Change Management: The teacher becomes the student

After teaching high school students about computer hardware and programming languages for 20 years I am now practicing what I preached!

This week I started working as a Technical Support Officer in the Administrative Systems team of Southern Cross University. I'm learning about managing system environments, modifying and applying upgrades to corporate software, and providing advice and operational support to clients for Corporate Services applications and other related systems.

Conceptually I understand what is happening, but learning the nitty-gritty details will take time. Fortunately, one of my tasks is to update and develop documentation, so I have time to delve into the details. And to put the theory from the classroom into practice is very exciting! A highlight was a guided tour by one of the Senior IT Admins into the corporate data-centre.

Leaving the high school system has meant a change of environment, and work practice. It has also meant moving from blogED to blogspot; I assume my DEC account will be disabled, and at end-of-year when blogED is archived I will be unable to access the content (and drafts).

Getting content into blogger was not as easy as I expected. Text, image, and video data was fine, but using tables with CSS had specific quirks, requiring some fine-tuning. And tracking down some of the original content for some posts took some time.

In future I'm considering how to incorporate an audio edition (podcast) to blog posts; just need a convenient way to implement RSS. Things will continue to change ...

Q: To BlogED or Not To BlogED

A: Since 28-Aug-2010 I've been blogging using the service developed by my employer.

I've written about the value of teachers and students using the blogED service to display their work and start conversations, and this has motivated some of my students, and created discussion about appropriate online comments and privacy concerns.

However, for my personal use I've decided to try other providers, and after considering wordpress, my ISP, and some other choices, I'm going with blogger, mainly because it links into Google+.

The catalyst for this change was that the blogED service archives all blogs during the December-January vacation, and unless I have prior written consent from my principal, I can't create or edit any posts.

When I emailed the IT helpdesk about this a senior support analyst advised why this was necessary:

The “No blog creation” option is business decision.   The reason is that during the summer holidays the student rollover process is executed to include the new year students. As the process was completed last week the provisioning for all staff/students/groups to blogED has commenced this week. Until this process is complete, however, the new students/groups won’t be available to the staff to add to blogs.

I understand there are also (legal) privacy issues, where school staff are not allowed to communicate with the students during this school holiday period. We have, however, escalated the issue for you.

Email 11-Jan-2012 9:51AM

name withheld as analyst did not respond to invitation to discuss this issue on corporate micro-blogging service

BlogED must be a complex machine, trying to authenticate staff and students and allow permission rights. So to avoid that hassle, I'll start using blogger.

I guess I'll also transfer old posts here and back-date them. Apologies that I won't be able to republish comments, but I might include them at the bottom of the posts.

Achievements Unlocked: Leveling up

Next year I'll be transferring to another school. With this change I've had cause to pause and consider what I've achieved with my time at my current school; what I've learnt and what I'm proud of. Here's a selection of highlights ...

[Names have been redacted to protect the innocent (and the guilty).]

