Sometime ago Brian Lockwood, educator and IT director at an international school in Yokohama Japan, tweeted a link to an absolutely fantastic TED Talk video from Dave Eggers called Once Upon a School.
Dave created 826 Valencia, a combination publishing house, tutoring center and pirate supply shop (it's hard to explain - you kinda gotta watch the video). The program pairs volunteering writers with the students, providing them support and important 1-on-1 attention. 826 Valencia was spawned other similar organization throughout the county that work on the same model, crazy retail outlet in front, tutoring in back. This includes 826 Seattle and the Greenwood Space Travel Supply company.
Truth be told, I am a complete sucker for stories of the small contributions, the selfless little acts that are soon forgotten by all except the contributor and the recipient. The video highlights the huge difference that hundreds of little differences can make for a team, community, city, state or nation.
So what have you done lately? Dave Eggers closed his presentation with a hope that many more of us would volunteer and share that experience. To that end the Once Upon a School web site was created. You can read the stories of others, share your own or look for volunteer opportunities in your area. Check it out.
Technorati Tags: TED, Dave Eggers, 826 Valencia, Once Upon a School
Saturday, May 16, 2009
Sunday, April 19, 2009
The Data Model of Dorian Gray
Mrs. AdvisoryBored and I spent the week at the Enterprise Data World conference talking data with friends both new and old. It is a joy to get together with others who want to discuss metadata, data quality, data governance and Twitter names beginning with the word data. Yes, the last one did occur in the wee hours of the morning and yes, it is possible that some consumption of alcohol was involved. Did I mention that it was a data management conference?
A more serious topic of discussion was the concern that data management has become a profession (job, role or set of activities) of older people. I tried to point out that young people such as myself were entering the profession. They were quick to point out that 50 didn't count as young. Who knew!
While I share that concern, I think that there are aspects of the profession that will always skew the age of practitioners toward the "experienced" end of the scale. That would include a focus on:
Look, experience need not be synonymous with age, so if we want to bring younger practitioners into the field then we have got to do a few things different.
First we must teach the core competencies that serve as the foundation for data management training later. It parallels the effort to teach computational thinking skills like numbering systems or sorting algorithms without using computers at a young age so they are prepared to learn computer programming later, if they wish. These competencies - things like classification, abstract thinking, information literacy, computer literacy and set theory - ensures students are prepared to learn data management at a more appropriate time. Wax on, Wax off.
Second we must build awareness of data management as an area of study, as a set of skills and as a profession. Most of you are probably thinking database administration when I speak of data management. Fair enough, database administration is certainly part of data management, but so are data modeling, data warehousing, data security and any number of other jobs or roles. Our biggest challenge in this area, as Karen pointed out on numerous occasions at the conference, is to be visible to younger professionals by participating in the communication channels they use. This means we need to be talking data management in blogs (or this one), on Twitter, on LinkedIn, in discussion forums and on wikis.
Finally we must develop, or at least help to develop, curriculum to support the needs of new entrants into the field as well as the ongoing professional development of those who have already chosen data management as a career path. DAMA International made a huge leap in this area last week with the release of The DAMA Guide to the Data Management Body of Knowledge (DM-BOK). The challenge now is for data management professionals to carry this information to local colleges and universities. Additionally, we need to push beyond the basic database training to teach a broader range of data management activities. As Peter pointed out on several occasions, we teach students how to build new databases, but how often do we really do that in our professional lives.
Let me leave you with one final thought. Data management is both a set of activities and a profession. Many people who do the former don't consider themselves the latter. They are, nevertheless, contributing to the body of knowledge, for better or worse, and we need to connect with them just as much as an up-and-coming metadata analyst. Consider the outcomes that Mrs. AdvisoryBored identified in her original proposal for the Business Information Management class (MGMT 215) at Edmonds Community College (see the end of page two). There is no guarantee that the students, particularly those from the Business department, will embrace those data management principles and/or the profession, but she has at least had the opportunity to introduce the concept of data as a managed enterprise resource.
Tags: Enterprise Data World, DAMA, DM-BOK, Data Management
A more serious topic of discussion was the concern that data management has become a profession (job, role or set of activities) of older people. I tried to point out that young people such as myself were entering the profession. They were quick to point out that 50 didn't count as young. Who knew!
While I share that concern, I think that there are aspects of the profession that will always skew the age of practitioners toward the "experienced" end of the scale. That would include a focus on:
- data, not on the computers and applications
- an enterprise view of the organization, not an operational view
- semantics, categorizations, meanings and definitions
- specialized jobs (traditionally found only in larger organizations and consulting firms)
- planning and coordination
Look, experience need not be synonymous with age, so if we want to bring younger practitioners into the field then we have got to do a few things different.
First we must teach the core competencies that serve as the foundation for data management training later. It parallels the effort to teach computational thinking skills like numbering systems or sorting algorithms without using computers at a young age so they are prepared to learn computer programming later, if they wish. These competencies - things like classification, abstract thinking, information literacy, computer literacy and set theory - ensures students are prepared to learn data management at a more appropriate time. Wax on, Wax off.
