NOTE: The Canvas discussion boards include avatars of students plus their names. I’ve blurred those out to protect the innocent (instructors pretending to be students).

The equation editor built in to the WYSIWYG editor in canvas is actually quite good.  I’ve had math instructors trying to break it all day, and we haven’t taken it down yet.  However, I did find that a cheat sheet for the Canvas Equation Editor would be helpful.  So I’ve made one.  You can find it under Resources / Handouts on this site.

You can add equations in announcements, on pages, in modules, and in discussion boards.  So can students.  By the way, you can also (supposedly) paste a LaTeX equation into the editor directly, but I have not verified that one myself.  Typing LaTeX commands right into the editor does not seem to work so well.

Hopefully we’ll figure out easy ways to add graphs using the WYSIWYG editor tomorrow.  Although you can embed on the instructor side, the students are unable to get to the HTML code to embed images, so we have to find a workaround for that.  Thirty smart math instructors in a room should be able to figure this one out!

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• Single-click places the cursor.
• Double-click highlights the word.
• Triple-click highlights ALL of the text in the field or paragraph.
• Ctrl-A (PC) or Cmd-A (Mac) highlights ALL the text/images in that document space.

Click on image to enlarge.

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Illustration by Mat Moore, Muskegon MI, 2010

I’ve just re-read the first few chapters of Steven Johnson’s “Where good ideas come from: The Natural History of Innovation” (you can watch the TED Talk or watch the RSA Animates video, but I highly recommend the slow read through the actual book) on the plane ride to Doha, and all week it’s been fascinating to watch the liquid network of minds at this event.  Johnson defines this concept of a liquid network as “bringing together a diversely-focused group of creative people.” Normally, I have quite a few ideas on any given week, but in this network, the idea generation has been fast & furious (even for me!).

Johnson also says that “good ideas come from the collision of smaller hunches” and here at the TEDxSummit, with 650 participants from 90+ countries, my smaller hunches are colliding with a whole new set of smaller hunches, and in particular, a whole new set of problem spaces.

The conversations and critical thinking at this event is much like playing video game in my brain (imagine the Angry Birds of idea formation).  With every conversation with a participant, a new “level” (problem space) presents itself.  I throw a collection of well-designed missiles (ideas) at it.  Sometimes it’s a direct and perfect hit.  Sometimes it’s not quite right, the problem space shows me the flaws, and I go for another throw.  Finding the solutions to problems is a lot like playing a video game.  The constraints of a new system actually birth more creative solutions.

One of the TEDx organizers, Eiso Vaandrager, used the phrase “idea sex” to answer the question, “What is TEDx?” and I think that’s about right.  And while the brainchildren of idea sex are brilliant and exciting, it’s important to remember and give credit to the parents of these ideas as well, and remember the stories of where and how those fires were sparked.

An idea is something powerful, and while an idea cannot be copyrighted or patented (only the form of an idea can be patented), it should be credited.  Without this, the TEDx community (and the other liquid networks you are a part of) will grow wary of sharing openly, and that would be a shame.  As we all go home and share the wonderful things we’ve learned, try to remember to give credit where credit is due.  The intoxicating new ideas we now carry were not generated in situ.

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Yesterday, during a conversation with my new friend Holly (who also happens to be my doppelganger), I had an inspiration on how to accomplish this.  It’s an idea inspired by the collision of several others:  A Recipe for Free Range Learning, my experiments with SpacedEd (now Qstream), my long ago experience with Flylady, the concepts of Optimism Bias and activation energy (from the Happiness Advantage), and the “Learn This” Button.

But before I explain the idea, I also have to preserve the story here, because it’s really eerie.  On Monday night, my husband tagged me in a picture and added the caption “Must … stop … self … from participating in more projects.  Must keep ideas at bay.”  For a minute, I believed it was me in the picture.  But then I realized I hadn’t met a single person in the group of people in the picture.  So, it wasn’t me … but darned if it didn’t look like me.  It was really bizarre.