Teaching and Learning Achievements

	Simple Spiderman Build a basic website to allow an injured soccer player to get class assignments at home Bonus points for learning javascript in a weekend	Unlocked: Mar 16, 1999 1:59pm Thanks: Robbie S for breaking a leg; Kevin K for the idea; and Col A for trusting me to play with the school servers
	Projector Contribute to the QTP 3.1 IPT/SDD Project Work support document Bonus points for meeting some inspiring teachers	Unlocked: Apr 4, 2001 4:16am Thanks: Phillip C, Tim G, Steve M, Julie G, Brian S, and John R
	Whoops 'Accidentally' motivate students to build a key-logger Bonus points if they successfully build a working prototype; No points if they use it against you to capture the admin password	Unlocked: Sep 4, 2002 12:36pm* Thanks: Israel B and Eric L for keeping me on my toes
	Lord of the Chips Maintain a stable classroom environment by ensuring all students follow traditional coding eating habits Bonus points for justifying the tradition as natural requirements for all good coders Double bonus points if it's Tuesday	Unlocked: Aug 27, 2006 1:21pm* Thanks: Luke C, Alex P, and Basil W (and the chip shop down the road)
	ProgComp Controller Promote coding by entering ProgComp several times Bonus points for making it 'mandatory' for all Software Design and Development students	Unlocked: Jun 16, 2006 3:12pm Thanks: Josh K, Jay N, and Sam R; Sam C, Basil W, and Robbie M (Jun 15, 2007 3:12pm); Kieran J, Eric L, and Israel B (Jun, 2003*)
	Triple Chairs Catch a student breaking class rules three times (i.e. swearing) and issue the ultimate punishment at the end of lesson of putting in all classroom chairs ... three times (in-out-in-out-in) Bonus points for students incorporating the word 'Chairs' into their everyday language	Unlocked: Feb 27, 2007 9:57am* Thanks: Chris C (nuff said)
	Let Them Eat Cake Encourage the bringing and consumption of cake in class Bonus points for a student attempting to elevate teacher happiness while marking homework Double bonus points for a student justifying the cake production as part of original content for an online transaction processing system assessment task	Unlocked: Jun 28, 2007 1:27pm Thanks: Aimie H and Jordan L (Feb 26, 2010 8:41am)

Technology Coordinator Achievements

	Help Yourself Build custom software to remove music and movies from student folders (Trogdor), and shutdown/reboot computers site-wide (netCheat) Bonus points for engaging students in a hacker war to defeat the dragon	Unlocked: Oct 15, 2003 1:24pm Thanks: Eric L for putting the cheat in netCheat (Aug 21, 2006 4:10pm) and Sam L and Mel P for building a big Trogdor web-based version as part of their Uni course (May 28, 2007)
	Teach me; Pay me Hire an ex-student as an onsite computer technician immediately after graduation	Unlocked: Feb 4, 2004 9:00am* Thanks: Eric L (pictured with Kieran J and Israel B)
	Security Preach (aka Right Spin) Hire an onsite computer technician based on his enthusiasm of listening to Security Now Bonus points for ongoing listening and discussion about technology and security	Unlocked: Dec 3, 2008 11:23am Special Thanks: Mickey M sharing knowledge, skills, and pizza
	Moodle Manic Jump into Moodle with all your classes, and especially for a cross-site video-conference class Bonus points for sharing with other teachers and getting them enthused	Unlocked: Feb 2, 2010 12:21pm Thanks: Anne M, Julie B, and Antony M inspiration and support Special Thanks: Paul G, Loreta K, Lynn H, Josh W, and Darren B for showing what is possible
	Double Supervision Hire another ex-student as an onsite computer technician immediately after graduation	Unlocked: Dec 22, 2010 10:56pm Thanks: Dre W for hacking through problems
	Unattentive Meet great people and share great ideas at the 1:1 Unconference Bonus points for sharing via a showcase and micro-learning session	Unlocked: Jun 20, 2011 2:07pm Thanks: Ross W for inviting me and covering the costs, and Ben J for organising a great event

