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Hardware &Wireless Isaac on 07 Apr 2007

How Wireless Affects Battery Life

From TabletPCReview.com, Tablet PC Battery Life: How Wireless Affects Power Consumption

For those that saw a couple of formulas and graphs and skipped ahead to this part, I don’t blame you, here are the take aways based on the data:

  • Simply turning on the wireless card doesn’t drain much power, it might shorten battery life by 2%, so if you want to remain connected to download email it’s no big deal.
  • If you turn on wireless and are constantly trying to acquire a connection, such as if you’re constantly dropping a connection and then trying to reconnect, your battery life could be 6% – 7% shorter than usual due to the wireless card having to work extra hard.
  • If you have wireless card on and are transferring lots of data, such as downloading large files or constantly browsing the web, battery life could be about 6% shorter than simply no wireless on. Consider downloading large files later when you’re plugged in.
  • If you don’t need to use the web, turn wireless off, it’ll save you at least a few short (but maybe precious) minutes of battery life!

In my in-class use of my tablet I have generally just left the wireless on, in case I decided I wanted to hit the web or grab something from the server, unless I was having connection issues, in which case I’d turn it off mostly to avoid the annoying continual popups telling me about the connection issues while I’m busy trying to teach.

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About TTPC &Links Isaac on 06 Apr 2007

Student Tablet PC Seeks New Author

If you’re a student using a Tablet PC on a regular basis, you might consider writing for The Student Tablet PCthey’re looking for a new author.

If you’re a teacher using a Tablet PC and interested in writing about it, you should get in touch with me.

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Links &Off-Topic Isaac on 06 Apr 2007

Pervasive Computing: Hawk Tour

Hawk Tour is a system to give tours at the Illinois Institute of Technology. From the Hawk Tour web site:

HawkTour is a proof-of-concept application designed to exhibit pervasive computing in a real-world application. HawkTour is context aware which allows it to give tours of the campus center without having a live guide. More than just an application, the real value is in the underlying architecture upon which HawkTour is built as it is extensible to any environment.

HawkTour demonstrates pervasive computing, a technology that radically changes the way we think and deal with computers. Pervasive computing makes computers invisible as it seamlessly integrates computing and networking power into our environment. Using context aware applications, our environment becomes intelligent enough to interact with us in a natural way. Eventually, mundane chores can be done by smart devices letting us be far more productive.

The pervasive computing page on IIT’s Computer Science Department web site talks more about Hawk Tour in the context of pervasive computing in general:

Hawk Tour is a context aware Campus Tour application, a project conducted at Illinois Institute of Technology (IIT) via an Inter-professional (Ipro) team. It provides Campus information on demand. It runs on PDAs, Tablet PCs, and other mobile devices, and the content can be shown on the digital devices or on a display interface near by. IITour is supported, wirelessly, by a campus wide context-aware middleware. Once it is initiated it will be completely driven by user location and intent. Based on the current location and his/her orientation (or the PDA’s orientation) of a user, it dynamically retrieves necessary campus information and presents it to user through the user-friendly interface. It shows map of the current location and it’s associated campus information, like near room, nearby restroom, Coffee shop, a historic wall, some historic information about the building etc. The key point is, the information are presented to user based on his current location and action are taken based on it’s intent.

Having a location- and/or orientation-aware Tablet PC opens up a wealth of possible applications.

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1:1 Computing &In Class Isaac on 05 Apr 2007

Day 3 of 1:1 Computing in Econometrics

Teaching and Learning Economics with Technology: 1:1 Computing and Econometrics — day three

Three classes using Tablet PCs in a 1:1 computing environment with DyKnow Vision and there is some transformation in and active engagement with the curriculum.

On Monday in class I used a mostly blank DyKnow notebook and an open Adobe pdf file of my lecture notes. Using the screen grab of Adobe Professional 8 I copied as image page after page of equations as I displayed them in DyKnow Vision to all the students. I then talked about them and expanded on the notes with the pen. Students seemed to follow the presentation and for the first day I think the technology was pressed a bit into the background. Still one student kept losing connection (a wireless issue?) and I did not notice many students taking many digital notes on the screen. I will have to follow up and make sure that they are not only taking notes, but saving the notebooks and going back and referring to them as needed.

I was able to use the minute paper (inside DyKnow) at the end to check whether they felt like they were on track and after reading and commenting I returned all the student submitted panels. I think they truly followed the presentation based on their comments. What was remarkable is all 8 students wrote about only the econometrics and not a word about the technology. Have they assimilated DyKnow this fast? Or at least until the next issue. They seemed to remain engaged, following the presentation on the screen and asking plenty of questions about the econometrics.

