The Teaching and Research Blog

Qik - English Language Exchange 21.1.12 by David Woo

2012-01-21T23:46:00.003+08:00

Qik - Cantonese Language Exchange 21.1.12 by David Woo

2012-01-21T23:46:00.001+08:00

Ecology and Education:Engagement, Marriage or Divorce?

2012-01-17T16:12:00.000+08:00

Open publication - Free publishing - More cerc

I'll be hearing my colleagues thoughts on the ecological metaphor and then respond to her presentation. I'm quite excited since I've never been an official discussant in one of these academic discussions; and I also look forward to learning about what I don't know about the ecological metaphor. The latter reason is important so as to bolster my arguments for its viability as my theoretical framework.

Watch live streaming video from teachingresearchchannel at livestream.com

Two thoughts: I don't know a lot about the ecological metaphor, as the content presented by Tamara overwhelmed me. Second, nonetheless, I think I can still apply the metaphor to my research and I think more examples of how dynamic environments are modeled in school organizations would have benefited the audience more than generalizations and facts. We want to see a school as an ecology.

These were the notes I took during the presentation.

This is Tamara's prezi:

CERC 2012 on Prezi

Finally, these are the media I presented.

Postgraduate Research Conference Presentation 4.12.11 on Prezi

Ecology Seminar Response

2012-01-17T13:00:00.001+08:00

Postgraduate Research Conference Presentation 4.12.11 on Prezi

HKU FoE RPG Feedback Session 1

2012-01-11T12:51:00.001+08:00

Another research postgraduate student and I met in the common room in the Hui Oi Chow building to discuss our research. She is working out her research topic, and her sample, at the same time!

Teaching in Hong Kong Again

2012-01-11T11:20:00.000+08:00

I received this message on my YouTube channel:

Hey

I stumbled across your videos when I searched for PGDE online. I understand you taught at several secondary schools in HK. How was that like? I don't have much teaching experience but I plan to do my postgrad diploma in education (English) at HKU.

Thanks

This is my reply:

Hi,

Teaching in mainstream secondary schools is challenging for everyone. I think it is especially difficult for foreigners because there may be no continuity of experience: foreigners may have been educated in a different way so when they see how Hong Kong people are educated, in the main, they may struggle to fit in, to change themselves, and to change the system. This is no easy change process, either changing yourself to survive and to thrive or changing the system in a meaningful way.

I'm not teaching in secondary schools, because, obviously, I'd rather be doing something else. Although I have been given a gift of teaching, I wanted to get out of that mainstream secondary school context.

If you have questions about specific aspects of teaching in mainstream Hong Kong secondary schools, I'd be glad to answer them. Although I haven't taught in a secondary school in several years, since schools are so hard to change, I'm sure not much has changed in the teaching experience there!

You may want to read the posts on my teaching blog from the early years: misterwoo.blogspot.com

Warmly,

David

Movies and My Research

2012-01-05T16:18:00.000+08:00

I really liked the movie Margin Call. I had just read the book the Big Short by MIchael Lewis, and had learned, in simple terms, how the 2008 financial crisis developed and how people profited from this crisis. In a similar way, Margin Call presents with far more flair and drama the internal workings of people profiting from this crisis. In general, I like narratives and the presentation of complex ideas in simpler ways that people can understand, but nonetheless preserve the complexity of the phenomenon.

I also liked Margin Call because it illustrates well organizational learning, my great fascination. The firm featured in the film must confront a change, which challenges the individuals' and the organization's beliefs, values and assumptions. A classic case. Some people's beliefs, values and assumptions change markedly; other people's beliefs, values and assumptions withstand the change and continue unabated; and the winners and losers because of changes or continuity to beliefs, values and assumptions are unclear. In other words, there are no clear winners and losers at an individual level. Of course, since organizational learning ultimately deals with an organization's relationship with change, in terms of beliefs, values and assumptions, it is easier to determine a winner at the organizational level. The organization survives the financial crisis change, its beliefs, values and assumptions emerge victorious. On the other hand, the change wins if the organization does not survive, regardless of change or continuity to beliefs, values and assumptions.

I'm watching Real Steel on the flight from Incheon to Hong Kong. I like this science fiction movie, and science fiction movies in general. I like to imagine the continuity from the present to that (likely dystopian) future. I wonder about the changes brought on by technological change to people's beliefs, values and assumptions in this continuity. Obviously, these changes do not happen overnight. And I wonder about the instrumental people who brought about these changes. Who was the Steve Jobs in that continuity? In the case of Real Steel and its context of fighting robots, how did we go from a society which only recently welcomed mixed martial arts between humans to a society where unsanctioned mixed martial arts between robots is commonplace? In an absolute sense, this technological change is great, too great for the near future, I believe. After all, there should be more protests against this movement as laggards delay this technological adoption; but everyone in the movie appears enthusiastic about this sport. It appears that the whole ecology, nay, even education, has changed. What an amazing process!