So on Tuesday, I decided to try to identify the “doppelganger” because she had fooled both my husband and myself with her uncanny resemblance.  Lo and behold, when I walked into the Summit Lounge, the same group of people were assembled in a circle having a conversation about one of the actions.  I identified the one that looked like me, and made a mental note to find her later.  In the opening talk, she walked into the venue and sat down right next to me.  I introduced myself and explained that she and I might be doppelgangers (at least from the side profile).

So we started chatting between talks and one thing let to another.  Before long, we were talking about the Action Team she was involved with, and she expressed frustration that they seemed to be stuck.  When she explained what they were trying to do, something from the previous nights’ talks collided just so with a collection of talks and writings from the past, and a clear path to a solution presented itself.  I shared it with Holly, and she agreed that it was a really great solution to the constraints of their problem space: How to turn ideas into action.  I suppose that Holly and I were fated to meet, that she was meant to pose this problem to me, and I was meant to generate a solution out of the myriad of random stuff running around in my head.

Because I’ve been asked to share this strategy at least a half-dozen times in the  last 24 hours, it seems work writing down in its entirety to preserve the original details.  The fundamental idea is to treat each desired behavioral /action change as fusion of two streams: an action stream and a social coaching stream.  Together, this blends to form a set of instructions and the spice for a sort of “action recipe.”  Suppose that Holly has just watched an amazing TED video about using less plastic waste, and she wants to take action.

(1) At the moment of inspiration (in this case, the viewing of a TED or TEDx Talk), Holly should have the option to “make a change” or take action” on the screen.

(2) Now she has to decide the size of the impact she wants to make.  Ideally, the system would suggest starting small (unless Holly has already taken this action on a smaller level). In the recipe analogy, this is essentially answering the question, “How many cooks are there?”

• One (individual – I want to take action on myself)
• Several (family or a small group of friends)
• Many (an organization or business)
• Everyone  (community – I want everyone I can affect to take this action with me)

(3)  Suppose Holly does as suggested, and chooses to “start small” with just one cook.  Now she would see the recipes written by others who have tagged their action recipes as being linked to this video [note that speakers would be encouraged to write a few recipes if they are speaking about something that is action-appropriate]. Her choices might look something like this:

• Cut down on the amount of plastic bottles you purchase
• Recycle more of the plastic in your life
• [FLIPPED] Recycle more of the plastic in your life in a town without recycling
• [FLIPPED] Recycle more of the plastic in your life in Bulgaria

(4) Holly can click on multiple options on the list (to compare them) and then click on “See ingredients.”  The ingredients list would simply tell her what kinds of resources she would need to have or purchase to carry out the action.  For example, in order to cut down on the amount of purchased plastic, Holly would need to find or purchase two water bottles (one for home and one for work).

(5) Holly chooses the second option.  Now she is asked how she’d like to receive her coaching:

• SMS Texting
• Email
• Mobile App

(5) Holly chooses to receive her coaching by SMS, so she follows the directions to set this up, and then the action begins with the first of 30 daily  texts (the number of messages would vary based on the type of action and chosen level of impact.

“This is your action coach.  The most important thing to do for the next 30 days is keep your water bottle full and in a place where you are likely to grab it when you’re thirsty. Today is your first day of change! Congratulations!”

The second day (and for every day after that for a month), Holly would receive a little message, reminding her to stay on track, and encouraging her to send data back to a global database:

“This is your action coach. How many times did you use your water bottle since my last text?  Please reply with the number times you’ve filled up your bottle. Don’t forget keep your water bottle full and in a place where you are likely to grab it when you’re thirsty.”

This string of 30 (or so) messages would be a fixed set of action instructions, written by the author of the recipe.  Now for the social coaching aspect. In combination with these messages (a la flylady), the system would provide coaching in real time.  For example, Holly replies to the last text with the number “3″ … now the system adds her 3 refills to the global count and sends her words of encouragement.

“Wow! Yesterday, a total of 468 water bottles were refilled by people trying to make this change.  That’s a total of 468 water bottles that were not purchased. Collectively, that means you saved the energy equivalent of about 3.5 gallons of gasoline. Keep up the good work!”

