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Yo mama is SO stupid she can’t explain plate tectonics! December 4, 2014

Posted by mareserinitatis in education, feminism, science, societal commentary, teaching.
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2 comments

When selling something or conveying information, particularly when it is technical, one wants to make it easy and understandable.  Unfortunately, one of the most common approaches I’ve seen is to say one needs to make it easy enough for an older woman to understand, particularly a mother or grandmother.  One example of this issue was the IEEE article posted about the making of the Arduino that was erroneously titled, “With the Arduino, Now Even Your Mom Can Program.”  They corrected it and apologized.

Last week, I came across another one about having a “grandmother talk.”  Once people got upset about the sexist trope, the author changed it.  However, it was more out of frustration because people weren’t paying attention to his main point about communication.  (Note: if you piss off half of your audience with your title, chances are your communication may weak in certain areas.)

I don’t understand why they don’t just come out and title these things as such:

Yo mama is so stupid she can’t program an Arduino

Yo nana is so stupid she can’t science

I don’t think anyone would intentionally pick on grandma, but they apparently do so without realizing it.

The problem with using this terminology is that it assumes older women have no interest or ability when it comes to technical or complex information.  Frankly, I’m pretty sure that, with the right instructions, both my mother and grandmother could handle a lot of technical topics.  Being older females, however, people often assume that they are too ignorant to really learn things in depth.  But despite myriad counter examples, the stereotype still exists.  Some women really have little interest and ability in science, but there are also many, many women who are exceptionally talented scientists and engineers.

I have not yet seen, however, what seems to me a much better analogy: the kid talk.  What if your kids ask you questions and you have to simplify it to be developmentally appropriate or to meet the constraints of a limited attention span?

DugtheDog

When I try to make things understandable to kids, I take the approach that there may be developmental challenges that they’re not ready to meet, such as a particular level of abstract reasoning.  Perhaps they don’t yet have enough math to follow the technical details of a topic.  There is also the reality that even the most mature five-year-old is not going to listen to me go on and on for hours about a particular topic, except perhaps Legos.  The point of meeting them where they’re at is not because they are ignorant but because they’re inexperienced and uninformed.  While I suppose a few would get offended at such a characterization, it also acknowledges that they’re capable of learning more once they’re a bit more mature or if they have a particular interest.  It gives you some wiggle room, and you don’t have to stereotype anyone or be condescending.

I decided to put this into practice and once asked my older son to sit in on my classes.  He would’ve been a year or two younger than most of the kids in the class, but being tall, he blended in very well.  (It also helped that we don’t have the same last name.)  I felt the information would be useful for him, but I also wanted to get his take on what parts were confusing or needed work.  Beyond actually having a kid give you live feedback (because, let’s face it, they aren’t always available), it’s useful to even contemplate explaining concepts to kids.

There are a lot of marketing slogans to the effect of “so easy, a kid could do it,” but science and engineering communicators don’t generally seem to think this way.  Part of the problem is that they don’t view children as a potential audience, even though I think they’re a rather important subset of most groups.  I’m not saying you have to communicate on the level of a four-year-old, but an educated and curious 14-year-old will get you a long way.  I wonder if science would be more interesting if we saw these kids as our intended audience in most communication ventures.  At the very least, I’m sure there’d be more jokes.

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A filtered education March 3, 2014

Posted by mareserinitatis in education, homeschooling, math, older son, physics, science, societal commentary, teaching, younger son.
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The older son is a lot of fun.  Despite his statements that he has no desire to go into science, he seems to get and make a lot of science jokes.  I know he’s not a scientist, but I feel comfortable that he’s scientifically literate.  As he was homeschooled, I’m feeling pretty proud of myself.

I’m more anxious about the younger son, though.  This weekend, he brought home his science homework, which focused on optics.  The kids were studying filters, and one of the questions asked about what kind of light would you see if you shined a flashlight through a blue filter and then a red one.  I asked him what he saw, and he said nothing.  Unfortunately, he was told that he saw nothing because the flashlights just weren’t bright enough, but that what he should have seen was purple.

I’m pretty sure that if I had ever been bombarded with gamma rays in the past, I would’ve turned into She-Hulk at that very moment and started smashing things.  Fortunately (or unfortunately, if being She-Hulk happens to be a goal of yours), that didn’t happen.