Korean Language Collocations

2012-01-02T22:56:00.000+08:00

The table of contents is what I need.

Selecting for and against certain collocations and adding more

Using a book to learn English expressions to learn Korean expressions

I was thinking about my LCE101 students on the train ride from Seoul to Daegu. I was reviewing the notes I made the day before on the flight to Korea from Hong Kong when I realized they would be useful if shared with my former students. This is because this method can also be used to learn English vocabulary. Indeed, the book I used is supposed to be used by Korean language speakers to learn English!

I bought this book to reverse engineer it so I could learn Korean language collocations by examining the English language collocations featured in the book. First, I selected a few I thought would be useful in my conversations. Next, I also asked some friends for their opinions on which collocations would be useful, and, more importantly, which would not -- my friends were living concordancers! Indeed, I also asked my friends for useful expressions whilst talking to them. That's the best way to get the most useful collocations into my head: recognize the immediate need and then find the right collocations to meet that need. Finally, I analyzed the collocations in my book and started recognizing important grammar patterns and frequent vocabulary that, in general, are useful to have in my memory.

All in all, these kinds of expression books can be leveraged well to learn collocations in a lexico-grammar approach. This is useful for all sorts of language learners, I believe.

HKU Centenary Dinner Recap

2011-12-19T15:27:00.000+08:00

HKU-SNU Post-Graduate Forum and the Higher Education in the Global Economic Crisis

2011-12-16T14:03:00.000+08:00

I'm attending this forum because, although I am not particularly interested in research on higher education, I am interested in working at Seoul National University, one day. This is a networking event.

Pathway to the Labor Market-Job Search of the College Graduates in Central China

Is network-based social capital theory related to relationship in an Asian sense? How is relationship different from other ways to leverage network-based social capital?

Maybe the method could be focused more on the social, that is, how people factor into these questions.

Social Capital and Gender: Women Graduates' Job Search

This presenter isn't presented information in a clear and fluid manner. The presenters' choppy presentation affects my comprehension.

If Chinese employment success is related to social connections, then what is more important to employment success outside the Chinese context? Indeed, I assume that relationship is not a Chinese thing but a human thing.

A Case Study of University-Industry Partnership in China

By what human means does the industry enter the university and vice-versa: is there a social network which maps who the key contact points are between the university and the industry? And what are these people's roles? These people are important to foster greater cooperation between universities and industries.

This was a presentation at the most general level, at the organizational level; I wonder about the relationship at the human level. Who are the people who keep this relationship going?

A Study on the Characteristics of University-Industry Cooperation in South Korea

Who are the people at the core of U-I cooperation?

A quantitative study to contrast with the previous qualitative study on the same subject!

Strategies for Diversification of Financial Resources in Korea Universities

Which industries are involved in university-industry-governement collaboration? Are most of these chaebols?

Cluster analysis: this seems like a useful analytical strategy.

Isomorphism of Vision and Development Goals in Development Plan of Korean Universities

What about strategies for exporting Korean education in the same way that Korean media is exported?

How do we assure validity of this analysis? Any internal or external validity mechanisms?

As a networking bonus, I attended the Higher Eduction in the Global Economic Crisis: Looking for a Third Way. This is another way to network with the SNU students.

Curious assumptions about economic cycles, as if there are predictable types.

The widening gaps between primary and secondary expenditure and tertiary expenditure may indicate how these educational institutions are funded, in general. For example, university-industry collaboration may bolster university's war chests so that universities rely less on public funds.

Is Hong Kong's quixotic pursuit to be a world class university the reason for which it is broke?

Curiously, if a collection of talented students is needed, why do Hong Kong universities set a studentship band, cartel-style?

How is cost being transferred to students by type of student?

What about changing the rules of the world-class university game, that is, the ranking system? This might entail renaming university rankings as graduate school rankings: at the very least, there needs to be a greater emphasis on teaching and learning, students and professors, and others.

How can university ranking systems be changed to reflect this third-model? In practical terms, how do we change the quality of the carrot dangling before universities, politicians and the media?

LCE101 Academic Writing I Feedback

2011-12-06T17:20:00.001+08:00

Academic Writing I:

What aspects of this section worked well?

The consistent inclusion of SCMP articles in the textbook allowed my classes to dive into those features of this peculiar text type which help us to summarize and to paraphrase well.

What aspects of the section did not work particularly well? Why?

My students and I did not think the definitions for paraphrasing and summarizing were clear. We need clearer definitions of summarizing and paraphrasing. In these definitions, we should have exclusion and inclusion criteria: what summarizing is and what summarizing isn’t; and what paraphrasing is and what paraphrasing isn’t. We should also preface this definition within the context of LCE101 and the course assessment for summarizing and paraphrasing.

What aspects of this section should be done differently next time?

We need to convey clearly the components for a good summary for the LCE101 assessment. My students and I did not know the extent to which we need to include supporting details on top of the article’s main idea for the LCE101 assessment. Although one task in the book alludes to extensive supporting details, that is, an idea from each paragraph in the article, I didn’t see any explicit requirement for that.

