TR10: Cloud Programming — from Technology Review
A new language will improve online applications.
Cloud computing offers the promise of virtually unlimited processing and storage power, courtesy of vast data centers run by companies like Amazon and Google. But programmers don’t know how best to exploit this power.
Also see:
http://databeta.wordpress.com/2009/12/16/bloom-and-dedalus/
PHP: What you need to know to play with the web — SmashingMagazine.com by Christian Heilmann
What Is PHP?
PHP is a server-side language that has become a massive success for three reasons:
- It is a very easy and forgiving language. Variables can be anything, and you can create them anytime you want.
- It is part of the free LAMP stack (Linux, Apache, MySQL, PHP) and thus available on almost any server you can rent on the Web.
- It does not need a special editor, environment or build process. All you do is create a file of the .php file type, mix PHP and HTML and then put it on your server for rendering.
From DSC:
Christian makes this sound so easy. However, in my experience, programmers have a different skillset that is not easily mastered or obtained. They have a different way of thinking, and the syntax of coding languages is not something many people enjoy working with. That is why there seems to be two camps: web designers (who focus on the front-end of the web) and web developers (who focus on the back end of things such as application development/programming and database integration). Sometimes, a person can bridge those two worlds…but rare is the person who can stay up-to-date and do both sides of the house well…and consistently over time.
Cleaving Computer Science into new degrees — from acm.org by Mark Guzdial
The School of Computer Science (SCS) is focused on the traditional definition of computer science. The School of Interactive Computing (IC) looks at the boundary between the computer and everything else. The School of Computational Science and Engineering (CSE) focuses on the application of computing for advancing science and engineering.
I find that this cleaving of computer science works well for understanding the tensions I see between groups of computer scientists, each exploring a different piece of our ever-broadening field.
…
In a recent issue of Communications of the ACM, Dennis Groth and Jeffrey Mackie-Mason argue that we need “informatics” degrees as something separate than a computer science degrees.
There’s another reason to consider new degrees: the tyrannies of a bachelor’s degree, defined in so many contact/credit hours, so many years. Can we fit everything in for all of computing?
…
We tussle over these degrees and names because, in part, we fear creating a new name. We worry that students won’t be interested in a degree from computing that’s not named “computer science.” IC co-owns our BS in Computational Media 
(about 300 students, ~30% female, placing students at places like Electronic Arts and Pixar) and a PhD in Human-Centered Computing (one of the few PhD programs in a computing school that is over 50% female). Students are willing to take a gamble, and we’ll draw on a different demographic of students.
Columbia to combine journalism, computer science in new digital media focus — eSchoolNews.com
From DSC:
Given what has been and is occurring within journalism — and publishing in general — this is a great move by Columbia. With the ability to offer interactive, multimedia-based, digital storytelling on devices like the iPad, these types of skills will come in handy. Along those lines, I think it’s very beneficial to students when they encounter such cross-disciplinary assignments, projects, and environments — as that’s what teams in the real-world have to do.
“Even though the iPad looks like an iPhone built for the supersize inhabitants of Pandora, its ambitions are as much about shrinking our laptops as about stretching our smartphones. Yes, the iPad is designed for reading, gaming, and media consumption. But it also represents an ambitious rethinking of how we use computers. No more files and folders, physical keyboards and mouses. Instead, the iPad offers a streamlined yet powerful intuitive experience that’s psychically in tune with our mobile, attention-challenged, super-connected new century. Instant-on power. Lightning-fast multitouch response. Native applications downloaded from a single source that simplifies purchases, organizes updates, and ensures security.”
From DSC:
From my perspective, the iPad will usher in more interactivity, more multimedia-based content, more end-user control, more choice about the type of media one consumes (even on the same article/topic), and the ability to quickly “drill down” more deeply into a topic.