I find it infuriating that, throughout my years of homeschooling older son and teaching younger son math, I have constantly been questioned about my ability to teach them.  The implication has always been that I may have a degree, but they are experts on teaching.  In fact, this particular teacher attempted to take me to task earlier this year about the younger son’s math curriculum…the same teacher who apparently doesn’t understand that light and pigments work completely differently.

After I managed to calm down, I explained that light filters are like sieves, except that they only let one size of particle pass through: nothing bigger can pass through the holes, but nothing smaller can, either.  After this explanation, the younger son was able to correctly explain that the reason he saw no light from his flashlight is that the two filters together had blocked all the light.

I’m going to be watching very carefully to see what kinds of scores he’s getting on his answers and whether the teacher realizes she made a mistake.  This was very disappointing.  There was a new science curriculum introduced this year, one which I was very excited about.  The focus was supposed to be on hands-on, problem-based learning, which is great for science.  Despite that, it seems that younger son’s science education may be lacking.  What good does it do to have a top of the line science education curriculum (or math…or anything else) when our teachers don’t understand what they’re teaching?  And how is it that these same teachers can justify questioning the ability to teach material that some of us understand far better than they do?

Some thoughts (like, a million or so) on instructional technologies July 10, 2012

Posted by mareserinitatis in education, family, gifted, grad school, homeschooling, math, older son, research, science, societal commentary, teaching, younger son.
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I’ve been having a discussion with Massimo about his post on instructional technology.  Despite what I’ve already said, I have a lot more thoughts, so it’s just easier to write it out as a blog post (or maybe more than one).

I think I’m going to start by defining some things about how classrooms operate online.  First, you have what I would call the Udacity (or maybe Khan Academy) model.  This is a model where you basically watch a lecture online, complete and submit homework assignments online, and discuss things via discussion boards (or Blackboard or Moodle).  The second model is completely computerized – all the lessons are presented via a reading or lecture, and the bulk of the course is completing problems.  Both my sons have used the former method to learn math.  One uses EPGY and the other uses Aleks.  On top of these choices for online education, there are in-class courses, mixed (some components online and others in a classroom or lab), and earning credit by exam, such as AP, CLEP, or DANTE exams.

If you look at these options from the point of view of a university, some of these options for educating students are going to be more appealing than others.  Credit by exam, of course, is going to be the least appealing.  The university gets a fee for administering the exam but pretty much nothing else.  Many universities simply will not accept them, but there are a lot of them (mostly non-elite schools) that will.

The other one that is bad from a university POV is the completely computerized model.  It works incredibly well for things like math and some sciences because it basically moves working from a textbook to working on the computer.  Also, most of the programs are adaptive in that, if you’re having difficulty with a concept, it will first give you additional problems.  If this doesn’t seem to be helping, it will pull you off that topic and put you on to another, waiting a while before it allows you to revisit the difficult topic.  (I believe K12 uses a completely computerized model for all courses, but I have no experience with it and can’t say how well it works for language or social science-type courses.)  In a classroom where one person is a facilitator supervising several students working on the course, this is a very cost effective method, and a lot of elementary and secondary schools are beginning to utilize it.  When doing it for online education, however, it represents an expense that is more, generally speaking, than hiring an individual to teach a class.  The majority of tuition money would be spent on licensing (as there are already several good ones out there) or development of a program (which may not compete well with pre-existing products) and not going into university coffers.  Also, why offer something that everyone else can offer, too?  That’s certainly not going to set you apart in terms of attracting students.  Therefore, universities are more likely to want to have in-class courses, mixed, or online courses that utilize the Udacity model.

In the discussion Massimo’s final comment was this:

I was not aware that there is now solid research showing that online education is superior to classroom teaching for the vast majority of students (I assume that at Stanford they no longer offer classroom-based math courses — it would make no sense to have continued, given that online courses work better). I am surprised that classroom-based education still exists at all, and that so many of us still believe that it is better — but I am sure society will soon abandon this useless relic of a time past, and embrace the more effective online education.

Here’s the problem: there are decades of research showing that online education is, at the very least, equally effective for most students and significantly better for other students.  So why aren’t we using it more?  I could also state that lectures have been been shown to be one of the poorest forms of teaching known to man, so why do we continue to use it so much?  Turns out, there’s an answer.  In this journal called Science (you may have heard of it), they ask exactly this question about interactive teaching and inquiry-based classrooms:

Given the widespread agreement, it may seem surprising that change has not progressed rapidly nor been driven by the research universities as a collective force. Instead, reform has been initiated by a few pioneers, while many other scientists have actively resisted changing their teaching. So why do outstanding scientists who demand rigorous proof for scientific assertions in their research continue to use and, indeed defend on the basis of intuition alone, teaching methods that are not the most effective? Many scientists are still unaware of the data and analyses that demonstrate the effiectiveness of active learning techniques. Others may distrust the data because they see scientists who have flourished in the current educational system. Still others feel intimidated by the challenge of learning new teaching methods or may fear that identification as teachers will reduce their credibility as researchers.