Second we must build awareness of data management as an area of study, as a set of skills and as a profession. Most of you are probably thinking database administration when I speak of data management. Fair enough, database administration is certainly part of data management, but so are data modeling, data warehousing, data security and any number of other jobs or roles. Our biggest challenge in this area, as Karen pointed out on numerous occasions at the conference, is to be visible to younger professionals by participating in the communication channels they use. This means we need to be talking data management in blogs (or this one), on Twitter, on LinkedIn, in discussion forums and on wikis.
Finally we must develop, or at least help to develop, curriculum to support the needs of new entrants into the field as well as the ongoing professional development of those who have already chosen data management as a career path. DAMA International made a huge leap in this area last week with the release of The DAMA Guide to the Data Management Body of Knowledge (DM-BOK). The challenge now is for data management professionals to carry this information to local colleges and universities. Additionally, we need to push beyond the basic database training to teach a broader range of data management activities. As Peter pointed out on several occasions, we teach students how to build new databases, but how often do we really do that in our professional lives.
Let me leave you with one final thought. Data management is both a set of activities and a profession. Many people who do the former don't consider themselves the latter. They are, nevertheless, contributing to the body of knowledge, for better or worse, and we need to connect with them just as much as an up-and-coming metadata analyst. Consider the outcomes that Mrs. AdvisoryBored identified in her original proposal for the Business Information Management class (MGMT 215) at Edmonds Community College (see the end of page two). There is no guarantee that the students, particularly those from the Business department, will embrace those data management principles and/or the profession, but she has at least had the opportunity to introduce the concept of data as a managed enterprise resource.
Tags: Enterprise Data World, DAMA, DM-BOK, Data Management
Sunday, April 5, 2009
A little piece of americana
Our friend Tim holds concerts of local and visiting musicians in his home 4 times a year. The musicians usually play the didgeridoo, but occasionally they play other instruments associated with the aboriginal people of this continent. A couple of weeks ago we had the opportunity to see Tyler Spencer playing with Shireen Amini like they did in this video from the 2008 Seattle World Rhythm festival.
Shireen played a song that was inspired by watching her cousins as they were updating their social networking pages, text messaging and watching MTV all at the same time. She remarked at being both fascinated and horrified. They were consuming snippets of culture instead of participating in a sustained creative process. They lacked an outlet to guide and encourage inherent creativity.
Shireen highlighted a program called the Americana Project at the Sisters (OR) School District. Students learn to play, write, perform and record. To date, they have released 7 CDs of music created, performed and engineered by the students. I have to think that programs like the Americana Project encourage the passion for creativity while keeping students engaged in school.
In the book "First Break All the Rules" the authors tell us that the best managers don't focus on overcoming an employee's weaknesses, but instead maximizing their strengths and talents. We also learn that the best organizations have staff that consistently answers the question "Do I have an opportunity to do what I do best everyday" in the affirmative.
If it works for creating excellence in the workplace, why not the education setting? As we work to address a 30% high school drop out rate, we might want to ask ourselves if these types of programs will help students to get engaged and stay engaged in school? We might still further ask ourselves if we can expand these types of programs beyond just music or athletics? Other specialized programs, like those at the Sno-Isle Tech Skills Center, are seen as a place to go if you're not good at school (it's not true, but is the perspective of some). Why? Why is the desired to be a great gymnast or saxophonist a good thing and a great welder a bad thing? Some one's got to be the Wynton Marsalis of welding, why not your kid?
Tags: Americana Project, Tyler Spencer, Shireen Amini, Sno-Isle Tech Skills Center,
Shireen played a song that was inspired by watching her cousins as they were updating their social networking pages, text messaging and watching MTV all at the same time. She remarked at being both fascinated and horrified. They were consuming snippets of culture instead of participating in a sustained creative process. They lacked an outlet to guide and encourage inherent creativity.
Shireen highlighted a program called the Americana Project at the Sisters (OR) School District. Students learn to play, write, perform and record. To date, they have released 7 CDs of music created, performed and engineered by the students. I have to think that programs like the Americana Project encourage the passion for creativity while keeping students engaged in school.
In the book "First Break All the Rules" the authors tell us that the best managers don't focus on overcoming an employee's weaknesses, but instead maximizing their strengths and talents. We also learn that the best organizations have staff that consistently answers the question "Do I have an opportunity to do what I do best everyday" in the affirmative.
If it works for creating excellence in the workplace, why not the education setting? As we work to address a 30% high school drop out rate, we might want to ask ourselves if these types of programs will help students to get engaged and stay engaged in school? We might still further ask ourselves if we can expand these types of programs beyond just music or athletics? Other specialized programs, like those at the Sno-Isle Tech Skills Center, are seen as a place to go if you're not good at school (it's not true, but is the perspective of some). Why? Why is the desired to be a great gymnast or saxophonist a good thing and a great welder a bad thing? Some one's got to be the Wynton Marsalis of welding, why not your kid?
Tags: Americana Project, Tyler Spencer, Shireen Amini, Sno-Isle Tech Skills Center,
Saturday, February 7, 2009
Olympia Talks College Education
Q13 News reported yesterday that three bills to establish a university in Snohomish county, plus a bill to grant bachelor degrees at Bellevue Community College (BCC), were being discussed in front of the State Senate Higher Education and Workforce committee. As reported, the challenge is not merely sorting out the competing bills, but to face the reality of the budget cuts when considering the cost of construction.
