Serendipity35

Google recently introduced a new feature to their Workplace suite that they call "Help Me Write." This generative AI will first appear in Gmail and Google Docs. At the moment, it's available to a select audience of invited testers.

Like other generative AI, you will be able to enter a prompt and have a first draft created. for you.,An example Google shared is not having it write a paper for your English class, though it will probably be able to do that. They show the example of having it create a job description for a regional sales representative/

It's another AI tool that might frighten teachers because it seems to help students unfairly but I think this may be a misperception. As with other AI tools, such as the much-discussed chat GPT, I think the best thing educators can do is to introduce this to students and guide them in the ways that it can be best used and best used legitimately.

The evolution of digital literacy in classrooms will never end. Yes, these kinds of AI- assisted-writing tools present boyj opportunities and challenges for educators. But ignoring them or trying to ban them from student use is certainly not the solution. This tool and others like it are an opportunity to improve student writing skills and critical thinking. 

Google Announcements
https://blog.google/technology/ai/ai-developers-google-cloud-workspace/
https://workspace.google.com/blog/product-announcements/generative-ai

Facebook is probably not at the top of most educator's list of sites to access for resources, but Facebook for Education’s free resource hub is being used to help support learning communities.

The website features access to:
Get Digital: Free lesson plans, videos and activities to help you lead discussions with students about online wellness, digital empowerment and inclusivity in the classroom and at home
Tech Prep: Personalized coding tools and resources to help your students build foundational knowledge and tech careers
Products: How-tos and best practices for Facebook products like Messenger and Pages
Programs: Information on Facebook programs, including Computer Science programs like Facebook University, which provides hands-on internships to college students from underrepresented backgrounds.

You might not think of the lower half of K-12 as an audience for this but the K-12 section of the site. offers resources for that wide range. I would say that most of what is offered is focused on developing skills toward STEM careers. 

The cynically-minded might say that they have heard that Facebook is working on an under-13-years-old version of Instagram and that anything they offer as "educational" is really just a way to get the next generation into the Facebook world. There is truth to that and since Facebook wants to be a big player in the metaverse that those kids might grow into, early indoctrination is key.

More optimistically-minded folks will say that you always have the option to use or not use Facebook or any social media and also the ability to use it in smarter ways - which is where educators can help. Their computer science programs can help support learners on that tech skills road. "Code Forward" is an online program for 4th-8th grade educators and organizations that uses videos and interactive activities to inspire interest in computer science and tech.

I suspect that some students will discover and use these resources before their teachers discover and use them. That's a start but I would feel a lot better if they entered this world of tech with some guidance.

Synergy is one of those words that caught fire with the general public in the late 20th century, especially in tech-related fields. In general, it is taken to mean the interaction of two or more things (organizations, substances, products, fields, etc.) that produces a greater effect when combined than separately. For example, if two colleges work jointly on a project, or the way there was cooperation between some pharmaceutical researchers in developing the COVID-19 vaccines.

But the word synergy is not a recent addition to the language. It appeared in the mid 19th century mostly in the field of physiology concerning the interaction of organs. It comes from the Greek sunergos meaning "working together" which comes from sun- ‘together’ + ergon ‘work’.

It has been used in diverse ways. In Christian theology, it was said that salvation involves synergy between divine grace and human freedom. I received a wedding engagement announcement that talked about the synergy between the two people. (They do both work in tech fields.)

The informational synergies which can be applied also in media involve a compression of transmission, access and use of information’s time, the flows, circuits and means of handling information being based on a complementary, integrated, transparent and coordinated use of knowledge.[32]

Walt Disney is given as an example of pioneering synergistic marketing. Back in the 1930s, the company licensed dozens of firms the right to use the Mickey Mouse character in products and ads. These products helped advertise their films. This kind of marketing is still used in media. For example, Marvel films are not only promoted by the company and the film distributors but also through licensed toys, games and posters. 

Shifting to tech, synergy can also be defined as the combination of human strengths and computer strengths. The use of robots and AI are clear synergies. If you read into information theory, you will find discussions of synergy when multiple sources of information taken together provide more information than the sum of the information provided by each source alone.

In education, synergy can be when schools and colleges, departments, disciplines, researchers,

Writing online, I am kind of guessing about who are my readers. I know where they come from geographically and I know how they find me in a search and what articles they read and other analytics. I don't know what their reading level might be and every writing course will tell you that you "need to know your audience."

I make some assumptions that readers of a blog about technology and learning are mostly educators and so I further assume that they have a high school and above reading level. But how do you determine the reading level of what you are writing?

If you write in Microsoft Word, it is simple to use two major readability tests that are built-in: the Flesch Reading Ease and Flesch-Kincaid Grade Level.

