An Open Letter to the US Copyright Office in Defense of Jailbreaking

Dear Copyright Office

iPhone Generation

Image by xcode via Flickr

 

I would like to register my support for the practice of jailbreaking of smartphones, tablets, and game systems on the principle that these devices are fully-functional computers and should not have their functionality crippled to promote monopolistic business practices by their manufacturers. I believe that “jailbreaking”– or “freeing personal electronics to function properly as the computers they are”– is an essential condition for teaching and learning of 21st Century technological skills.

I was one of the enthusiastic Apple users who went out to buy the first iPhone in 2007. Though the iPhone has since brought the term “apps” into the popular consciousness, the first iPhones did not have an app store and could only run basic apps that were installed by Apple at the factory. A community base of enthusiasts started jailbreaking iPhones to allow that revolutionary hardware to perform new and useful functions that Apple had not built into it. This is what computers are supposed to be used for—enabling users to write and run programs that perform valuable functions! The first iPhone apps were all written by jailbreakers, and those of us users who jailbroke had access to a vibrant entrepreneurial community of people pushing the limits of the iPhone’s capabilities. The law-abiding normies had a crippled phone that couldn’t do many of the functions that we now consider “standard” for a smartphone.

For example: It was a minor scandal for the first two years of the iPhone that it didn’t have two basic and very useful features, Copy and Paste. While Apple put out two phones that didn’t have it (2007’s iPhone and 2008’s iPhone 3G), the jailbreaking community solved that problem in under a year and brought a fully-functional copy/paste feature to the iPhone. This is just one of the many examples where independent developers added value to the iPhone just because they could. It’s unfortunate that they had to violate their Terms of Service and invalidate their warranty to do so.

While Apple’s desktop operating system (OS X) has always allowed users to write, run, and fully own the applications they create, Apple have taken a much more restrictive and user-hostile stance with their smartphones and tablets on iOS. I believe that these excessive restrictions are less about security—they are designed to “lock” users and vendors into having to use Apple’s App Store for all commerce that involves these devices. Once Apple decided to allow user-created apps in 2008, they only allowed them to be sold through Apple’s own store, taking a usurious 30% of all profits from these sales. They rigidly control which apps can be sold in the app store and have developed a reputation for rejecting apps for questionable and contradictory reasons. While these monopolistic practices may be great for Apple, they result in higher prices, less innovation, and less choice for consumers.

I want to stress again that no desktop computer operating system like Windows or Mac has ever attempted to prevent its users from running third-party programs. We have never needed to “jailbreak” a device before because no company has ever been so brazen as to deny users the right to leave one internet service provider (AT&T) and use another one (T-Mobile). Now that Apple has crossed that threshold, other device manufacturers are following suit, hoping that they too can limit their users’ economic choices via technological means so they can squeeze greater profits from their captive users.

Please understand that Apple’s practice of “jailing” technology signals a historic shift—from computers serving humans’ interests to computers serving corporations’ interests.

I think it’s a negative development and I wholeheartedly oppose it.

As an educator, I am interested in empowering young people to actively explore technology. I have seen that open source tools and jailbreaking make it possible for students to “look under the hood” of technology so they can understand how it works. I encourage students to learn how open source tools like Linux, Android, and WordPress work because they are the materials from which a new world is being constructed. Closed and jailed technology tools separate consumers from creators in a way that hammers, nails, wood, and steel do not. Just as lumber producers should not be able to dictate who can build a house with their wood, a hardware manufacturer should not be able to dictate who can write a program for their system. Please continue to preserve people’s right to self-determination with the technology tools they buy. Please preserve our right to jailbreak our devices and learn to master them so we can actively participate in this new world that is coming into being.

Sincerely,
Ted Curran

Oakland, CA

 

If you’re interested in contributing your voice to keep jailbreaking legal, go to the EFF’s page and get involved!

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Did You Know? A Screenshot is Worth a Thousand Words

There are lots of situations where a screenshot of your computer can communicate much more than words. From giving students detailed directions to helping your tech support people (ahem) solve issues you’re experiencing, screenshots can make it easier for people to see what you’re talking about.