Also see — and item originally from:
13 ways of looking at an iPad — from brainstormtech.blogs.fortune.cnn.com
HTML 5: Why should we care? What might this specification give us?
video and audio elements make this really easy. Most of the APIs are shared between the two elements, with the only differences being related to the inherent differences between visual and non-visual media.HTML 5 Conference (Online):
Wimba Connect 2010 — check out the applications of these tools
OPENING KEYNOTE
Carol Vallone, CEO, Wimba
Teaching Math & Sciences with Wimba (Panel)Andrew Byrne & Kurt Mederer, Convent of the Sacred Heart; David Tao, Santosh Madhavan & Dan Lim, Florida Hospital College of Health Sciences; Michele Barbeau & Kem Rogers, The University of Western Ontario
Using Wimba to Engage and Empower an Academic Community of Learners: The Case of the Global Citizen
Linda Ralston & Rebekah Grow, University of Utah
Faculty Development Wimba Style
Janet Welch & Stacey Mateika, Red Deer College
Using Wimba Voice, Pronto, and Create in Synchronously in Wimba Classroom and Asynchronously in an Online Environment
Brooke Eberwine, Steven Frecka & Jamie Westyn, OHDELA
Small Scale Implementation of Wimba Classroom – The Possibilities Are Endless
Regina Bobak & Julie Wolfe, Bloomsburg University of PA
Language Learning with Wimba (Panel)
Teresa MacKinnon, University of Warwick Language Centre; Ana Garcia Allen, The University of Western Ontario; Barbara Cohen, Berkeley College
Wikis, Wimbas, Whatevers! What Teachers Weave!
Jane Overmoe, Dakota Prairie HS
Taking the Troy Colloquium Online + Wimba: The Solution to Quality Online Learning
Gayle Nelson & Peter Paige, Troy University
Wimba Product Presentation
Annie Chechitelli, Wimba
Presentations Live or On-the-Go with Wimba Classroom MP4 Archives
Jason Rhode, Northern Illinois University & Larry Holland, University of Arkansas at Little Rock
NCVPS Cultural Cafe
Thomas Moncrief, North Carolina Virtual Public School
Our Journey: From Face 2 Face 2 Online Masters Degree
Gary Shouppe & Tom McCormack, Columbus State University
So Many Choices, So Little Time: Effective Voice Tools Training
Stacey Powell & Kathy McClelland, Auburn University
Features, Technical Problems and Technical Support in Higher Education Wimba Classrooms
Mary Nell McNeese, Amy Thornton & Jalynn Roberts, University of Southern Mississippi
ALAKAZAM!!! Instantly Transform your Physical Classrooms into Lecture Capture Spaces Using Wimba!
Scott Smith & Brian Reed, Wimba; Mark Burris, Michael Merritt & Linda Stauffer, University of Arkansas at Little Rock
Using Wimba to Prepare for H1N1 and other Potential Disasters (Panel)
Phil O’Hara & Tim Fedak, Dalhousie University; David Tao & Dan Lim, Florida Hospital College of Health Sciences
Diminishing the Distance in Distance Ed – Wimba’s Live Tools: People Reaching People
Crystal Havely Stratton & Patricia Landy, Laramie County Community College
“Keep It Live” – What the Students Say!
Mike Scheuermann, Drexel University
Wimba Pronto 4 All: Pronto Invitations and Universal Integration
Marlen Rattiner & Chris Dixon, Wimba
Online Learning is all about Collaboration!
Mark Gensimore, Jed Friedrichsen & blendedschools.net
Bringing In Local and Global Guest Speakers through Wimba Classroom
Chunyan Song , Ann Steckel & Laura Sederberg, California State University, Chico
Envelop, Develop: Building a Statewide and College-Level Professional Development System with Wimba and your LMS
Terry Pollard & Christian Pruett, Mississippi SBCJC; Rebecca Butler, Northwest Mississippi Community College; Jennifer Nowotny, Wimba
Where Did My Wimba Go and Do Users Know It’s Missing?
