After about a year of saying, “One day I should create a detailed walkthrough that describes how to install Ubuntu and Wireshark in a VirtualBox virtual machine,” I finally went ahead and created a detailed walkthrough that describes how to install Ubuntu and Wireshark in a VirtualBox virtual machine. I know that this will be useful for my IST 220 and SRA 111 students, and I hope that others find it useful, too. If you find any mistakes, or have suggestions on how to improve it, please let me know.
For whatever reason, I have a tendency to write pau.edu instead of psu.edu when I’m writing in iOS. This happens at least a few times per day, and it’s really annoying… or at least it was until I remembered that I could use iOS’s text shortcut feature to reduce the pain. If you or anyone you care about suffers from this or a similar affliction (like typing gmial.com instead of gmail.com), this may help. Simply go to Settings > General > Keyboards > Shortcuts, and then enter the text in the example below. The best part is that this substitution will sync across your devices.
Penn State students get access to a lot of fantastic resources as part of their tuition. Take advantage of them while you can:
lynda.psu.edu offers online technology training for a wide variety of topics, including programming, 3D and animation, design, home computing, photography, and Web. There are hundreds of videos available, and all of the ones I’ve seen are professionally edited and do a great, thorough job explaining the topic. You’d pay around $25/month for this on your own, so take advantage while you still can.
Safari Books Online is a custom collection of technology-related e-books available through the Penn State Library. There are hundreds of books on desktop and Web applications, engineering, digital media, mobile development, and a lot more. Many of the books are from the acclaimed O’Reilly Media publishing house, including some of my favorites: Learning Python and Linux in a Nutshell. Do yourself a favor and browse through the collection.
Box at Penn State gives you 50GB of free Dropbox-like service. box.com is Dropbox’s biggest competitor, and tends to focus on large enterprises like Penn State; if you were to create a personal account, though, you’d only get 10 GB for free. I’ve used the service and it works perfectly well. This would be great for group file sharing or a secondary or tertiary backup of critical files. There’s also an excellent mobile app available.
downloads.its.psu.edu has some good software downloads for everyone at Penn State, including the Windows VPN client and Symantec AntiVirus.
For IST and SRA students, Dreamspark (formerly the MSDNAA) is a great way to get free software. Click the link to see the somewhat-elaborate eligibility requirements. Once you get in, though, there’s some good stuff available, including (as of this writing) Microsoft Windows 8.1, Visio 2013, Project 2013, and SQL Server 2012. For Mac users like me, be sure to click the “VMWare” link in the navigation bar; there you can download the excellent VMware Fusion 6 (don’t ask me about the inconsistent capitalization), an app that lets you run Windows (or Mac, or Linux, or whatever) within a window on your Mac and which normally sells for $60.
Penn State Student Newspaper Readership Program: most of you probably know about the free newspapers available in kiosks all over campus. Read the New York Times every day. The Centre Daily Times is OK if you’re really interested in local news. USA Today is not a serious newspaper. If you read the NYT every day (on paper or digitally), though, you’ll be a better, more well-rounded citizen. Note that the NYT has a paywall but if you follow the instructions on the linked Web page, you can get free digital access.
In B LAW 341 on Friday, our study of the structure of the courts and our federal system led to a brief had a brief discussion of marijuana legalization. Coincidentally, over the weekend the New Yorker published a fascinating and lengthy interview with the President as he begins final year in office before attention really turns to the 2016 race. In the interview, he discusses his thoughts on marijuana legalization:
When I asked Obama about another area of shifting public opinion—the legalization of marijuana—he seemed even less eager to evolve with any dispatch and get in front of the issue. “As has been well documented, I smoked pot as a kid, and I view it as a bad habit and a vice, not very different from the cigarettes that I smoked as a young person up through a big chunk of my adult life. I don’t think it is more dangerous than alcohol.”
Is it less dangerous? I asked.