Extra-curricular Achievements

	Encroacher Enjoy many years of basketball coaching Bonus points for making it to the regional finals twice (2003, 2010)	Unlocked: May 16, 2003 2:36pm Thanks: Matt W, James H, Josh S, Joel J, Kiwat K, Mitchell D, Jaquille E, Emma A, Jordan I, Lachlan M, Kirstie S, Shara D for their dedication and captaincy Special Thanks: Jenny S for organising everything we needed
	They Were Champions Take students to compete at the National Interschool Chess Championships Bonus points if for one of them it's his first time on an aeroplane Double bonus points for the students thanking you with a hand-made signed chess board	Unlocked Dec 8, 2007 9:05am Thanks: Andrew W, Liam M, Kyle H, and Lachlan C
	Snow Frog Build a snow frog while on excursion with Year 11 Bonus points for hitting more than three of them with snowballs during a snowstorm Double points for attempting to ski; No points for learning to ski in only in one direction	Unlocked: Aug 21, 2008 11:03am Thanks: Anthony C, Zach B, James H, and Kelly R Special Thanks: Phil D and Kendall B for inviting me along
	Little Drummer Boy Help senior music performances with percussion and bass Bonus points for not being able to read music and doing it all by ear Double bonus points for justifying bringing a new 5-string bass to computer class and practicing for half a lesson	Unlocked: Mar 25, 2009 7:58pm Thanks: Jacob P, Lucas H, and Alex Van Halen; Anthony P, Taurean W, and many talented singers and muscicians Special Thanks: Virginia J and Brian W for allowing me to join their talented students over the years
	Grandmaster Martyr Coordinate the school chess team for a decade and NOT have your name on the school Chess Champion trophy Bonus points for winning the championship and still not putting your name on the trophy	Unlocked: Dec 01, 2010 1:54pm Thanks: Sam L (2002, 2003, 2004), Robert S (2005), Keaton H (2006), Robbie M (2007), Liam M (2008), Brody T (2009), Calin S (2010), Louis B (2011) Special Thanks: Robert S for support and help (and getting his name on the trophy)

* Thanks to photo timestamps, emails, and file creation dates, most of these unlock times are accurate. Unfortunately some are only a best guess.

Thanks

Thank you to the many staff and students who have helped me unlock these and other achievements. (If I missed anyone, my apologies; let me know and I'll update this post.)

I look forward to finding and unlocking many more achievements at my new school.

blogED: Some Good, Some Bad, and Some Ugly

blogED is a blogging environment developed for NSW government school teachers and students. (You're reading one of the blogs right now!) It is a great concept, with some excellent features, but also some foibles, and some uglies.

Some Good

I fully support and recommend using Department sanctioned software. That way staff and students are familiar with the software and systems from site to site, and resources can be easily shared and centralised.

So as a blogging environment for sharing ideas with colleagues, teaching and learning in the classroom, and distributing information to parents and the community, blogED is a great concept.

One excellent aspect is that it links directly into student portal authentication, and students can easily be grouped to create class blogs, even across multiple sites (if you have a multi-site group). Authorisation is reserved for staff blog owners to check all posts and comments, and the owner of a site can be easily changed if staff move location.

Once a student is added as a blog author it's trivial for them to create a post and then have that authorised and published by their teacher. Then students can share and comment on each others work (and they can consider the copyright and privacy aspects of doing so).

Being able to insert multimedia is great, and these generally format well, and are easy to use.

Some Bad

One of the limitations of blogED is the look. There are currently only 4 themes to choose from, and customising the appearance of the blog for a student or class is not easy.

The graphic at the head of this blog incorporates an image, with a text overlay. I used colour-matching to merge the header graphic of this blog into the base-colour of one of the four themes, but matching it and aligning for the text overlay was not quick or easy.

Hopefully in blogED 2.0 there will be more simple themes, but maybe also some customisation tools to enable students (and staff) to edit the head/foot and, for power-users, modify CSS.

To insert images you can't link to them, you must upload them to blogED. I'm glad we must include copyright information, and attribute the appropriate source, but I don't understand why we must save a copy of it to the blogED server before it can be used. My best guess is so that the blog will continue to show the image, even if the source server is down.

Some Ugly

One of key concerns with blogED is that the formatting you see while writing is NOT the formatting of the published post. What You See Is NOT What You Get (WYSINWYG). That's ugly.

You have the option to preview your post, and you really have to, because while you are editing you don't know how it will look when published. Standard HTML tags like unordered-list are rendered correctly in the inline editor, but not when published. What the?

ABOVE: An unordered-list in the editor (click to enlarge). The editor shows correct indentation of the list, so that the bullet points stand-out.

ABOVE: An unordered-list when published.

There is no indentation and the bullet points to not cleanly separate from the main body of the text. I'm viewing this through Internet Explorer 8 on Windows 7 (using a DER device). (Maybe things appear correctly in Firefox or Chrome, but those browsers are not supported on the DER devices.)

