness? At least there’s overlap with my knowledge in perception, perception, and memory from my other courses. But I still struggle to keep up with current thought in motivation and emotion.

Albert Einstein was reported to have said, “The more I learn, the more I realize how much I don't know.” That’s how I feel--even about subfields in which I’m supposedly an expert. There’s always more to know...

The Pedagogy:

Pedagogy, according to the Google, refers to “the method and practice of teaching, especially as an academic subject or theoretical concept.” In other words, How do you teach? As a scientist, the way is clear: apply evidence-based pedagogy. Of course, that means keeping up with another whole set of research literature. I am thankful that psychology intersects with learning theory directly, so it’s not too much of a stretch. But understanding how teaching and learning work is not exactly “my area.”

Over the years, I have applied all kinds of pedagogical best practices. Active learning? Check. Hybrid learning? Yup, dating back to 2000 in fact. Learning outcomes? Ever since day 1, back in 1994. Way ahead of the curve on that one. I don’t think of myself as a leader when it comes to pedagogy--I’m just trying to be the most effective instructor I can be. But I’m getting to an age where people are starting to see me as some wise old sage. If I can pass on my knowledge to help my colleagues, so much the better. I have tried to do some original experimental research on the scholarship of teaching and learning myself, but it’s hard to find the time. Which reminds me, I need to write up some of my research into a paper when I have a spare moment...

The Presentation:

Both behind and in front of the scenes, I rely on Microsoft Office to help me get the job done. I start with Word, developing learning objectives, writing outlines, and then lectures. It seems silly to say that “I have Word skills.” It’s taken over 20 years, but I am finally able to grasp the subtleties of styles, headings, and macros.

Next come the two formats students see: I convert lecture content into both HTML and PowerPoint, formatting as necessary. I use Notepad++ to hand-code HTML, with CSS and some limited Javascript. I’m on HTML 4.01 (strict) now, and am contemplating the pros and cons of moving to HTML5. Although I’m still struggling with PowerPoint (especially customizing slide masters and layouts), I’m able to embed Flash objects

For some technology components, I’m at the mercy of third parties. In many of my courses I use iClickers. The software that runs the polls has changed a lot since they bought Reef and integrated it into their existing software. I have to keep on top of what has been updated or changed. Likewise, UAlberta’s eClass (running the open-source LMS Moodle) gets regular updates, which rework the UI. Yup, I’ve got to learn how that works, too. Just when I think I’ve know how to use something, it gets changed. iClickers will no longer be supported later this year, so there’s a replacement I’ll have to spend my summer figuring out. Yay.

The Everything Else:

The final component is the glue that holds all of the above together: organizing and planning. If I cannot organize all of the above in a coordinated and comprehensive way, and if I cannot formulate a plan to deliver on my learning objectives, I will not be an effective teacher. There are a lot of great tools that help me with time management, from checklists to online calendars to an early PDA back in the day (a Handspring Visor, which I still have somewhere).

This list is not meant to be a boast about all the mad skillz I have. Partly, it’s a reflection on all of the skills and abilities that I have developed over my career. But I also wanted to show a behind-the-scenes look at the work and effort that goes into delivering a course that students may not realize.

Why aren’t you studying?

Where are they now? Part 3

It's been an embarrassingly long since I've written an updated "Where are they now?" post. Partly, that's my fault--but it's also partly other peoples' faults. I don't often hear from students after they graduate; mostly, it's people for whom I've written a letter of reference telling me about their success. So, if you've graduated, and want to share your story with current students (you know, to give them hope that there's life after university), drop me a line!

(To keep your identity private, I just give initials here.)

- L.B. was accepted into MSc SLP program
- S.H. got accepted into graduate school
- J.A. is in graduate school working on her PhD in pediatrics
- A.B. was accepted into a Master’s program in medical sciences
- A.K. is Assistant Grand Moff at a library in the Edmonton area, and has a cat (I am allergic to cats)
- B.N. is working at Bioware
- C.H. got his Bachelor’s degree in applied arts specializing in animation, and has a unique visually based blog, called SKROWL. In his words: “Skrowl is a sort of combination of scrawl and scroll, with a little stank on it... I pronounce it like owl, prowl... skrowl. I think it has enormous potential as a storytelling tool of all sorts”

Go out into the world and do amazing things!