Another type of social coaching might be inspirational stories, curated by someone keeping an eye on this set of recipes and receiving feedback from those who are nearing the end of their behavioral change.

“Looking for some inspiration to keep your change going? How about watching the short 8-minute film “The Story of Water Bottles while you take a water break today!”

So, fast forward to the end of Holly’s 30-day individual action.  During this whole time, she has received 1-2 text messages a day. Always an action prompt, often an inspirational prompt of some sort as well.  Every newbie to the action starts on Day 1 of the action prompts, but they just pick up the inspirational social coaching on whatever the coach is pushing out (news stories, facts, global stats for the change project, etc.)

(6) At the end of 30 days, Holly is asked to rate the recipe on a scale of 1-5 (good recipes should eventually rise to the top based on rating and number of times it has been used).

(7) Now the system encourages Holly to consider helping others to make the change.  ”Would you like to try to influence others to make this change?  Your family, your friends, where you work, or your community?”  If Holly chooses to “level up” then she subscribes to a new recipe.  She is also asked if she’d like to tweak the recipe to make it better (she can “flip” the recipe into a recipe of her own making for a particular audience, perhaps she wants to customize it for teachers, for example)

Recipes at different impact levels would have different ingredients lists, different time frames, and different actions.  For example, if you want to change your organization, it would be incredibly important to get buy-in from a leader in the organization.  So a first step might be to make an appointment with two potential “champions” for the cause, and show them the video that inspired you.

Of course, recipes would be tagged for keywords and to link them to particular content (videos, books, etc.)

It is, in my opinion, crucial that the behavior change involves a “push” of coaching to the participant (too easy to forget you meant to change) and that it includes not just an action process, but a personal element of coaching.

Now … I’m tired and that’s all I’m writing about this tonight, because I need to get at least ONE night of solid sleep at this incredibly awesome TEDxSummit event.

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Here’s the text this talk was based on …

“Free range learning” describes the learning that takes place outside of the formal boundaries of education. I’ve been asked if the existence of “free range learning” implies that there is also some sort of “caged learning” as well. Well, the current U.S. education system was developed in the industrial era using the principles of a “factory model.” So, in a sense, you could call formal education a sort of “caged” system of learning, but I would prefer to think of it as a structured system with captive participants.

Free range learning has always been available in the form of books and journals, but with the rise of the Information Age in the last decade, free range learning is more widely accessible now. There are now many ways to learn outside of a formal education, but I want to help you to understand that it still takes some effort. There are steps you can take to be a more successful free range learner – there’s a recipe, if you will, for free range learning. The ingredients are information, the directions tell us to incorporate re-engagement, reflection, and social activity, cook it for sufficient time, and then make the final preparation – a learning challenge.

Let’s start with this commonly-held belief that you can learn anything from the Internet. Efforts to duplicate non-digital information have been emerging all over the Internet. Wikipedia, with 3.7 million articles, has created a world encyclopedia translated into 270 languages. Project Gutenberg has digitized over 36,000 out-of-copyright books. When a book is still protected by copyright, projects like Google Books aim to at least make finding relevant books, and information stored withing those books easy to find. Universities and museums all over the world are digitizing collections of ancient texts to make these resources accessible to researchers, hobbyists, and learners.

We’ve replicated magazine and newspaper articles in digital formatting for web browsers, mobile phones, and tablets. We’ve replicated radio shows as podcasts and then created new streaming “radio stations” that exist only in the digital world. We’ve even digitized the “live lecture” circuit. In 2002, M.I.T. began the Open Courseware project with the online publication of fifty courses. Today there are more than 2,000 courses published on the MIT Open Courseware site and thousands of courses published by other colleges and universities that followed suit. Organizations like TED (in 2006) proved that spreading your ideas via video was more important than hoarding the “in-person” experience, and even on the private circuit, speakers began to warm to the idea of sharing video of their talks on the Internet.