The above picture also highlights the attribution notice displayed for all images. The image can be aligned to the right, but the notice remains at the position where the image was inserted in HTML. Also, HTML image alignment seems to break due to the the call of a javascript function (specifically addCopyrightInfoDivsAfterObject in https://www.det.nsw.edu.au/mediaLibrary/mediabrowser/copyright.js) which adds objects and code to the published post, but not within the editor. This breaks the formatting between the two views of the same code, and can lead to some unexpected and ugly results. (These methods of image alignment are deprecated, and should be upgraded to use styles.)

And inserting an uploaded image is awkward. The editor allows for resolution selection (the size of the published image), but the user is required to make multiple decisions to determine the best view of the image. I think this is incorporated into blogED for the image to be formatted (and desolved) at the server before transmission to the client. This would conserve bandwidth, but can be a headache for the posting author.

I generally post images as "large" and then use the Appearance tab to specify the resolution. Hyperlinking the image to itself then allows readers to enlarge the image:

If you highlight text, the space at the end of the text will also be highlighted, and adding a hyperlink will show the link dribbling off the end. (Notice the hyperlink between "dribbling" and "off the end"). So you need to ensure that the trailing space is not selected before creating the hyperlink.

Bullet-formatting, image uploading and insertion, and WYSINWYG ... all of this means spending twice as much time creating content as expected, half in writing, and half in quirky formatting. That's ugly.

As a case-in-point: the above images were inserted into the editor side-by-side.

Unfortunately, the inclusion of the copyright blurbs breaks that formatting. Possibly we're not expected to use alignment methods, but they are included as part of the editor.

Nutshell

I love the concept of blogED; an inhouse solution which generally works well, and integrates with departmental authorisation, copyright and privacy. The uglies are only publishing and formatting issues, but they could be the straw on the camels back which prevents some staff and students from sharing.

Maybe wordpress was not an option, but maybe it should be. A customised version to link into with the departments authorisation might be a good solution. Hopefully blogED 2.0 is in the works, and some of these deprecated and inconsistent formatting methods will be revamped.

• If you're a blogED author, what tips and tricks do you use to format content?
• If you're a blogED developer, and need a beta-tester ... :-)

Ideal Search: Don't Forget to ask "Why?"

Ben Gomes (Google Fellow) posted a video on 28-Nov-2011 entitled: The evolution of search in six minutes.

In it Amit Singhal (Google Fellow) describes his ideal Google (from 5:30). He describes a search engine that returns answers to complex questions such as "what is the best time for me to sow seeds in India given that monsoon was early this year."

Amit doesn't provide a sample response, but it might be something like:

June-24

Providing the answer to a complex question needs to have the option "Why" or "Proof" or "References". If the question is misinterpreted, or the analysis is incorrect, or the response is in an unexpected format, Amit may lose a season of crop.

The sample response imparts knowledge, but it does not impart wisdom or understanding. An option to prove the answer, to question why it is so, to help people understand how that response was selected, might impart  both wisdom and understanding.

In Google's philosophy, they state core principles which guide their actions. Core principle 6 highlights: You can make money without doing evil.

• Google money comes from ad hits. So here's the paradox. Amit wants to sow seeds. He asks Google (1 page hit). Google gives a response without proof. Amit plants and things grow. He trusts Google.
• Next year the monsoon is early. Without understanding, Amit may choose to consult Google again (2 page hits). If he has understanding though he may wisely deduce the knowledge himself, which does not result in a use of Google, or the ads they display.

So is it in Google's interest to impart knowledge, but NOT impart wisdom. Is that "doing evil"? I think so. It reminded me of the filter bubble.

This paradox only arises as the complexity of the questions increases, and the interpretation and analysis of data and information frays.

And I think it is resolved by Google telling me the simple answer to a complex question, but then allowing me to choose "Why", or ask for "Proof". Something like:

June-24 Proof

That would increase knowledge, understanding, wisdom, and user confidence. And it might be "doing good".