Screen capture software lets you take an image or a video of your computer’s desktop, annotate it with text, arrows, shapes, and more, and then post it online or email to friends. There are many great free and low cost options for screen capture software for Mac and Windows.

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Who Needs Gamification?! Student-Centered Lesson Design Using Just Your LMS

No Video Games

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2011 brought us the buzzword craze of “gamification” in education, or the quest to make learning online more like a video game. Inspired by FourSquare‘s achievement badges as a way of motivating users to check in to location-based services and Mozilla’s promise of outcomes-based badges in lieu of diplomas, we ed-techies went a little nuts for gamification this year. In my post about “The Angry Birds Guide to Online Lesson Design“, I tried to distill what makes video games so motivating, challenging, and fun to see if we could use those insights to enhance online learning. I’m now working on a “proof of concept”, helping a faculty re-design his course to be more student-centered and leverage the tools we have built into our Learning Management System.  I hope to prove that online can match the motivation of video games without trying to “mimic” them with leaderboards, badges, and the outward trappings of games. Instead, we need to look at what works in games and use that to think critically about the way we approach delivering instruction online.

I have been focusing on helping a faculty re-design his course to make it more student-centered using some of the insights I documented in the Angry Birds post. These are not as technically involved as setting up an achievements system, but they use the existing features of our learning management system to reinforce good lesson design. There are many tools in the LMS that enable courses to feel like games, if not outwardly look like them. I think that badges are great for motivating students, but so are grades! The hard part is motivating students to do the readings, master the material, and think critically about material. A lot of this is caused by outdated and debunked thinking about teaching and learning itself.

As in the best video games, students need a safe place to try and fail until they succeed. To that end, we are putting formative reading assessments in the LMS using the Blackboard Tests tool that students can re-try until they’re satisfied with their score. These are really meant for a reading comprehension check and to make sure students understand the assigned readings. We are also using the “feedback” feature in Blackboard’s tests tool so we can give students “clues” after they get a wrong answer– showing them where to find the correct answer in the book. These tests will also inform class meetings, as the faculty can see which concepts students had problems with and address those during the class meeting.

 

We started designing this course with Bloom’s Taxonomy in mind after I read a great paper on student-centered learning techniques in health sciences ed. It found that over 91% of questions asked of undergrad and graduate level health sciences students are limited to the “Knowledge” and “Comprehension” domains– the two most basic levels of cognition. [annotated link][original article].

Blooms-Taxonomy.jpg

We recognize that comprehension questions are essential to ensuring that students have a basic grasp on the content, but that they’re not the be-all, end-all of instruction. As in games, students need to take the basic skills they’ve mastered in one context and apply them to other situations.

 

 

To that end, we have adopted a problem-based learning strategy where students are studying real-life clinical problems and trying to apply new learnings from the book to solve those problems. During class meetings they brainstorm in small groups and propose action plans based on what they’ve been reading. They then complete discussion reflections where they answer a writing prompt designed with higher order Bloom’s verbs to stimulate specific thinking skills.

Today was the first class meeting where students did the whole program but the initial feedback has been very positive. I’m going to be checking the LMS to see student performance but it’s definitely been a stimulating and fun exercise in reforming a course! Expect updates here as this experiment progresses.

What are your experiences with student-centered learning? Do you think courses should be like video games, and if so, how? Please leave your thoughts in the comments section below.

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Commons in a Box: Open Academic Collaboration for Higher Ed.

take off with a good book.

Image by Casey David via Flickr

As long as I’ve been interested in WordPress for Education, CUNY Commons has stood as the example of what’s possible when you mash up WordPress, WPMU, BuddyPress, and MediaWiki with some special, custom goodness. Built on open source tools, it has enabled the dedicated team at CUNY to build it into exactly the tool their community needs.

I have been trying with very limited success to create a similar tool at InterLearn.us, but now I might not have to….

The project has announced that they will be offering Commons in a Box, a version of CUNY’s customized social network that can be freely installed at any educational institution to provide a social network of blogs, wikis, and collaboration tools.

This is exciting news for those of us who want to free our users to collaborate at a higher level using open tools. What I don’t fully cogitate is how the Box’d version will differ from a Buddypress install with the full list of CUNY’s custom plugins and MediaWiki integrated.