Most of our Internet information-based activities only mimic that which was available in the non-digital world. But all of this information was never as accessible as it is now. So can you learn anything from the Internet? Well, if all it takes is information, we’ve now got that in abundance (unless of course, you need access to scholarly research journals – good luck with that). If you want to learn how to fix a sink, or how to use a feature in a Gmail, the Internet is a perfect teacher – search for a video, watch the video, replicate what you’ve been shown. For short task-oriented activities, the Internet can’t be beat. But if you’ve ever tried to learn a larger body of knowledge on your own, you might suspect it’s not as easy as simply having access to information.
Maybe you’ve experienced this before where you’ve said to yourself something like this, “I’m going to learn how to speak Spanish. I’m going to buy some software and I will spend a little time every day learning how to speak this language.” So you do it. You purchase the software … and then passes. A year later, you find that box of Spanish software you purchased and you realize that you never even installed it on a computer. The intention to learn is there, but the follow-through is lousy. Chalk these examples up to a principle called optimism bias, when we overextend our beliefs about what we can actually accomplish. It turns out that access to information is a necessary, but not sufficient, requirement for learning.

Suppose you wanted to learn about the architecture of a computer system – what all the parts do, how they interact, the history of development of all the components, and then we want to be able to speculate on the future design of hardware components. That’s a much larger body of knowledge and you’re not going to get a deep understanding of computer architecture by simply reading or watching lectures on computer hardware. Consuming information is not the same thing as wisdom, understanding, and knowledge. When information becomes structured in our own minds in an interconnected way, we are able to do something useful with what we have learned.

Back to the free range learning recipe. Every recipe needs to start with good quality ingredients, and so our learning recipe must start with high-quality information from reliable resources. Next we need a set of directions and the directions are very important. Imagine that I just hand you flour, milk, butter, chocolate chips and a few other ingredients and say “make chocolate chip cookies.” How many of you think you could do it? Not only would most of us be unsuccessful, but many of us would just give up without even trying. With access to so much information, we face the same problem for learning.

To learn a body of knowledge, you have to start by incorporating a base of information into your biological memory – this is necessary to even understand the taxonomy of a subject area. The research for how to do this is more than a century old. Ebbinghaus, in 1885, studied memory and found that when we learn something for the first time, our memory of that information drops off pretty precipitously unless we encounter it again. With each encounter, the slope of the forgetting curve lessens. And after multiple encounters, we reach a point where we are able to store it in our biological memories. To hold a conversation, to incorporate information into new ideas, to apply what you know to a practical situation, you must have a solid base of information to work from – you can’t simply “google” everything. So, you need to build this process of re-engagement into your free-range learning project. New ideas and innovations come from a marinade of old ideas with new information. It’s seeing something that you thought about three years ago together with some new information that actually creates the innovation. This process of re-engagement turns out to be one of the hardest directions to follow, and I’ll talk more about the practicality of this direction towards the end.

The next step in the directions for free range learning is to find a way to incorporate reflection. Reflection helps you to synthesize information and connect it to other threads of knowledge you already hold in memory. One common way to reflect is to write – to collect cohesive thoughts about what you’re learning and to share them with others. Many of us write blogs for this one reason – it forces us to think carefully about what we’ve learned and incorporate the new information into our existing body of knowledge and worldview. What’s interesting about blogging is that you’ll find yourself reading your own blog posts again and again. The subject was interesting to you when you wrote it, and it will continue to hold your attention when you re-read it.
If you’re not much of a writer, consider finding someone to teach what you’re learning. Teachers will tell you they learned more in the first time they taught a course than in all the courses they taught up till that point. Teaching is an activity that forces you to reflect on what you’re learning. Find someone who knows less than you do, and set up a standing appointment to meet with them once a week and them everything you’re learning.

Reflection can also be a very non-structured activity. Some of my best ideas (and probably yours too) come in the shower, sitting in airplanes, or exercising (for me this is swimming laps at the pool). When the mind is free to wander, our brains begin to connect up bits of information. Dedicate some “down time” to think about what you’re learning. When I swim laps, I try to focus on some problem I’m trying to solve, or some idea that needs some refining. Breakthroughs can come when you remove all the other distractions from the world and when there’s a little white noise to block out new distractions (the water in the shower, the hum of the engines, or the wind in the trees). You need to give your mind a chance to wander and see what it can discover on its own.

