Thursday, 20 August 2015

Math Bytes

Units of Measure in the 21st Century






It's always been a source of great consternation to me, that mathematics benchmarks around the world still appear to be completely oblivious of the implications of the impact of digital technologies in the world of mathematics.

To see explicit evidence of this, you need look no further than the Mathematics benchmarks that are currently used for the teaching of measure, which are still confined purely to units which, while still useful, are no longer the most common units of measure that are are significant in the lives of people who rely upon digital technologies in their daily lives. That means most of us, especially if you're reading this.

Why is it that in schools that are blessed with the ubiquitous provision of digital technologies, one-to-one laptops and iPads, the students never learn anything about how file sizes and the measurements of file sizes work?

There are two main reasons for this as far as I understand it:
  • Almost universal ignorance on the part of teachers, more of whom are still largley completely oblivious of the difference between a megabyte and gigabyte
  • An assumption that a generation of digital natives just automatically get this stuff, trust me, they don't. 
  • A somewhat naive assumption that if there is a subject area that will remain unaffected by the influence of digital technologies it has to be mathematics. 

Teach Maths for your present, and their future not your past... 

Ask yourself, how can it make any sense in this day and age for students to be able to complete their mathematics education, competent in the calculations relating to kilograms and kilometres and millimetres and litres, but not have the slightest clue about the units of measure that are fundamental to the devices that they rely on every day?

The problem is caused by this... lack of awareness are profound. I don't know of any students who find themselves in difficulty is because they were confused about the difference between a metre and a kilometre, but I regularly encounter students and teachers who are flummoxed by their their inability to understand how big a megabyte is and why they can't email that 200MB video that was ‘rejected by the server'.

Fortunately, the solution is obvious; educate the teachers and they will educate the students, but unfortunately it looks like these things will not change until the ‘official, mandatory' benchmarks change. If anything this post is a desperate plea for just a bit of common sense; do you really need a mandatory benchmark for you to realise that in this day and age it is absolutely essential that our teachers, and their students, are as familiar with kilobytes and megabytes, as they are with metres and kilometres?

One extremely rare example of digital measures in Maths - Khan Academy


Trust me, it's not that difficult, if anything it’s actually easier to understand than traditional units of measure. When teaching measurements of length students have two differentiate between tens and hundreds and thousands, but when dealing with units of measure for file size, it's much simpler, everything is 1000 times bigger than anything before. That's it.

Put your practice where your pedagogy is...

So, inspired by Khan Academy, I put my my practice where my pedagogy is, I ran a lesson with a grade 5 class, with the single goal of demonstrating how easy it is to enable students to get to grips with this fundamental unit of measure. Essential to this was simplicity, and I know of no technoogy that is simpler to use, and as transformative in application as an effectively used 'wiki' space. In this case, as a GApps school, we used a Google Site, but any kind of online fora will suffice, more on the power of online 'interthinking' via wiki spaces here.

As with all of these kinds of lessons, most of the work goes into formulating a decent provocation, one that is not too narrow, otherwise all you get is 22 responses that are pretty much identical, as every student just imitates or duplicates the previous response. The prompt below shows how this can be avoided. In terms of 'doability' this task took me about 15 minutes to set up, and while I was able to complete the activity within one lesson, and one homework, to be honest it could have run for a week if I'd let it.


Prompt:



It was immediately apparent how natural this online environment is, and as can be seen in the clip below, far from being a screen dominated task, it stimulated a great deal of (on task) discussion and collaboration.  Remember these kids wrestle (without any help from teachers or textbooks) with file size every day, so asking them to envisage scenarios that use these quandaries as problem solving situation is not a big deal.


Just one example of interthinking in this lesson...

Interthinking - online and offline

It's important to note that, while the activity is screen centred, the learning is not confined to the screen, the students were just an animated (I reckon more so) than they would have been if this has been presented to them as a worksheet (which it could). But the transformative difference here is that moving it to a web based interactivity (not just an activity—see what I did there ;)?) facilitates the leverage of the transformative elements of SAMMS:

Access: They can easily search for clarification on specific elements they find confusing, such as units they want to consider that are not in the prompt (petabytes anyone?) particular vocabulary, or clarification about the amount of storage associated with particular contexts they wish to consider, eg the capacity of their smartphone, their games console, memory card, tablet etc.