But in the meantime...

Why aren't you studying?

The 25 Years: The Numbers

This year marks my 25th year of teaching. Over that time, I have taught:
  • 12 different courses (2 were co-taught)
  • about 200 classes
  • over 20,000 students
  • at 3 different institutions
In a typical academic year, I teach seven classes, and about 1,000 students.

I have been fortunate to have been given awards for my teaching, including:
  • Instructor of the month (Faculty of Science)
  • Kathleen W. Klawe Prize for Excellence in Teaching of Large Classes
  • Instructors of Distinction Honour Roll, Faculty of Science
  • Instructor Appreciation award from the Interdepartmental Science Students’ Society
  • Teacher Excellence Award from Delta Chi fraternity
  • Department of Psychology Teaching Award

In addition, based on USRIs, I have been placed on the Department of Psychology Teaching Honour Roll 20 times, and the Honour Roll with Distinction 144 times.

As I reflect on all of these numbers and awards, I wonder what they all mean. Am I bragging about them? (No. Seriously.) Am I a good teacher? Students often give feedback that they enjoyed my course, which is all well and good. But did I teach the material effectively? That is, did I do something to help students learn the material well? And to what do I compare these outcomes--to myself 25 years ago, or to other instructors now? There’s no way to know. So I went to the research literature (you probably saw that coming, eh?).

A study by O’Connor and Cheema (2018) found that when a course was offered several times, grades given by the same instructor increased (from about a B+ to an A-). That sounds good, but this finding can be explained a number of ways. Is it because instructors get better over time, leading to better student performance? No: much research (e.g., Marsh, 2007) shows that teaching effectiveness tends to decline with age and years of experience--unless there is “systematic intervention”. Maybe it’s because students are getting better, year over year? Nope again: no significant effects were found on GPA as a factor of calendar year.

So what is responsible? The authors could not say for sure, but suggested that with increasing experience, the decision-making process “contaminates” evaluations--and seems to contaminate them in the upwards direction.

Well, that sucks.

Of course, I’d like to think that I’m the exception to the rule--that I don’t give higher marks now just because I’m older and have all this experience. I’d like to think that all the time and effort that I’ve put into my courses over the years has not been for nothing. But what can I do? Well, there is that “systematic intervention” business. The research on that indicates that using student evaluations of teaching along with consultation actually improve teaching effectiveness. The consultation is based on the ratings, and is used to target specific areas for development and selected strategies for improvement.

So, at this point in my 25-year-long career, it’s not time to sit back. It’s time once again to roll up my sleeves and dive in to some hard work.

Why aren’t you studying?


References

Marsh, H. W. (2007). Do university teachers become more effective with experience? A multilevel growth model of students’ evaluations of teaching over 13 years. Journal of Educational Psychology, 99, 775-790. doi:10.1037/0022-0663.99.4.775

O’Connor, K., & Cheema, A. (2018). Do evaluations rise with experience? Psychological Science, 29, 779-790. doi:10.1177/0956797617744517

The Edmonton Expo (2018 edition)

And that's a wrap for the Edmonton Expo 2018! For me, it was 2.5 days, 36,795 steps, 25.74 km (according to my Fitbit), and all things geeky.

Things were a bit different this year. First, the Expo was smaller--fewer halls, and fewer exhibitors. (That's probably because the Expo is now owned by Fan Expo HQ, the company behind Fan Expo Canada, among others.) There were also some notable cancellations: Jason (Aquaman) Momoa, Karl (Judge Dredd, Star Trek) Urban, Katee (Battlestar Galactica) Sackhoff, and Katie (Arrow) Cassidy. Cancellations always happen, but these were some pretty big names.

On the bright side, I got to see two of my all-time favourite voice actors, Maurice LaMarche and Kevin Conroy. Conroy is, of course, the definitive voice of Batman, going back to Batman: The Animated Series in the 1990s. If you don't know the name LaMarche, you are nonetheless familiar with his work if you've ever watched Animaniacs, The Simpsons, Futurama, or Disenchantment.