I’d like to note that this was published in 2004, almost a decade ago.  Here we are, 8 years later, and from my observation, active teaching strategies are seldom used in most classrooms.

I think it’s safe to say that this is the same set of problems faced with online education.  I would also add that people who learn well in the classroom have a hard time understanding that others may learn as well or better using a different medium.  Or there’s just simply the problem that they’re afraid they’re going to lose their jobs.  (I only see this as likely in the scenario colleges would somehow try to implement completely computerized online classes…but you can see my comments on that above.)

One major issue that I see is how few college instructors really understand how people learn.  They learned well through a lecture style course, and so they assume that it is obviously the best way to learn.  I personally think that every instructor ought to have at least one course in educational neuroscience so that they understand how lousy lectures really are as well as so that they may communicate to their students how they ought to try to approach learning and studying.  (This was a significant part of the class I taught to incoming engineering students last year, but not all places have a course where you can cover topics like that.)  I do realize that such a course is not available at most universities, but I don’t think that should prevent one from accessing this knowledge.  I would suggest that one who has never taken such a course invest some time in the course materials available online (are you feeling the irony?) at Harvard.  Those opposed to online education can read the book Brain Rules, which was used as the text for the course.  (Of course, if you are opposed to online education, I hope you’re reading an actual paperback rather than downloading it onto your iPad.)

Massimo also says:

I am not disputing that online education may be the only/best option for some — but, from it being a valid option for some, to it replacing classroom teaching foreveryone, there is a bit of a leap, don’t you think ?

No, I don’t think so.  There are two reasons why I think this.  First, teachers who embrace online learning are more likely to embrace other technology that is likely to enhance learning.  Generally, this will enhance learning beyond anything that is likely to occur in a lecture-based class that occurs in a classroom.  Despite what some people may say, research shows (read Brain Rules) that learning which is multisensory (like watching YouTube clips) is better for you than sitting in a lecture.  Images will convey more information than talking, and video (or seeing something in action) conveys more information than straight images.  Sitting in a lab is likely the best environment of all.  Online learning also is likely to be able to keep people’s attention.  (If you read Brain Rules, you’ll come to find that most people can only focus for about ten minutes, and then they need something to restimulate their attention.)

Second, I think accessibility is a huge issue in education.  I have one parent who found it incredibly difficult to finish a degree (and she never did) because she had a choice between quitting her job to take classes at the local university, which were only offered during the day, and taking night classes at an expensive private college.  I have a sibling who is currently finishing a degree in accounting online because she lives two hours from a university and works 4-10s.  How is she supposed to finish a degree at a school in those circumstances?  There are a lot of people in similar situations who would otherwise be unable to earn a degree.  In fact, my husband earned his MS through Penn State through a Navy program where he took some classes at the university and some through a video link…well over a decade ago.  He said he would’ve been unlikely to pursue a degree if he’d had to drive across Puget Sound (he was in the Seattle area at the time) evenings for two or three years.

Okay, so obviously I know a lot of people who have benefitted from these sorts of things.  So why do I think it could work for everyone?  I think this is a basic principle behind Universal Design for Learning: the notion is that if you design a curriculum that helps people with difficulties and disabilities, you’re going to help many other people as well.  Our brains work on a continuum, and while not everyone may have learning disabilities, they may operate in a region where learning may be difficult, if not disabling, when it’s presented a certain way.  Therefore, if you design materials to teach someone who is hearing impaired, for instance, you’ll likely help a lot of people who may have difficulty with ingesting information through auditory means in general.  (Lest you think this must be a small part of the population, take into consideration that I was working toward a master’s degree before I found out that I likely have some sort of auditory processing disorder…and only because my son was diagnosed with one.  Smart people can often do well even with learning disabilities because they often have other ways to compensate…but it can be frustrating for them, nonetheless.  I wrote a post on this topic a while ago.)

