Future of "OIT Spaces"

Yesterday, I participated in another two sessions related to developing a master plan for the library. The first was about computing spaces. On their first slide, they had labeled it "OIT Spaces", however, which drew a fairly strong response from the campus CIO and Director of OIT. "I thought this was about the library -- Nobody told me that this was about OIT space." The consultants were abashed and apologized for not using the correct term, but I thought it was a good example of how the upper administration builds processes that are blind to what actually happens on the campus. The announcements of these sessions made it sound like they were "teaching tip" workshops, rather than having anything to do with developing a master plan for campus space. But I digress.

I thought the session had too much "reading of the slides" by the consultants. We can read the slides -- really. You really don't need to read that long list of buzz words.

I said several things that probably made some people angry. In particular, I talked about the fact that the networking business model left 2/3 of the network in the ISB dark. The NSM networking group had tried to get control of the wired network so we could build out gigabit ethernet and make all the jacks live, but we lost that battle and got only 300 jacks turned on. This has resulted in a nightmare where most of the network jacks don't work and the spaces are not reconfigurable. You want to move the printer over there? Sorry -- that's the only place with a network jack. The jacks there, there and there? They're turned off. Their solution is that everyone should use wireless, but that doesn't work for the huge datasets that we have students building. There are jacks in all of the student study areas, but they're all turned off. And even in the labs, half of the jacks are turned off, so it's always a guessing game: does this one work? No. Does this one work? No. And, when the issue was raised the OIT response was that the building was "overwired".

I also gave my speech about what the campus would look like if it were built like "Spark" -- the webct/blackboard CMS. If the campus were like Spark, it would only have one door and you'd have to swipe to get in. When you got inside, you would only be able to see the doors that you're allowed to walk through. Everything else happening at the University would be invisible. MIT has their "open resource" policy: all of the courses at MIT post all of their resources openly. Why does a private university do that and our public university locks everything behind a door. And the campus itself doesn't do that. Did anybody check IDs of people at that meeting? Of course not -- even though I found out that at least one person had crashed the meeting without RSVPing.

One guy who was there was a professor of Computer Science. I wonder if I rubbed him as wrong as he rubbed me. He said that Computer Science didn't maintain its own computer labs anymore because students all just used their own laptops. I pointed out how we monitored our students and were aware that not enough of them had laptops to enable us to do that, but that we also wanted to be sure we could present a consistent and functional environment because the students' computers all had different versions of software where the software was also often broken or misconfigured. "Yeah," he said. "I've spent lab periods where I spent all my time trying to help students who had different versions of things who couldn't find this menu or open a kind of file." I pointed out that one solution was to use open-source software because then every student could install the same version. His eyes turned into big red X's: "Well, I'm a Computer Scientist and I can tell you that you should never trust that Open Source Software -- it's full of bugs and is always broken." I think my mouth must have fallen open. What planet is this guy from?

I did meet the new OIT guy who support's Apple systems. We had a good conversation and then walked over to the ISB so I could show him around and talk about our support structure and issues. He said he'd invite me over to see their enterprise next week.

I also met the new technologist at the library and said I'd give her a tour of Morrill so I could show her some of the best and worst spaces on campus. I also told the DEGW people to visit the Intro Labs in Morrill. We built those a dozen years ago and they've been incredibly successful.

It did show me how insular and lucky we are in the Biology Department: we've had the freedom to build and support great stuff. But it means that we don't always see the culture in other departments, where people take issue with the very idea of "group work". We need a lot more transparency on campus to shine light into the dark corners that are full of dust and cobwebs.

Comments

SPARK

I agree with many of your critiques about the closed nature of SPARK, both in terms of the design of the software and the policies it is operated under. That said the comparison to the MIT open courseware system is not a meaningful comparison; MIT employs an army of lawyers that vet material before it appears on their open courseware system. They make sure that material is original or negotiate licensing on material that is appropriated. For material they don't own or can't license they delegate a small army of instructional designer to create new material to avoid copyright infringement. What MIT is doing is commendable and important but it is extremely expensive. Furthermore everything must pass through channels, faculty aren't actually free to just post materials directly into that system until it has been approved. The "all courses" reputation is also important to look at, faculty at MIT in communication and media studies courses have been critical of the system as their courses have not been included in the system due to concerns about the use of modern media sources in ways that that are probably fair use, but considered enough of a grey area that the lawyers won't let them risk it.