For the Flesch Reading Ease and Flesch-Kincaid Grade Level statistics to come be part of the “Spelling & Grammar” review of your content, you will need to enable those statistics. To do this select “File” then “Options” next go to the “Proofing” tab and check the box that says “Show readability statistics.”

Flesch-Kincaid scores are readability tests designed to show how easy or difficult a text is to read. This score is given in two different ways. First is the “Flesch Reading Ease” number which ranges from 0 to 100. With a score of 90-100, your writing could be understood by an average 11-year old and a score of 60-70 could be understood by average 13 to 15-year olds. A score of zero to 30 means your writing could be understood by a university graduate.  A bit counterintuitively, the higher the score the easier the writing is to read and comprehend.

For comparison, Time magazine averages at a score of 52 and the Harvard Law Review falls somewhere in the low 30s.

The Flesch-Kincaid Grade Level applies a reading grade level to your writing. I learned many years ago that most general news articles in The New York Times have a tenth-grade reading level. Romance novels have about a fifth-grade reading level. 

I ran a recent article here through the test and got the results shown below. The Reading Ease score is about 55 and a Grade Level a tenth-grader in the middle of sophomore year. 

You might think that score seems to be low for a post I am aiming at educators, but many sources will recommend that ease of reading in order to boost your numbers and even in your emails and communications. I know that some researchers have said that your response rate varies by reading level. The article linked here claims that emails written at a 3rd-grade reading level were optimal with a 36% boost over emails written at a college reading level and a 17% higher response rate than emails written even at a high school reading level.

When Microsoft Outlook and Word finish checking the spelling and grammar, you can choose to display information about the reading level of the document using the Flesch Reading Ease test and the Flesch-Kincaid Grade Level test. You can also set your proofreading settings to flag things like jargon, which is often what pushes ease aside and pushes readers to leave.

This may sound like advice to "dumb down" your writing. I don't think it is that. The English major part of me is reminded of Ernest Hemingway's journalistic simplicity. You can still get across deep ideas in simple language. I like the Einstein quote “Everything should be made as simple as possible,
but not simpler.” 

The first wiki was created in 1995 by Oregon programmer Ward Cunningham who named it after the "Wiki-Wiki" (meaning "quick") shuttle buses at the Honolulu Airport. They were meant to be web sites on which anyone could post material without knowing programming languages or HTML.

The most famous wiki is still Wikipedia which officially began with its first edit in January 2001, two days after the domain was registered by Jimmy Wales and Larry Sanger. This fact comes from, of course, an article on Wikipedia about the history of Wikipedia. 

Wikipedia didn't get huge numbers of visitors immediately and it certainly didn't gain acceptance in academia for at least a decade. (Some might argue that it still isn't accepted by faculty for student use, especially when it is used in a copy/paste manner - but that's a different topic.)

I've been writing about wikis on and off since this blog started and a search on here shows 100+ mentions of "wiki" with about a third of those being actual posts about wikis. Most of that writing was in the first 15 years of this century, but I have seen some reemergence in wiki use among educators lately.

Back in 2005, I started getting into using wikis. Tim Kellers and I made one in order to teach about the use of wikis - particularly the use of open-source wiki software. It was what some would call a metawiki - a wiki about wikis.

Wikis were part of the Web 2.0 movement. when we started to think about the Internet as a place where we could build and contribute our own content rather than just read and consume.

In 2005, we were mixing wikis in with the somewhat sexier 2.0 tools like podcasting, blogging, and the photo and video sharing sites that were popping up. Then came social media and everything changed again.

That metawiki that Tim and I made 15 years ago no longer exists since neither of us is still at NJIT where it was hosted. It served its purpose which was to demonstrate to others how wikis are built, grow, get damaged and heal. It looked a lot like Wikipedia because we used the same software - Mediawiki - that was used to build Wikipedia. [Note: The wonderful archive.org did crawl our pages and you can see an archived version of our Wiki35 there.]

Brother Tim and I were doing workshops on blogs, podcasts and wikis which were three things we were sure were going to change corporations and education. Blogs and podcasts are still powerful and still growing. Wikis? Not so much.  

People often described wikis as "collaborative web sites" and they were being used for things like project management, knowledge sharing and proposal writing. The benefits of this collaborative approach include reducing daily phone calls, e-mails and meeting time as well as encouraging collaboration. The Internet research firm, the Gartner Group, predicted in 2006 that Wikis would become mainstream collaboration tools in at least 50% of companies by 2009.

Midway between that prediction, I wrote in 2007 that by my calculation technology generally moves into the world of education in dog years because it seems to take about 7 years for widespread acceptance and usage. This is in comparison to the world outside education, especially if the business world.