So what does this have to do with online learning?  I can give a concrete example: my older son is ADHD and had auditory processing disorder.  He really struggles sitting in a normal classroom and, for most of his life, his teachers  told me he couldn’t possibly be gifted because of his classroom performance despite the fact that I had documented evidence to the contrary.  We took him out of the classroom, and he started earning college-level credits through CLEP exams beginning his freshman year of high school…working independently, primarily through reading.  As I mentioned above, he does all of his math through Aleks.  He does extremely well on pretty much any type of standardizes examination.  I can easily see a kid like him, even with less problems, having huge difficulties sitting in a college classroom but being able to handle an online class very easily in no small part because the method of presentation.  So why can’t this help someone who is less distractable?

Take it a step further.  If online learning is ideal for people who have jobs and families and can work in the evenings but not get to classes, why can’t it also work for students living in dorms or even at home?  Maybe some of them find that they concentrate best at night and it is preferable to sitting in a large, crowded, warm, boring classroom at 8 a.m.  (And yes, people do function on different clocks.)  Aren’t you benefitting the student by allowing them to work at their peak time?

I’m not saying everyone will take advantage of this, but I think it ought to be an option for many people.  Some people really thrive on personal interaction and keeping them out of a classroom would inhibit them from learning.  Some people don’t.  The ideal situation is where students have choices and options.

I think the final thing I have to say on this topic is that the real problem, in my mind, is that teachers see themselves as essential to the learning process.  Really, the one thing I’ve learned going through graduate school and homeschooling my kids is that teachers are more often an impediment.  The university functions to teach students, and yet, in many cases, students are quite capable of learning the materials on their own.  That’s really the reason behind homework: you learn it far better by doing it than by sitting and listening to someone talk about it.  In reality, students are still learning on their own.  The role of the university is to focus the effort, speed up the process, and assess performance.  Students are not necessarily learning anything from their classes that they cannot learn on their own…and in fact, they may be learning it less deeply than if they did it on their own.

I find this ironic given that the other aspect of a university is research: people are expected to learn new things and create new knowledge all the time.  If learning really only happens meaningfully in a classroom, then research couldn’t exist.  I can’t wrap my head around the fact that researchers who learn things on their own all the time will turn around and claim that undergraduates somehow lack that ability.

My conclusion, therefore, is that online education should seriously be considered as an alternative whenever available.   I think it democratizes education and makes a better environment for learning for a significant portion of students.  The reason we haven’t shifted to these models is mostly because professors, on the whole, are unwilling to consider that it should be done another way and are uninformed about the benefits.

The science education mantra September 28, 2010

Posted by mareserinitatis in career, education, societal commentary.
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5 comments

I can’t help but wonder why there is this huge cry to improve science education, but yet another article came out saying that the US is falling behind.

Although U.S. school achievement scores have stagnated, harming the economy as employers look elsewhere for competent workers, the report says that other nations have made gains.

If U.S. students matched Finland’s, for example, analysis suggests the U.S. economy would grow 9%-16%.

“The real point is that we have to have a well-educated workforce to create opportunities for young people,” says Charles Vest, head of the National Academy of Engineering, a report sponsor. “Otherwise, we don’t have a chance.”

I’m a bit perturbed by Vest’s comment. Having a well-educated workforce means that you have a well-educated workforce. It does not mean that workforce has sufficient job opportunities. It does not mean that this workforce will have anything to do once they get out of college. I think the emphasis should be the other way: how can we create opportunities for a well-educated workforce, particularly one that is more expensive than nearly any other group of workers in the world? It takes very little to price oneself out of the job market in technical areas in the US.

I also fail to see how pumping out more science grads will cause our economy to grow when, as mentioned later on in the article, there are three times more science and engineering college graduates than job openings each year.

How is oversaturating an already saturated market going to help especially when older engineers are being scrapped for younger, and younger for their cheaper overseas counterparts? Scientists cannot find jobs in their fields, and the competition for science positions is extremely fierce.

And, of course, there’s this zinger: China has replaced the United States as the world’s top high-technology exporter. Is it possible this has nothing to do with educational level and is due instead to the fact that businesses are going to find ways to minimize their costs, which is often accomplished by outsourcing? Businesses are profit-driven, and they will take a hit in quality if it means production is cheaper.

This whole argument about improving science education in order to bring economic improvement is very much like having a wound on the bottom of the arm and then putting a bandaid on the top of the arm because that’s the part that’s the easiest to see. It simply doesn’t accomplish anything.

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