The panels with Ray Park, Brent Spiner, and John Barrowman were also highly entertaining. Barrowman's dress, in particular, was stunning. (Sorry, you hadda be there...) I also learned that moderator Tanner Zipchen is originally from Saskatoon and does not go around giving out Scene points. One of the most fascinating panels for me was hearing how junior high school teacher Scott Hebert has completely transformed his classroom into a medieval realm using the principles of gamification--something I've been interested in for a while. His talk was titled, "Press start to begin: How turning a class into a live action game changed everything." (And no, that doesn't tell you everything you need to know.)

In previous years, I unleashed my wallet, buying goodies like autographs, toys, and original art. I tried to rein it in a bit this year, buying some Steven Universe-themed items (pins, art, etc.) for my two sweet daughters who did not attend with me. (Don't tell them, but I held some items back as stocking stuffers!)

As usual, I got the Premium Package which includes a bit of swag: comic book, poster, lanyard, and TARDIS lunch box. You could also go around to vendors, getting stamps in a passport. When completed, you took your passport and got to spin the big wheel to win a prize. The result? An Expo sweatshirt (size medium). Check it out:

Would you like to have this swag package? Of course you would. Like last year, I will give this prize package to the person who pledges to give the most items to the UAlberta Campus Food Bank. Make your pledge in the comments below. The contest closes on Monday, October 1 at 12:00p.m. MDT (that's noon). Whoever has pledged the most number of items wins. (You have to show me a picture of you actually donating the items to the food bank upon pickup.) Even if you do not win, I would encourage you to still donate your pledged items to the food bank.

Why aren't you studying?

What I Did on my Summer Vacation (2018 Edition)

Instead of trying to come up with a theme for my summer vacation post, this year I went back through my photos and social media posts to try and sum up my summer. Here goes!

PHD Comics: Summer https://t.co/8k2pKGKaTA via @phdcomics

— Karsten Loepelmann (@kloepelm) June 13, 2018

It is so true, summer is a time to try and work uninterrupted (by teaching at least). I was home with my kids a lot of the time, so there still were interruptions. (I swear, those kids want to eat lunch like EVERY DAY.)

Instead of adding material to my courses, I spent my time scrutinizing my lecture notes overall, and my PowerPower slides in particular. I have increased the legibility, readability, and flow of my lectures, in addition to rewriting material for clarity and understanding. I have converted all physical media to digital files in anticipation of changes to the classroom computers by IST. That also meant spenting several hours with IST staff trying to fix problems, both old and new, with their systems. Unfortunately, I do not have a lot of confidence that everything will be running properly by the time the term starts. (Be prepared for your instructors fumbling and cursing a lot!)

Summer isn't all about work, though. There's time for a family trip. After visiting BC last year, we just stuck to Alberta for a short trip--Aspen Beach, Calgary, and Drumheller. After skipping the Calgary Zoo for a few years, we had to go back to see the pandas. My youngest daughter was so excited...and then so disappointed. The pandas just slept. The most action-packed moment was when one of them scratched its ear. Wow. To make up for the disappointment, we bought her an ice cream cone. Then a fly landed in it and everything went to hell. Yeah, good times.

Don't see how they can do kung fu.

The Royal Tyrrell Museum is always worth a visit.

Hoodoo? I dunno.

Who wants to see pictures of Aspen Beach when I could

show you the delicious cannoli at Sweet Capone's in Lacombe?

Ugh, I thought the smoke was bad last year.  The BC forest fires brought clouds of smoke again this summer, especially in August. When it's an otherwise nice summer day with wretched air quality, at least I don't feel bad about being at my computer and working all day.

#nofilter, we swear. It's that smokey today here in #yeg. With all this smoke, the air quality index is "very high" at 9. For more on our EAS live weather cameras, check the link in our bio #yegsmoke #uofa #weathercamera #panaromaview pic.twitter.com/Nbq7MKFI6q

— UofA EAS Department (@UofA_EAS) August 15, 2018

While my wife wasn't looking, I slipped a jalapeño plant in among her annuals when she was buying bedding plants this spring. (Ain't I a stinker?) I didn't have great hopes, but it exceeded all expectations, growing about a dozen peppers. I think I'll pickle them.