After the re-engagement and the reflection, we need to add a little “spice” to the learning. Spice is used to flavor food – to make it more enjoyable and interesting to the palette. In the same way, we need to make the learning more palatable and enjoyable to the brain. We do this by adding a little sprinkling of social interaction. You’ll need to find or create a learning community focused on the subject you are trying to learn. This can be as easy as plugging in to the right social network. For those of us who use Twitter as a professional network, we choose who we follow by looking for who is learning that which we want to learn too. I follow those people that I learn from on a regular basis. Hacker spaces and maker spaces create a physical community where learners meet to share their ideas and teach each other new things. Your social learning community might be a group that meets regularly for a book discussion or a friend you have lunch with where you can discuss new things you’re learning.

The learning community is vitally important because they will also push out reminders via social cues: reminders to meet with the group, Facebook posts about upcoming events, or tweets pointing you to good resources on your topic of interest. If you begin to fall through the cracks on your learning project, your social network might just pull you back on track. But more importantly, there’s nothing better than a human social network to point you to new resources, ideas, and connections. If you want to learn about computer architecture, start following some computer engineers on Twitter. Every time you see an unknown term used in their tweets, you’ll be reminded that you have something to learn, you’ll go look up the term, and you’ll think about how to connect it to the rest of what you have already learned.

So far, the directions for free range learning tell us to re-engage, reflect, and add some of the spice of social activity, but sufficient “cooking time” is also important. Learning a body of knowledge needs a significant time investment. In the book Outliers, Malcolm Gladwell proposes that you need to spend 10,000 hours to become an expert in a subject area. Just to give you a rough idea, a college degree from start to finish should take somewhere in the neighborhood of 2500 to 4500 hours. But a college degree is not highly specified until the last year or two. So at the end of a college degree and your whole K-12 education, you’ve got between 1,000 and 3,000 hours invested on this 10,000 hours requirement. What this tells us is that even with a college degree, you still have to keep learning if you want to become an expert in your field one day.

The importance of time-on-task can’t be underestimated, but it’s hard to stay on track. Recently I completed my dissertation, which is the ultimate free-range learning activity, if you ask me. When you are ready to write your dissertation, you stop taking classes. There are no more regular meetings and assignments to push you to completion. You have to learn, conduct research, and write about a very specific body of knowledge is completely and your time is totally unstructured. Data from the PhD Completion Project shows that roughly 30-60% of PhD students actually complete their dissertations within a 7-year time period. That means 40-70% fail at this task of free range learning, even though they were successful learners in the structured educational environment. You could say that a dissertation is a test of whether you have learned how to learn within the boundaries of Academia. When I wrote my dissertation, I tracked every hour I spent by sending a tweet to my social network on Twitter. I figured that the key to writing a dissertation was just to keep focusing on the next hour of learning. With enough hours invested, I figured I would eventually finish, and I did. Too many would-be PhDs get so overwhelmed by the task in front of them that they just spend all their time thinking about what they have to do. How do you eat an elephant? One bite at a time.

Now we have the ingredients, the directions, and the cooking time, but there’s one final step. To be successful in a learning project, you have to set up some kind of final learning challenge (or series of challenges). These should be goals that are not easy to postpone. This is, incidentally, why formal education works. Stop and think about how much you would have learned in school if your papers didn’t have due dates or your tests weren’t scheduled by your instructor. A deadline creates just the right amount of stress to force a synthesis of information into a body of knowledge (assuming the procrastination hasn’t been too bad). I often sign up to give a presentation about 9-12 months away on some topic I don’t know enough about. The pressure of the “scary deadline” keeps me focused and learning throughout the next year. In preparation for the presentation, I have conversations with others about the topic, I read books and papers on the topic, I watch videos about the topic, and I blog about it. In the final weeks, I am forced to organize all these thoughts and ideas into some kind of coherent body of work in order to “teach” others what I’ve learned.