For you interested in the details of those hearings, you can view the committee sessions at TVW and the Senator Hobbs video at YouTube. Further details are available here, here and here. In particular, the second of those three articles seems the most damning. It is clear to me that the supporters of the the competing locations care nothing of education, demonstrating a greed for local construction spending that negates any attempt to appear pro-education. Both sides deserve to get nothing.
But I've ranted on that enough, haven't I? The BCC bill is more interesting as it offers a new model for expanding post-secondary education. Other lower/upper division models exist, including Lake Washington Technical College's Applied Bachelor's in Design and CWU BAS-ITAM. (See background on the proposals and the conflict with the UW here, here and here.) The proposed model for BCC isn't without it's concerns. Community colleges serve a huge range of educational needs. The Eastside won't benefit if BCC promotes the 4-year degree at the expense of their Adult ed, Prof/Tech and worker retraining roles.
Tags: Education, UW North Sound, Bellevue Community College, Lake Washington Technical College, Applied Bachelor's Degree, Central Washington University
For you interested in the details of those hearings, you can view the committee sessions at TVW and the Senator Hobbs video at YouTube. Further details are available here, here and here. In particular, the second of those three articles seems the most damning. It is clear to me that the supporters of the the competing locations care nothing of education, demonstrating a greed for local construction spending that negates any attempt to appear pro-education. Both sides deserve to get nothing.
But I've ranted on that enough, haven't I? The BCC bill is more interesting as it offers a new model for expanding post-secondary education. Other lower/upper division models exist, including Lake Washington Technical College's Applied Bachelor's in Design and CWU BAS-ITAM. (See background on the proposals and the conflict with the UW here, here and here.) The proposed model for BCC isn't without it's concerns. Community colleges serve a huge range of educational needs. The Eastside won't benefit if BCC promotes the 4-year degree at the expense of their Adult ed, Prof/Tech and worker retraining roles.
Tags: Education, UW North Sound, Bellevue Community College, Lake Washington Technical College, Applied Bachelor's Degree, Central Washington University
Sunday, January 25, 2009
Another voice for a new university alternative
You cannot begin to imagine my surprise this morning when I read John Koster's guest commentary in the Everett Herald suggesting that there was a better way to meet the educational needs of the tri-county area without building a brand new university facility. Koster, the District 1 Representative on the County Council, acknowledges that there will be no funding available for a new university in the short term and perhaps not for quite some time. He is spot on when he expresses concern that our preoccupation with a new university keeps us from focusing on the more pressing needs of students today.
Koster points out that our existing educational infrastructure with advanced information and communications technology (ICT) can deliver a cost effective solution to place-bound students without saddling the taxpayers with excessive levels of debt. He takes a refreshingly broad view of the "educational system" suggesting that resources of local high schools could be used for proctoring tests or lab work. He goes on to challenge us to think about a new paradigm, saying:
You may want to read (or reread) my blog post on the Bachelor's of Applied Science in Information Technology and Administrative Management (BAS-ITAM) to see one example of a hybrid program. This program allows students with a two-year Associate's degree in computing and one-year work experience to earn a Bachelor's through Central Washington University at Edmonds Community College by attending both online and onsite classes in Edmonds, Everett and Des Moines.
Tag: John Koster, UW North Sound, Eva Smith, Online Education
Koster points out that our existing educational infrastructure with advanced information and communications technology (ICT) can deliver a cost effective solution to place-bound students without saddling the taxpayers with excessive levels of debt. He takes a refreshingly broad view of the "educational system" suggesting that resources of local high schools could be used for proctoring tests or lab work. He goes on to challenge us to think about a new paradigm, saying:
Sometimes we do things the way we do simply because that's the way we've always done them. Instead of burdening our tax-weary citizens with building an incredibly expensive traditional school, let's "experience the power" of online technology and recognize what every young person with an iPod, cell phone or Blackberry already knows: An astonishing new world lies at our fingertips, full of opportunities and efficiencies for those who want to learn at the speed of light via the click of a mouse.Unfortunately, paradigm shifts don't come easily. It is very unlikely that the leaders fighting for the campus have ever encountered any online learning. Their mental model is likely to be of early distance education from 20 years ago, at best. Perhaps they envision the digital equivalent of correspondence school, where the chief determinant of graduation is your check clearing. Maybe, just maybe, Mr. Koster has sufficient political clout to make sure this alternative view get heard throughout the county. Or maybe he'll encounter the same deafening silence that my letters to the editor and blog posts have received.
You may want to read (or reread) my blog post on the Bachelor's of Applied Science in Information Technology and Administrative Management (BAS-ITAM) to see one example of a hybrid program. This program allows students with a two-year Associate's degree in computing and one-year work experience to earn a Bachelor's through Central Washington University at Edmonds Community College by attending both online and onsite classes in Edmonds, Everett and Des Moines.
Tag: John Koster, UW North Sound, Eva Smith, Online Education