Nominated Transfer: Five Stages of Grief

Due to a reduction in student numbers my school will be over-staffed in 2012, and a teacher needs to be relocated to another site. On Friday 11-Nov-2011 I was nominated to transfer.

Five Stages of Grief

I found it interesting to observe my own reactions and how they fit into the Kübler-Ross model of the five stages of grief. The model is based on interviews with more than 500 dying patients, but it can also apply to catastrophic loss (job, income, freedom).

Denial

I feel fine; This can't be happening, not to me.

The principal had informed all the staff that a nominated transfer was forth-coming on Mon 07-Nov-2011. Later that afternoon he privately informed me that I may be nominated. There was a brief shock; a few seconds of "this isn't real."

But I had 5 days to consider the eventuality of the "loss". I trusted that the principal would meet the needs of the school and take everything he needed to into consideration. So when he informed me that I would be nominated there was no denying it.

Anger

Why me? It's not fair!; How can this happen to me?; Who is to blame?

I think because of the 5 days notice the anger was subtle. Trying to keep a positive and professional outlook; there may have also been some emotional suppression.

Unfortunately, my Year 8 class felt some misdirected anger today (Monday). I apologised to them for my lack of patience and energy during that lesson.

Bargaining

I'll do anything for a few more years; I will give my life savings if ...

While discussing the nomination the deputy-principal and principal described how they had gone through the numbers, and considered alternative solutions. Their sincerity and honesty was apparent, so there's no wriggle room for bargaining.

Depression

I'm so sad, why bother with anything?

Depression came in waves over the first weekend, mixing with denial, anger, and acceptance. It seems that the stages are not mutually exclusive, and that I can quickly progress or regress through them.

Monday morning: coming back to the workplace seemed difficult. Feelings of rejection, disappointment, anxiety. It seemed a bit of emotional overkill for a simple job relocation. I'm even feeling distressed about being distressed ("I should have better control than this!")

Ten years ago I chose to move to this location, and had no concerns about the school, the position, the subjects, or the students.

Now I have a family and home here, the risks of the transfer seem greater and the rewards seem negligible. Also, I am not in control of this decision, although I can nominate some preferred schools to transfer to. If no suitable school is found nearby I might be placed in a mobile permanent position in my current school.

I also wonder if being older now, I seek stability rather than excitment; predictability rather than spontaneity. This would fit in with the article about Teenage Brains that Darcy Moore recently blogged about.

I'm also feeling sad about the loss of investment in people and resources I've made at my current school. The good relationships, and the IT structures and processes that have been implemented. I hope that the next location is as warm and welcoming.

Acceptance

It's going to be okay.

I haven't lost my job, my income, or my freedom. I will only have a change of circumstances - possibly a change of school, possibly a relocation of home and family. The unknown is the point of fear.

I don't think I will have full acceptance until I have more certainty and self-determination.

I'm also starting to consider the affects of leaving my current school. How well will my current classes (especially HSC IPT) adjust to the change? Will the students in the chess club continue to develop and grow (in game-play and life)?

And, I've been more creative in the past few days than in the past year. Maybe I've just been lacking lustre for a while, and these events is jolting my brain back into action; out of a rut.

Perspective

Keeping things in perspective:

• I haven't been told I'm going to die
• I haven't lost my job, or income
• I still have health and family
• I might be relocated to a new work environment

According to Maslow's hierarchy of needs I'm doing OK. My Physiological , Safety, and Love/Belonging needs are met. But maybe Esteem and Self-Actualisation are lacking.

Hopefully, when the paperwork is done, and I know more about where I am headed, acceptance will come, and the stages will end. There might be new and exciting opportunities, but I'm just a little nervous about looking out the door.

Publicness

A final thought: I have never expressed my thoughts and fears so publicly before. But Jeff Jarvis has highlighted the benefits of publicness; and I've found writing this post good for clarifying and organising my own thoughts and feelings. Maybe it will help someone else too.