Right at the end of August, the Department of Psychology held its annual Welcome Celebration. It's to welcome new graduate students, post-docs, and faculty members, and celebrate our accomplishments over the past year. Although I claim to go just for the food, it's really to hear the speeches. And lookit the nifty two TUTAs (Tolman Undergraduate Teaching Awards) I got!

Now, it's back to school for everyone. This year is just a bit more specialer, though. It's my 25th year of teaching. To those of you who have been taking my classes for 25 years--er, isn't it time to graduate already?

Back to school. pic.twitter.com/wQzYV2b0vh

— You Had One Job (@_youhadonejob1) September 3, 2018

Why aren't you studying?

The Reading List (Spring, 2018)

This time, the readings I'm recommending all tie into my recently concluded PSYCO 258: Cognitive Psychology course. It's remarkable that there are so many really good popular books about psychology--if you're into that kind of thing. And if you're following my blog, well, either you're a stalker or you're into that kind of thing...

	Thinking, Fast and Slow by Daniel Kahneman Waitaminnit--I recommended this book before, didn't I? Yup, in my post The Reading Week Reading List (Fall, 2015). But it's so good, I'm recommending it again. The title refers to the unconscious (fast) and deliberate, conscious (slow) modes of cognition. It also gives the first-person backstory to Prospect Theory, which is a unique thing. This theory was the start of behavioural economics, an approach that continues to shake up the fields of economics and psychology. Kahneman neatly summarizes his work with Amos Tversky, and also his more recent research into subjective life satisfaction. This is not a stuffy, boring read; it applies to everyone.
	The Undoing Project: A Friendship That Changed Our Minds by Michael Lewis You may know Lewis as the author of Moneyball. Here he presents a double-biography of Danny Kahneman and his longtime collaborator, Amos Tversky. Lewis tells a great story, providing important context to the lives of his subjects, which really helps give you a sense of who they really are: the constant self-doubt of Kahneman, and Tversky's devastating intelligence. Beyond the biographies, Lewis also follows the chronology of Prospect Theory, doing a great job of explaining it scientific publication to scientific publication. The final line is classic: "Then the phone rang."
	Misbehaving: The Story Of Behavioral Economics by Richard H. Thaler This third book on behavioural economics is by far the most technical. You may not enjoy this book if you're put off by terms like "diminishing marginal utility," "bounded rationality," and "economics." Thaler, a recent Nobel prize winner, recounts his relationship with Kahneman & Tversky, as well as his contributions to behavioural economics. There are quite a few graphs, and it can be hard to follow if you have no background in economics. Recommended for only the most hardcore fans of behavioural economics, or econ majors. Psychology majors should just skip to the section on nudge theory.
	Peak: Secrets from the New Science of Expertise by Anders Ericsson and Robert Pool Every wonder how an expert got so good at what they do? An athlete, dancer, musician, or chess player? They make it seem so easy--like they were born to do it. But what really underlies their amazing abilities is something Ericsson calls deliberate practice. Along the way, he also debunks misconceptions about the "10,000 hour rule" and the "10-year rule" Sorry, but it takes more than just time to get really, really good at something. Ericsson gives evidence-based advice on how to turn yourself into an expert at just about anything. (Even, say, psychology.)
	Grit: The Power of Passion and Perseverance by Angela Duckworth Duckworth's research has shown that grit--a personality trait for persevering on a task--is a more important contributor to grades than IQ. However, the concept of grit is controversial. Some argue that it may be no different from some other personality traits. Also, you may have "grit" for, say, playing tennis, but not for studying. Shouldn't it apply to everything you do equally instead of being situation-specific? In Peak, Ericsson criticizes the concept for being circular: if you don't stick to a task because you don't have grit, which is why you don't stick to the task. However, reading this book seems to have increased my motivation for persisting on tasks; your mileage may vary.

Why aren't you studying?