It's not that you can (or should) use the application of new technologies in the commercial world as a gauge for what we should be doing in education, but schools certainly lag behind industry and home users in adopting and adapting technology.  

By 2015, I was writing more about the disappearance of wikis and the devolution of Web 2.0.  My own use of wikis as tools in my teaching was also winding down.

I had been using Wikispaces with students as a collaborative tool. I assigned students to work in a class wiki and also had students create their own wikis using that software. But Wikispaces started to shut down and was gone by 2018. Now you can only read about it on Wikipedia.

It has been five years since that post and I don't think I have written anything significant in the interim about wikis. Some people are still using wikis and Wikipedia is in the top ten most visited websites on the Web, but I don't see people building wikis for education (and perhaps not in corporations either).

Blogs like WordPress and DIY website services overtook wikis as free or low-cost ways to put content online in pretty packages, though few of those are collaborative in the sense of wiki collaboration.

I no longer work on any wikis other than editing Wikipedia and I don't think Tim does either. But just recently, amidst all the scrambling to get courses online due to the COVID-19 virus pandemic, I saw a few examples of wikis in education that make me think that we haven't completely hit the DELETE key on wikis.

One example is at coursehero.com with a Comparative Anatomy and Physiology course in which Dr. Glené Mynhardt has students create a wiki page on one specific animal phylum. In an article about the course, Explore More in a Survey Course with a Build-a-Wiki Project, Mynhardt explains how she uses Moodle which allows for page creation using easy cut-and-paste and drag-and-drop commands.

One missing wiki element in Moodle is that it does not allow public access which is key to the original intent of wikis. Mynhardt says “Students can view each other’s wikis, but I can’t share them with colleagues or [the public], and the students can’t share them outside the course,” so educators who want to make the work public may want to use other web page–building options. It's not Mediawiki but using these wiki tools that are in a learning management system like Blackboard or that tool in Moodle or in collaborative software such as Sharepoint or simply creating a content page in Canvas and allowing students to edit the page is a way to bring the collaborative wiki experience to students. And in this time of students sheltering at home and working online more than ever, collaboration is an important element of learning.

I recently came across an article in Smithsonian magazine that was rather deceptively titled "The iPad of 1935." The illustration above comes from that article and originally appeared in the April 1935 issue of Everyday Science and Mechanics magazine. At that time they were thinking that since it is possible to photograph books and also project them on a screen for examination, that perhaps this would be the way we would read. Their illustration is probably closer to watching a PowerPoint presentation than an iPad, but the idea of putting books on a screen is not just an idea of the 21st century.

That article made me do a search on this blog to see what I have written about ebooks. In 2012, I wrote about digital textbooks ("Can Schools Adopt Digital Textbooks By 2017?") I should have revisited that article in 2017 to see what had come to pass. In 2020, I can say that publishers, schools and students have adopted ebooks and digital textbooks, but there are still plenty of books on paper being used by students.

That 1935 contraption uses a roll of miniature film with pages as the "book." It reminds me of the microfilm readers I used as an undergraduate in the library. As the article notes: "microfilm had been patented in 1895 and first practically used in 1925; the New York Times began copying its every edition onto microfilm in 1935."

It took about 70 more years for handheld digital readers that we use to come on the scene and the transition is still taking place.

Though I have an iPad and a Kindle, my home and office are still filled with paper books and magazines. I would say that the bulk of my daily reading is done on a screen but the screen is on my phone and laptop. When I have taught college classes online or on-site, I have offered texts as ebooks when possible as an option. I still find that some students prefer a Gutenberg-style book on paper.

That 2012 post of mine referenced an article about the then Education Secretary Arne Duncan and Federal Communications Commission chairman Julius Genachowski issuing a challenge to schools and publishers to get digital textbooks to students by 2017.

In 2012, there was a "Digital Learning Day" where there were discussions on transitioning K-12 schools to digital learning and using technology to transform how teachers teach and students learn inside and outside of the classroom. They issued "The Digital Textbook Playbook" guide which went far beyond textbooks and included information about determining broadband infrastructure for schools and classrooms, leveraging home and community broadband to extend the digital learning environment and understanding necessary device considerations along with some "lessons learned" from school districts that had engaged in successful transitions to digital learning. The 2012 playbook can be downloaded and it's interesting to see what has changed in the 8 years since it was written. Those changes would include a new administration with different objectives from the Obama era.

The playbook defines a "true digital textbook" as "an interactive set of learning content and tools accessed via a laptop, tablet, or other advanced device." Being that this effort was on K-12, the perspectives of key users was students, teachers, and parents.