I’m waiting with barely-contained excitement for “Step Two– Put Your School in the Box“. Are you? How does your school facilitate online collaboration?

 

 

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Open Source or Proprietary LMS? Your Answer, My Friend, Is Floating In the Cloud

Lightning cloud to cloud (aka)

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A colleague recently asked me if I could explain the distinction between open source and proprietary learning management systems, especially as it might affect a K-12 school looking at the best kind of LMS to implement today.  She wanted to know how schools assess open source vs. proprietary systems–

“So, the ‘limiting context’ I am interested in is how the decision to acquire an open source or a proprietary LMS is determined – is it cost, functionality, usability, easy to implement, requires little training, etc., etc. ”

There is another, equally important consideration when you’re looking at open source vs. proprietary learning management systems– cloud hosting and support. These services have arguable a larger impact on your computing experience than whether the software is open or closed. Here’s how:

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50 Great Ways to Grow Your Personal Learning Network

This is a great article from OnlineCollege.org that gives detailed directions on how to start a Personal Learning Network. Since my own posts on PLNs resonated with so many, I wanted to pass this on:

Through social networks, email, video, and online chats, learners can connect with and learn from a wider range of people than ever before, yet building a successful PLN that doesn’t overwhelm you can be challenging. With so much information out there, it can be hard to know whom to follow, what to read, and how to fit it all into your daily schedule. Here, we offer some tips that can help you not only build and grow a better PLN, but also get more out of the experience and give more back to your online community.

http://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/

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Google Plus Puts the Social in Learning with Google Apps for Education

G+

With the news that Google Apps for Education will be integrated with Google+ in a few days, it’s time to start thinking about how social media and collaboration can be a reality for schools. Continue reading

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LMS Disruption– Free Web 2.0 Tools Can Co-Exist with the Centralized LMS

[Question from a colleague] It appears that OpenClass has the same mission as Canvas –  OpenClass: “disrupt technology for education”, Canvas:  “disrupting the Learning Management System (LMS) market.” Does this new partnership introduce any concerns about Canvas’ future. Blackboard has to change if it’s going to survive. Canvas too? The thought crosses my mind – will we make this disruptive change (i.e. switching to Canvas) only to make another one in two years? Should that speculative thinking be a factor for consideration?

My parents are stockbrokers, where the phrase “market correction” is used to describe what’s happening to the LMS market right now. Schools are realizing that we have been paying too much for a big, integrated system with many features we don’t use, and we’re exploring smaller, cheaper systems. Canvas is attempting to offer all of the services that Blackboard does for less money by using free and open source components. Other disruptive tools (like OpenClass, CourseDirector, and LoudCloud) appear to be flirting with offering fewer total features and encouraging educators to plug multiple free Web 2.0 tools together to provide whatever functionality they want to add to their courses. In this way, the LMS is becoming more modular—less “one size fits all” and more “make it what you want”. Continue reading

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Secure Your Social Identity Across All Sites with NameChk.com

If you are trying to create a branded online identity, it helps to have a consistent username across all of the major sites. With NameChk.com, you can search once and see if your favorite username is available on 159 different social media sites.

Just enter the username you want in the search bar and it will give you a graphic visualization to let you know if that name is available on your favorite social networks. If you see your name is available, just go to that site and sign up!

This is also great if you’re picking baby names and want to make sure that your future offspring has reserved the very best usernames on all the hot services. For example, young Genghis Curran will not have to worry about adding a “1″ to the end of his Twitter handle (though he may get picked on a lot!)

Thanks, NameChk!

 

 

 

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Switch from Teaching Word Processing to Teaching Web Processing

Image of a now obsolete hardware type word pro...

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If you’re like me, one of the first computer skills you were taught in school is how to use a word processor. We all mastered the art of formatting words for the printed page because we were still using computers in a paper-based world. As more business and education activities move online, we are spending ever more time writing in web-based text editors, where our ideas are being automatically encoded into divs, spans, ps and ems– a language that too few of us speak fluently enough to reset the margins or change the font size. Continue reading

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