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About TTPC &Blog Technology Isaac on 04 Apr 2007

A Few Changes to the Site

Since I’m on spring break and have time to think about and do such things (read that as “have a stronger-than-usual desire to procrastinate”), I’ve done a little tweaking with the site. I’ve added a contact form, added the ability to subscribe via email, and added a page on subscribing (see the links across the top of the page). I’ve also disabled the forums for the moment, since the only use they seemed to be getting was collecting registrations with (mostly fake) Russian email addresses. If there’s sufficient interest in forums in general, I may bring them back or rebuild them using bbPress instead of pubBB. Also, those of you reading this via a feed (i.e. subscription, RSS, Google Reader, etc.) have probably noticed the addition of ads by Pheedo—at the moment, this is the only option available to me for placing ads in the feeds, which I feel is appropriate given that I have Google ads on the web site (if it were possible to put more minimal ads, preferably Google text ads, into the feeds, I would do that instead).

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Misc Ed Tech &Off-Topic Isaac on 04 Apr 2007

Copyright and TurnItIn.com

Let me preface this with the standard warning that I am not a lawyer. Any commentary I add herein is based on my working knowledge of copyright in the context of being an educator and an occasional producer of content. Furthermore, I will argue largely on the side of TurnItIn.com mostly because I believe that they have not made the strongest possible arguments so far and because I think that the students’ use of copyright law to challenging the system is ridiculous, not because I necessarily believe that TurnItIn.com is morally or ethically sound.

While I think I had been vaguely aware of these lawsuits, the first I really read about them was on Techdirt — “Plagiarism Checker Sued For Copyright Infringement”

Back in 2002 there was some discussion over whether or not, Turnitin, a popular plagiarism checker that many schools and universities use, was violating students’ copyrights. The program worked by comparing any uploaded works to a large database of previous works. However, it would then add those new works to the larger database. Many students began to question not just why they were being treated as criminals first, but also why Turnitin was allowed to use their content in its database without first licensing the works from the students. While there had been occasional stories wondering something similar over the past few years, now it appears that two high school students have decided to step up and sue the company for copyright infringement. This could get interesting for a variety of reasons. The students clearly thought this out ahead of time — registering the copyright on the papers, which gives them the ability to sue for statutory damages, rather than just be made whole. At least one also had explicit instructions in the paper that it not be included in the Turnitin database — and those instructions were ignored.

While I’d love to argue the point about being treated like criminals and being guilty until proven innocent (mostly on the grounds that TurnItIn.com is more a protection of an honest student’s work against unauthorized copying, blah blah blah…), I think that’s a debate that isn’t going to move anywhere, so I’ll try to stick to the copyright arguments.

A pdf datasheet titled “Copyright and Privacy” on TurnItIn.com says, in part:

The archiving of digital fingerprints of papers is permitted under the current laws of the United States, the United Kingdom, Canada, Australia, and New Zealand, among others.

I think the first key is in the use of “digital fingerprints.” I’m not at all sure how the service could work as specified if they only keep some sort of digital fingerprint (perhaps a hash?) of each submitted paper, so right away I’m none too thrilled with this file. The full text of the file doesn’t really go much further than that in terms of actual reasons why their use of students’ work would fall under fair use.

A legal opinion document presumably written by Foley & Lardner, posted on TurnItIn.com (though rather than finding an obvious link to it on TurnItIn.com, I found it through an Ars Technica article on the lawsuits) is a bit more informative:

Hence, by itself, teacher submission of a student work to Turnitin is within the scope of the evaluation license provided by the student to the teacher on submission of the work for grading. The implied license may not extend to other aspects of the TURNITIN system, such as archiving, however, such aspects are allowable as “fair uses” of the copyrighted material.

Now, here’s where I start to get really edgy about the whole thing. My suspicion is further heightened by a Washington Post article titled “McLean Students Sue Anti-Cheating Service”:

“All of these kids are essentially straight-A students, and they have no interest in plagiarizing,” said Robert A. Vanderhye, a McLean attorney representing the students pro bono. “The problem with [Turnitin] is the archiving of the documents. They are violating a right these students have to be in control of their own property.”

Andrew Beckerman-Rodau, co-director of the intellectual property law program at Suffolk University Law School, said that although the law regarding fair use is subject to interpretation, he thinks the students have a good case.

“Typically, if you quote something for education purposes, scholarship or news reports, that’s considered fair use,” Beckerman-Rodau said. “But it seems like Turnitin is a commercial use. They turn around and sell this service, and it’s expensive. And the service only works because they get these papers.”

So, looking at all this, I see two big issues here. First, what rights, if any, do the students have to control papers they submit as a requirement of a class? Second, is the archival comparison use actually fair use?

What rights, if any, do the students have to control papers they submit as a requirement of a class?

I would claim that students have little or no rights to control this work. I think the general idea set forth in the legal opinion commissioned by TurnItIn.com is largely correct, though perhaps too narrow in saying that the student implicitly licenses their work to be graded and evaluated by the teacher. I would make the case that in the context of the class, it is entirely up to the teacher to decide on reasonable conditions under which the work is submitted—this already includes the requirement to submit the paper through a service such as TurnItIn.com and I see no reason why this wouldn’t naturally extend to saying that it is a requirement to allow TurnItIn.com to archive the paper for ongoing use. Moreover, it is not uncommon for teachers to keep archives of work submitted by previous students to compare to newly turned-in work to check for plagiarism.