Obama leaned back and let a moment go by. That’s one of his moves. When he is interviewed, particularly for print, he has the habit of slowing himself down, and the result is a spool of cautious lucidity. He speaks in paragraphs and with moments of revision. Sometimes he will stop in the middle of a sentence and say, “Scratch that,” or, “I think the grammar was all screwed up in that sentence, so let me start again.”
Less dangerous, he said, “in terms of its impact on the individual consumer. It’s not something I encourage, and I’ve told my daughters I think it’s a bad idea, a waste of time, not very healthy.” What clearly does trouble him is the radically disproportionate arrests and incarcerations for marijuana among minorities. “Middle-class kids don’t get locked up for smoking pot, and poor kids do,” he said. “And African-American kids and Latino kids are more likely to be poor and less likely to have the resources and the support to avoid unduly harsh penalties.” But, he said, “we should not be locking up kids or individual users for long stretches of jail time when some of the folks who are writing those laws have probably done the same thing.” Accordingly, he said of the legalization of marijuana in Colorado and Washington that “it’s important for it to go forward because it’s important for society not to have a situation in which a large portion of people have at one time or another broken the law and only a select few get punished.”
As is his habit, he nimbly argued the other side. “Having said all that, those who argue that legalizing marijuana is a panacea and it solves all these social problems I think are probably overstating the case. There is a lot of hair on that policy. And the experiment that’s going to be taking place in Colorado and Washington is going to be, I think, a challenge.” He noted the slippery-slope arguments that might arise. “I also think that, when it comes to harder drugs, the harm done to the user is profound and the social costs are profound. And you do start getting into some difficult line-drawing issues. If marijuana is fully legalized and at some point folks say, Well, we can come up with a negotiated dose of cocaine that we can show is not any more harmful than vodka, are we open to that? If somebody says, We’ve got a finely calibrated dose of meth, it isn’t going to kill you or rot your teeth, are we O.K. with that?”
This doesn’t resolve the enforcement question, but it gives a sense of his thoughts on the matter.
I’ll be hosting an informal screening of “Downloaded,” Alex Winter’s documentary that explores the social, business, and legal perspectives of the digital media sharing revolution, on Thursday, October 3 from 6p to 8p in the Cybertorium, 113 IST Building. Afterward, we can do a discussion if anybody is interested. I think this event might be of particular interest to students enrolled in IST 220 or IST 432.
Registration is not required. Hope to see you there.
Last semester I taught two sections of SRA 111, with a total of around 100 primarily first- and second-year students enrolled. For each of the six ANGEL-based quizzes during the semester, I have a policy that students can use a double-sided sheet of their own handwritten notes, but cannot refer to any other materials.
The first three quizzes were held in class and I was able to enforce this restriction. For a variety of reasons, I allowed the students to take the fourth quiz on their own, at their own convenience; but I made clear that the same rules were in effect and that I was placing trust in them to observe our academic integrity policy. After the quiz, I asked students to complete an anonymous survey; 81 of 97 did. The results were interesting:
- 43 students referred to our course PowerPoints during the quiz
- 8 discussed the quiz questions or answers with classmates during the quiz
- 11 searched the Web for answers to the quiz questions
I received a lot of interesting open-ended feedback, as well. One response can be paraphrased as: “Though I’m not proud of violating the academic integrity policy, I’ve spoken to other students and we’ve decided that professors should expect this to happen. I took notes and studied, but there were things that I couldn’t recall, and even if I can get the answer, I am learning when I look it up.”
I also asked students if they preferred in-class or out-of-class quizzes. 64.2% strongly preferred or somewhat preferred out-of-class quizzes (I wonder why); 17.3% strongly preferred or somewhat preferred in-class quizzes; and 18.5% had no preference.
(I apologize for the title of this post.)
In my eight or so months of teaching, I’ve been shocked to discover that I’m apparently fairly retrograde in at least a few areas. I think I’m more willing to lecture for longer periods of time than are some of my colleagues; I’m not a big fan of unproctored, at-home assessments; and I take attendance at every class.