Mutability: In response to feedback (from peers and their teacher), students can easily duplicate and revise their posts and post a second post (by effectively 'replying' to themselves) that shows clear evidence that relevant criticisms have been resolved.

Multimodality: Of course this entire medium is multimodal, if we had had another lesson, this activity could have been expanded to allow students to incorporate image, audio and video.

Socially Networked & Situated: As it is online, we can facilitate a P2P homelearn (as opposed to homework) activity. Assign assessment buddies to feedback on each others posts at home, of course the teacher can now easily monitor the quality of these online interactions, and interject, support, clarify, redirect as necessary.

I've included some examples below that illustrate how powerful this task was, and how easy it is to set up. 


Note that a great deal of the conversation (on screen and next to it) centred on wider mathematical concepts that would be relevant to the teaching of traditional units of measure, eg appropriate use of units, conversion of units, and that old favourite, explain your thinking... Now that's what I call a #winwin


Below you can find a PDF of the original discussion in it's entirety, bear in mind that this is not the actual discussion, which continues to develop following this capture.


Saturday, 15 August 2015

Passwords - are y0urs awes0me or awfu1?

The longer the password, the harder it is to 'guess.' But the easier it is to type incorrectly...

Many systems require passwords to be at least 8 characters and include at least one capital letter and at least one number.

Of course nobody would write their password down on paper, or in their organiser... Would they? DON'T write it down, but it is a good idea to type all of your account passwords et cetera somewhere safe, and easy to access, maybe a draft email? A private Google Doc? A note on your PIN protected phone?

Use a Master Password

A master password is short simple word that contains a capital letter and at least one number, you use this in ALL your passwords, just adding on an extra word (or even 2?) that relate to the different accounts you use.

For example let's say my master password is Koala, turn the o and the l into numbers - K0a1a. Now when you create a new account, let's say to use here at UWC, my new password would be K0a1aUWC. Easy. 

Now apply that to other accounts you use, eg:

K0a1ahotmailhome
K0a1ayahoo
K0a1agmailwork
K0a1afacebook
K0a1atumblr

This way you avoid using the same password for everything, but in a way, it also is one password for everything. Nice.

Obviously keep your master password top secret—a note on your (PIN protected) phone? And just in case someone does get a peek at your list of passwords over your shoulder, don't type out all the characters, just create an an obvious clue to you, but not to anyone else, example:

Skype username: thingummywhatsit
Password: Master/Dad's dead dog: K****P****3!

As you use your Mac password to unlock your Mac probably 20 times a day, (or, you should be) it might make sense to use the master password on its own, to make things easier. You will be using it a lot, so you will be able to touch type it in no time.


View the Prezi below for the ultimate guide, and use this with a class to guide students through the process of creating their own secure passwords, note that is plural!


Passwords; are yours awe50me or awfu1? on Prezi


When you use the change password feature in Google (at school or at home) this also updates the school password.

Here's the link: https://webapps.uwcsea.edu.sg/chgpwd/Login.aspx



Top Tips

Use a master password, and combine that with other words for different accounts.

Brainstorm a 'collection' of passwords you can cycle, use, reuse.

  • Maybe places you love, 
  • OLD phone numbers? 
  • The first line of an address of a member of your family, eg Grandad? 87Sn0dberrylane
  • A deceased pet? 
  • A member of your family’s middle name? Grandparents first name? 
  • An obscure town village you know well, eg How about ba11yki55ange1?

Then combine two of these to make a much tougher password, ideally words that are NOT in the dictionary.

Create an online (eg, in Google Drive/Dropbox/Draft eMail) private document to record these, type these with asterisks and one character clue, eg *****3t***3* to indicate character count, and a clue as a prompt, eg, My Dad's dead dog and cat.

That way if anyone does read your document, it's still no use to them, but still very useful to you.

Substitute numbers for letters that look similar. The letter ‘o’ becomes the number ’0′, l = 1, 5 = S, eg p455w0rd!

Maybe throw in a random character like !?#*

Use something that will not change, because it is in the past, eg NOT your 'best friend'.