A related issue that must be raised in this context is faculty willingness to share course materials. I work with hundreds of faculty a year and people are always concerned about intellectual property issues, be it trying to limit access to materials they create themselves or distributing content online in a manner consistent with fair use. I hear the "how do I make sure they(students) can't take this with them?" question constantly be it about handouts, slides, images, screencast recordings etc. that an instructor has created. I think in a lot of cases this is unfortunate (I understand the need and importance of observing fair use when distributing non-original content), but that is the current state of things with regard to instructor attitudes. For my uses of SPARK (posting grades, private discussion area) a system that is private to my students does make sense, were it not for those core functionalities I'd probably use a blog and/or other existing web services to do what I need.

I'm sorry the wireless wasn't working, FWIW I used the wireless Wednesday night in Morrill III without issue.

-Tony

Culture

It's hard to build a culture of openness. It helps that I am part of the Biology Department and a faculty member. My position was created with the goal of being a change-agent from within. Not everyone in Biology believes in openness either, but there's been a shift in that direction.

I see a particular virtue in openness as a counterpoint to the myth that people believe that reused problems will be new for students. I've learned the hard way how students that have secret access to previous materials can profit over honest students. I took a geology class once that had really difficult labs that all the geology majors seemed to ace -- it turned out that they all had copies of the activities that had been graded, so their only challenge was in not making their performance look too perfect. For an outsider like me, the environment was really hostile. It's not that hard to create problems that are genuinely novel -- and it's a lot more interesting. A culture of openness insures that all students have access to the previous materials and discourages reusing them in a way that turns the challenge for students into a trivial exercise.

In my writing course, I introduce students to the Creative Commons and insist that, when they build their posters, they only use imagery for which they can demonstrate they have the right to adapt and modify the image. Most of the students seem to have never heard of the Creative Commons or thought much about copyright. It's a start.

I agree that all evaluative communication with students needs to be carefully protected -- I'm planning to use Spark for that this semester as well. And the platform itself doesn't prevent openness, it's how it's configured, how the defaults are set, and the lack of a culture of openness. But there isn't a forum on campus for developing a dialog about openness and collaboration. People are stumbling around in the dark.

Years ago, we tried to get the campus to set up a "Teaching, Learning, Technology Roundtable", which was a structure proposed by the American Association for Higher Education. (I'm not sure if it's associated with the non-profit group that seems to have appropriated the name now). The goal was to provide a forum where stakeholders could voice concerns and decisions could be made more transparently. It was proposed and adopted as a faculty senate motion. The administration chose to implement it by giving an administrator a different title and empowering him to purchase a catered lunch for other administrators every month. There were initially no faculty invited at all but one raised a stink and got himself invited. After a couple of years, the administrator retired and the whole thing was dropped.

If the wireless was working for you, then maybe it's not systematic. That would be encouraging. I'm sometimes too ready to believe things like that because of the track record -- like when a policy was silently implemented that disconnected wireless connections after an hour. It drove the people in the library crazy because students would check out laptops that would quit working after an hour for no apparent reason. When I happened to me, I knew to just change my MAC address by one digit and then my laptop started working again.

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Steven Brewer

"...we've had the freedom to

"...we've had the freedom to build and support great stuff."
What this has meant to me is that, when I go to Morrill to teach in a Biology classroom, MY laptop can't get on. I've had this experience in other units that have set up their own computer infrastructure. It's frustrating and embarrassing.
Maxine

I hear you

I hear you. The short answer is, "follow these directions": https://bcrc.bio.umass.edu/phpwiki/index.php/RegisteringNewHardware Then your laptop will work on our network.

The longer answer is a lot more complicated. It's true that our mandate is to serve our faculty and students. If you're not our faculty and students, you come second. But, in fact, all of our students and faculty have had to do this as well. We do it, so we can provide static IP addresses to people. I've talked to George about setting up netreg, but we haven't had the staff support to make it happen yet. It's on the "to do" list.

Of course, now, OIT has broken the wireless in Morrill too, because the hardware in here evidently can't support their new infrastructure. I went to use the wireless in the classroom last week and it didn't work. And my students in the BCRC went to use it today and it didn't work either. Then George told me later that they know that it doesn't work, but haven't (1) turned it off or (2) posted any announcements or (3) warned people that they couldn't expect it to work anymore. You can associate with the basestation, but it doesn't work. No wireless.

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Steven Brewer