As the end of the semester approaches, my attention turns to that last item. I use ANGEL’s PIN system to handle attendance for me (ANGEL provides a PIN for me; I put it on the board; students enter the PIN back into ANGEL; and ANGEL records the results), which more or less works well. 1 The problem is that the default attendance report ANGEL provides me is essentially useless:
As you can see, there is no tabulation of any kind, which defeats the entire purpose of the attendance regime (I would like to know how many times a student did not attend class; radical, I know).
It took me a while to figure out how to solve this problem, so I thought I’d share it here. First, from the Attendance Manager, click the Export link. I prefer CSV format:
Next, open up the file in Microsoft Excel:
Every row in the spreadsheet is a student name and the student’s attendance entry on that day (assuming the student entered anything; if he didn’t, then there is no entry!). I’m not sure why the export is prepared in such a non-useful way (at least from the perspective of my use case, which I’m assuming is the most common use case). However, we can very quickly and easily create a PivotTable which displays the data in a far more pragmatic fashion. I’ll assume that you’re cool and are using the Mac. Click the Data tab in the ribbon, then click the arrow next to PivotTable, and select “Create Automatic PivotTable”:
Instantly, you’ll be presented with a great report that provides tallies of student attendance by day (in the screenshot below, I’ve hidden some rows and columns so that you can get a sense of the entire PivotTable):
There’s a column for every student, and the last row in the column shows the number of times a student was present in class. If I need to know the number of times a student was absent, I can get a count of the number of days where attendance was collected by counting the date rows in the first column, and finding the difference.
- There are some problems, of course. First, ANGEL doesn’t allow me to IP filter student PIN entries, like it does allow me to IP filter student assessment submissions. Second, students will forget to enter the PIN, which results in an e-mail to me and then me having to log into ANGEL and click a dozen or so links to manual edit the student’s attendance. Lastly, when there are days when I specifically don’t take attendance (like quiz days, where the quiz submission itself is proof of attendance), I still need to remember to go into the ANGEL Attendance Manager and set a default of “Excused” for every student, or else at the end of the semester students will think that ANGEL screwed up by not recording their attendance. ↩
Last week I had the great pleasure of hosting a screening of CODE 2600, a documentary about the rise of the hacker culture. Rather than rambling on about it here, I thought I’d just link you to a press release about the event, and include a few pictures below. My deepest thanks to everybody who helped out with the event and to everybody who attended.
I’m reasonably satisfied with the level of classroom participation in most of my classes, but sometimes getting a volunteer to raise a hand can be a little bit of a chore. At the same time, I’m not too eager to call on students by name — or rather, I should say I’m not too eager to be blamed for picking the student to call on. So as is my wont, I wrote a little script (as part of an Alfred workflow) to get what I want, but also to not look like the bad guy.
I haven’t had to use this too much this semester, but when I need it, here’s the procedure:
Fire up Alfred (I set my keyboard shortcut to “double-tap ⌘”) and enter the three-digit code of the course (in this example, “220″ for IST 220 – tweak as needed if there are multiple sections of the same course):
See a cool notification with the randomly-selected student’s name (which is also shown on the classroom projector):
If you’re looking to use something like this yourself, it’s pretty easy to set up:
- Get yourself Alfred, of course.
- Create a plain-text file which contains one student name per line (ANGEL or eLion can help you export this pretty quickly).
- Download my workflow and modify it by updating:
- the pointer to the text file (see the line beginning “set nameFile” in the image below)
- the keyboard shortcut
- whatever else you want
I just added a new page, Teamwork Tips, that will be a living document reflecting my best attempt to advise student teams on how to function most effectively. I’ve shamelessly stolen it from Dave Mudgett, at least to start, but will be tweaking it throughout the remaining 200 to 300 years of my life (hopefully?).