This is the kind of thing you have to set up to ensure you complete your learning project. The deadline cannot be easily postponed. If it’s a language you’re learning, buy a plane ticket to visit a country where the language is spoken. If you want to learn about solar energy, sign up to display your solar-powered tractor at next year’s Maker Faire. If you want to learn to play an instrument better, commit to playing it in an event at your church next year. Without the structure and pressure of an educational system to keep you motivated, you need to provide that pressure yourself.

So is free range learning possible? Yeah, of course it’s possible, but it’s going to require some work. Just like going to school requires some hard work. Free range learning is not a free ride. To learn about subjects like game design and learning analytics I’ve had to be self-motivated. I read a ton of new information, I tweet when I learn something new, I write blog posts to reflect about what I’m learning and I place myself in social networks where information and resources comes to me. Nobody rewards me for these activities – nobody gives me assignments to do or gives me a grade to assess my progress. My progress is measured by the feedback I get when I write or present about my ideas, and those activities too, are completely self-motivated.
To become better free range learners, we need an easy way to indicate what we’d like to be learning and an easy interface that rewards us for good learning behaviors. We need a new media layer on the Internet that is specifically for learning.

[Now see "Where's the Learn This Button?"]

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I needed to know which login settings provided which features (especially for giving workshops and working with students), so I decided to be thorough about it.  You can download the PDF of this document, Guide to Wolfram Alpha Features, as well.

Hope this makes the decision-making a little easier for you!

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There are several examples that you could turn into signed number addition or subtraction problems.  In my favorite example (about 2:57 in the video), Reid uses what he calls “Copyright Math” to “prove” that by their own calculations, the job losses in the movie industry that came with the Internet must have resulted in a negative number of people employed.

Here’s the word problem I’d write:

In 1998, prior to the rapid adoption of the Internet, the U.S. Motion Picture and Video Industry employed 270,000 people (according to the U.S. Bureau of Labor Statistics).  Today, the movie industry claims that 373,000 jobs have been lost due to the Internet.

[Prealgebra] There are many ways to interpret this claim.  If all these jobs were all lost in 1999, how many people would have been left in the motion picture industry in 1999?  If the 373,000 jobs were spread out over the last 14 years, then on average, how many jobs were lost each year? Using this new “annual job-loss” figure and no industry growth, how many jobs would have been left in 1999? Can you think of other ways the quoted figures could be interpreted?  Use the Internet to see if you can find out how many people are employed in the motion picture industry today.  [Prealgebra]

[Intermediate Algebra] If the job market for the motion picture and video industry grew by 2% every year (without the Internet “loss” figures), how many people would be employed in 2012 in the combined movie/music industries?  How many jobs would have been created between 1998 and 2012 at the 2% growth rate?  If the job market grew by 5% every year (without the Internet “loss” figures), how many people would be employed in 2012 in the combined movie/music industries?  How many jobs would be created between 1998 and 2012 at the 5% growth rate?

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The authors have a collection of science- and math-oriented animations at HTwins.net that might be worth checking out too.  They also have a clever little game called Get to the Top (with 82 variations).

P.S. If you’ve never seen the 1977 film, Powers of 10, it was a really incredible movie for its time and you can see it on YouTube.  Another animated version of this film can be found at the Powersof10 website.

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The Secret Technology Club: If you think that technology power-users have a whole bunch of “secret” tricks and shortcut, you might be right. We’ve been immersed in computer-use for decades now, but very few of us have had much formal training. We learn through trial and error, but it’s difficult to learn what you don’t know exists! If you suspect you’ve fallen behind and would like to fill some of those silly technology gaps, this is for you. This will be a random assortment of tips and tricks for a variety of programs and web applications. You can become a member of the “Secret Technology Club” by learning the secret technology handshakes.

You might be surprised by what you don’t know. I learn something new every time I prepare for this presentation.

Here are the slides for The Secret Technology Club.

I’d encourage you to “play along” and try out all the tips as you go through the slides.

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If you’ve got pictures or video you’d like to share of your Math ELITE Classroom redesign, or how you’ve incorporated the principles into your teaching, please do!

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