Michael Rogers & Jim Wolfgang, University System of Georgia; Sean Hessenthaler, Wimba
The Professor is In: Lessons Learned in Delivery of Online Student Support
Michelle Escudier & Sharon Davis, Central Texas College
Pet Kangaroos and Other Tall Tails – Live and MP4 Examples, Best Practices and Case Studies on Using Wimba Down Under
Steve Watt & Thalia Cosmidis, NetSpot Pty Ltd
Reaching Over Wall: Linking Kindred Spirits via Live Web Conferencing
Phil O’Hara & Corinne Tobin, Dalhousie Unversity; Paul Lowe, University of the Arts London
Collaborating With Students – A Glimpse of the Future With Blackboard
Brian DeKemper, Solutions Engineer, Blackboard
The Blended Language Learning Consortium (presented remotely)
Paul Snookes & Judy Barker, University of Worcester
Bringing Wimba out of the Web and into the Classroom
Bryan Vandiviere, Kansas State University
Wimba Classroom Beyond Classes
Cory Stokes, Univeristy of Utah & Edwin Perez, Wimba
The Power of Wimba 6.0 Archives: Developing and Editing the Archive Library
Jun Yang, University of Maryland
From the Lands Down Under – Wimba Firing Up Staff and Students in Australia and New Zealand
Lisa Ransom & Oriel Kelly, Manukau Institute of Technology; Kerry Trabinger, Canberra Institute of Technology
A Triple Threat to Student Attrition: Three Disciplines, Three Perspectives, and Three Uses of Wimba Classroom to Improve Student Retention
Monica Brooks, Tracy Christofero, Karen Mitchell, & Marty Laubach, Marshall University
High Impact Pedagogy: Bringing Online and Blended Courses to ‘Life’ through Learning Simulation and Wimba
Kristen Betts, Drexel University
Video, Vodcasts, and YouTube – Oh My!
Sarah Bryans Bongey & Chery Takkunen, The College of St. Scholastica
Online Education and the Power of Web 2.0 for Student Retention
Felice Nudelman, The New York Times / Epsilen
The Ways Wimba Classroom Can Revolutionize the Offering of Online Degree Programs
Daniel Powell, University of Alabama School of Law
Using Breakout Rooms to Foster Faculty Development
Ann Morgan, Kelly Kist & Heather Zink, Rasmussen College
Computer Science “eXperience:” Using Wimba Tools to Enhance Computer Science Education
Adel Abunawass, Alexandra Young & Edwin Rudolph, University of West Georgia
The Virtual Student Experience: Addressing Emotional & Multiple Intelligences & Soliciting Student Feedback
Dawn Muhammad, Calumet College of St. Joseph & H. Jean Bryan, Ed.D., DePaul University
CLOSING KEYNOTE BY JEFF NOEL, THE DISNEY INSTITUTE
Jeff Noel, The Disney Institute
Poster Presentations
A vision of the future Smart Classroom — Daniel S. Christian
Student-provided sites from The Teaching & Learning Digital Studio at Calvin College
Digital Studio Sites is a blog with a large collection links from the Teaching & Learning Digital Studio Staff at Calvin College (Grand Rapids, MI) that covers a wide range of academic topics and more. The staff scours the Web for the best, most interesting, and useful Web sites for the classroom (and maybe beyond) on the Internet and continually updates the list of links. Professors can quickly find sites related to their field of study by keyword, search, or by subscribing via RSS feed.
Design Boost
Design Boost is a five day bootcamp for prototyping digital learning products.
We’re looking for promising young innovators, to bring learning into the 21st century, to create digital products that excite and engage kids in meaningful learning. In partnership with IDEO, Startl is offering a multi-day immersion for designers and creators, hackers and coders, builders and entrepreneurs.
Boost isn’t about sitting around dreaming up pie-in-the-sky ideas. Its an intense whirlwind of activity, with lots of hands-on, real-world involvement in the design and product development process. You’ll be taking the seed of an idea and seeing whether you can grow it into an effective and marketable learning product. Along the way, you’ll be steeped in how to create user-centered, learning-rich and market-smart designs and learn the tricks that seasoned entrepreneurs use to generate new products quickly and cheaply. But you won’t be doing this on your own. You’ll be surrounded by inspiring peers and collaborating with them to amp up your creativity and rigor.