Is the archival comparison use actually fair use?

I would claim that, especially due to the commercial nature of TurnItIn.com, that the archival comparison is not fair use. I think the argument against it being fair use is particularly strong if the full text of the paper is used, whereas using some sort of hash of the paper might be arguable.

In both questions, I believe that a disclosure about the use and a requirement that students agree to the use in order to submit the paper ought to be sufficient to preclude any of this copyright litigation.

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In Class &Links Isaac on 03 Apr 2007

Chemistry with a Tablet PC at UIS

Keenan Dungey, Associate Professor at the University of Illinois at Springfield, has presented on his use of the Tablet PC in class (PowerPoint slides, Google HTML conversion). Among the advantages he lists:

  • PowerPoint can save the notes I made during the lecture, which I can then post to BlackBoard
  • I can switch from PowerPoint to other computer applications for projecting during the lecture (animations, LoggerPro data collection, Web resources…)
  • I can sit down with the students in a discussion circle instead of standing at the whiteboard
  • I can switch to other computer applications for projecting during the lecture (animations, Web resources…)
  • I can quickly evaluate how well the computer is capturing my notes and make corrections
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Links Isaac on 02 Apr 2007

Mentioned in The Tablet PC Show #57

At about 46:50 into the nearly 51-minute Tablet PC Show #57, Perry Reed mentions my post on Windows Messenger Inking to communicate math, along with several other real-world uses of Tablet PCs.  There’s also a ton of info on various hardware and software, including the Motion LE1700.

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Hardware &Off-Topic &Tips and Tutorials Isaac on 02 Apr 2007

Mr. Clean Magic Eraser

Since I’m on spring break, my daily posts may tend more toward the afternoon… you know, when I wake up.

Magic EraserWarner Crocker at GBM picked up on a tip at Gizmodo, referencing a MacApper post about using the Mr. Clean Magic Eraser to clean various case surfaces on various notebooks and tablets. While the concern over the chemical content/toxicity of the Magic Eraser seems to be unfounded, I might be a little concerned about the long-term abrasive effects of it, but given the results from so many people, I’d certainly give it a shot for a really dirty machine.

Gizmodo: Quick Tip: Use the Mr. Clean Magic Eraser to Clean a Black MacBook:

Those of us that own the black MacBook know that fingerprints are the devil. Smudges and fingerprints show up all over the black matte finish. Josh, over at MacApper, figured out the most efficient way to get rid of the nastiness, with the Mr. Clean Magic Eraser. Josh put together some pretty detailed instructions about how to use Mr. Clean to tidy up that MacBook, so hit up the link and let us know how it goes, fellow BlackBook owners.

GottaBeMobile.com: A Case Cleaning Tip:

… what ends up on your fingers ends up as residue on your keyboard or your case. Greasy fingers make for greasy fingerprints.I’ve noticed this on the Lenovo Thinkpad X60 Tablet PC, just like I noticed it on my Toshiba M200. It is not a killer problem, but one of those niggling ones that drive me crazy every now and again.

A week or so ago I picked up this tip up from Gizmodo for cleaing cases on the Black MacBook and I thought I’d give it a try. Well, today during my lunch hour I picked up a Mr. Clean Magic Eraser and gave the case a once over.

It works quite well in removing those greasy marks, especially on the space bar. Now if I can just find the self control to keep from eating at my desk.

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1:1 Computing &In Class Isaac on 01 Apr 2007

First Days of 1:1 Computing in Econometrics

Steve Myers has posted about his first few days of Econometrics with every student having a Gateway tablet (see my original post on the 1:1 computing experiment).

1:1 Computing and Econometrics – 1st Monday

We used the polling feature to great advantage. DyKnow Vision allows for the anonymous polling (exactly like clickers) within the software. I pick a polling screen, decide what the possible answers are (A-E, T/F, Yes/No, etc.) and press request answers. In seconds all the students have answered and I can display the results.

Because it was so easy and anonymous to vote I asked again whether their strength of preference to change the group was very high, that is vote yes if you REALLY want or need the groups to be changed. This time the votes showed 8 NO votes. Within a minute I know that while 3 of the 8 wanted to change groups, no one had a strong preference and all in a way to allow total anonymity of the students.

Day Two of the 1:1 Computing experience — Engagement

For some reason one student lost wireless connectivity and this created a bit of hassle towards the end of the class, but the most amazing thing of the day was the students wouldn’t leave. One was getting up and I said at least ‘he; was leaving and he said if h didn’t have another class he wouldn’t. So whether it is the Tablet, DyKnow or the task at hand, the word for today is engagement.

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