Update (30-Nov-2011)

I've been appointed to another local school starting in 2012. It's a change of subject area, but at least it's not a change of house! Acceptance is getting better :-)

Comments

Copied from original post

Deb Hogg says:

14 Nov 2011 at 05:18 PM
Hi Tim Well written... but that's a hard piece to read! The whole number crunching reality of school staffing is appalling - sorry to hear that you are at the pointy end of it. Anger is an appropriate first response but I can already see the hint of adventure and the thrill of "what comes next?" hiding in your post! A change of school is always difficult but you've already had a benefit in the past couple of days - a creativity boost comes in all shapes and sizes! Just hope that some amazing, fabulous opportunity comes your way in all this - new place, new people, new learning, new fun! ...with manageable disruption to your family (they need adventure and fun too!). I have no doubt that it will all turn out to be wonderful! Regards, Deb

Deborah Moore says:

30 Nov 2011 at 03:22 PM
Hi Tim! Don't go on Maang much anymore but I just saw yur post and read your blog.... That would have been a tough time for you and I thank you for your reflections. It was an enlightening post! BUT great news about your new posting... I wish you luck and am sure you will succeed in whatever you do!! Debbie

Vivi Mattiello says:

01 Dec 2011 at 06:31 PM
"There's always a rainbow after the storm" This blog post is so true, been through all those steps myself when my position was cut off unexpectedly (for me). Things like this happen, though that's not really encouraging is it? Take it as a learning experience that will make you better as it might lead you to reassess your identity as a teacher. All the best for 2012!

Home Network: King of My Data Castle

I recently purchased a couple of gigabit switches to run as the backbone of my home network.

Before the new switches I used my ADSL modem and wireless access point as switches. Now the increased speed between devices is outstanding. And since we're studying communication systems in HSC IPT, I thought this would be a good source of classroom discussions.

The network diagram

Points of discussion could include: twisted pair, ADSL, modems, firewalls, DHCP, IP addresses, switches, Cat5e (and Cat6), USB, wireless access points, 802.11n, network-attached storage, backup strategies, digital TV, coaxial cable, HDMI, fibre optic cable, and HDTV and surround sound (fitting in with multimedia).

And, of course, the primary reason for the new switches: transmission speeds.

Here's the network diagram (click to enlarge):

• Green = gigabit capable hardware
• Red = external data sources

The diagram shows how devices are connected, and how data moves around my house. Area A is the library/study where most of the data (and this blog) is created and assembled. Area B is the consumption room, where media is displayed.

The backbone cable between the new gigabit switches runs under the house. The wireless access point sits there too, broadcasting up into the house (through wooden floors) and down into the back garden.

External data is sourced from the internet and TV transmissions. (Radio is also used, but via a non-networked device). Internally, most data is stored and retrieved from the network-attached device (NAS) in Area B, with regular backups of critical data stored on the desktops in Area A.

I'm thinking of moving the NAS to a spot under the house too (to minimise the noise and heat in Area B), but I first need to ensure I can ventilate it and protect it from dust.

I deliberately chose not to include brands, makes, and models in the diagram for two reasons: first, this diagram is just to demonstrate a network structure and it's components, not promote a product; second, the less information I provide about the specifics of my household network devices, the fewer vulnerabilities I expose it to from targetted attacks.

Creating the network diagram

Previously I've used Microsoft Publisher to draw diagrams, but with Office 2007 I couldn't find connectors (they seem to have last appeared in Publisher 2003). So I went looking for a free online solution and found http://gliffy.com.

Gliffy is really easy to use, it has great clipart, excellent connectors, and allows for saving (as XML or various image formats) and online viewing. With a free account I can draw and save up to 5 diagrams. If I want more than that I'll think about subscribing. You must have an account to save diagrams, so in a classroom situation students where I don't want to force students to provide personal data to external entities, they could build their diagram and then use screenshots to store them.