If we are focused on leveraging newspaper articles for summarizing and paraphrasing, perhaps we could use newspaper articles from non-Hong Kong newspapers. We could be less insular with our media.

Did you depart from the section plan or include any of your own materials/activities?

I used articles from the New York Times which presented background information and main ideas in a more sophisticated style. Generally, in a NYTimes article, the main idea is hidden inside a paragraph within the article and is not found in the first sentence of the first paragraph of the article, per SCMP style.

Are there any words, expressions, or grammatical items that students needed in order to better cope with the section?

I think the semi-fixed expressions for paraphrasing sources were useful. Perhaps we could recommend that students select just one of those semi-fixed expressions and become proficient in using that in writing.

Any further comments or suggestions?

How did CEAL select newspaper articles as the primary text type for learning about summarizing and paraphrasing? I don’t see the connection between this text type and the text types that students will encounter in their classes. Teaching students to summarize text book passages, journal articles and, even, lecture notes may be more relevant to their studies. As it is, I only see a connection between our activities with newspaper articles and what students did with newspaper articles in secondary school.

Besides, I don’t think students read English language newspapers; nor do I think students should read English language newspapers when they could more easily read Chinese language newspapers. In the same way, although I can read Chinese, I prefer reading my news in English. I’ll read in Chinese only what I must read in Chinese. In sum, the connection between the text type we feature in this section of academic writing and which text types I perceive students will need in their studies and in their lives is weak.

Postgraduate Research Conference 12.11

2011-12-06T11:12:00.000+08:00

This was my presentation taken from my Mac Air via Ustream.

This was my presentation taken from a camera positioned in the back of the classroom.

I could have improved greatly my preparation for this conference presentation. I could manage my time in such a way as to provide myself with more time to prepare for this presentation. I was working up to the last minute on this presentation. I was furiously illustrating my thoughts. I was listening to my meta analyses, and I still haven't finished doing that.

The most difficult thing about delivering this presentation was what to present -- and at 32:00, an audience member called me out on that! My thoughts, as usual, were all over the place. I wasn't focused enough on delivering in my presentation important research components that the audience needs. As my notes from this audience member's question describe, I need to include a clear research plan and findings described in terms of pedagogical technologists' roles and contexts:

A question about the research design: what are the different stages? I’m capturing interactions and involving so many factors, says the participant. Context isn’t important if every case is different, he adds. In essence, therefore, how are they similar, or where is their balance? He says we need to identify their roles, and basic standards, and later their parties and their interactions with these parties.

What do I have in mind about the hypothesis? There is something in mind that I want to test, after all. I should identify scenarios and explain those scenarios in terms of different specific differences in roles at those schools, the participant suggests.

He adds, most importantly, that within this role and scenario, I can begin developing generalisms (e.g. interpersonal skill is important for success; these people take advantage of informal learning opportunities).

And then I can collect more data to verify these hypotheses.

The generalizations from my cases were too broad without enough detail to individual cases and contexts which resulted in the generalism.

My generalisms were too broad. I made businesses, for example, my focus and not the technologists. What would be a better example would be saying that when a technologist has had a direct association with a business, the technologist has leveraged that business to develop a community of practice.

In sum, I need to identify those terms and tasks, both of which came from the ground which define the technologist. I need to show the results from my initial interviews which predicated what I wanted to observe. Otherwise, it seems that I have written everything down and the data becomes unmanageable.

I was glad I put more information than I needed for the presentation on my Prezi. I'll continue to do this since I should have the luxury of having information on demand and the ability to pick and choose what I need. Besides, this adding of information forces me to analyze my own data. The Xtranormal video was a winner and I'll try to add more curious visualizations to my presentation. The audience members' questions were helpful because they helped me to drum up more illustrations of significant points in my research, which I've added to the Prezi!

Postgraduate Research Conference Presentation 4.12.11 on Prezi

Finally, I could have rested more for this presentation. I felt both tired and hurried during the presentation. Ideally, I would like another chance to present soon so I can improve on this performance on several levels.

Outliers and my Chinese Education

2011-12-05T19:49:00.001+08:00

(I suspect) I am rereading Outliers. The book argues for the need to contextualize individual achievement. Individuals and groups do not succeed on their own, but require lots of incidental, and explicit help to reach the top. I like this premise not least because my case study research strategy also relies on this contextualization of the unit of analysis. In addition, the author touches on ecological metaphor in explaining what this contextualization may entail.

I am reading about rice paddies and Chinese people's maths ability. I agree with the author's position that the Chinese have transferred their effort rhetoric and mentality from the rice paddies to the classrooms. This curious worldview, that effort (that is, hard work and not ability, per another worldview) leads to success, is all over Hong Kong. In this place, rhetoric suggests that there are only two conditions of being in this place: hardworking; and lazy.

I think the conditions for such rhetoric in the rice paddies and in the mathematics classrooms is reasonable. The longer you work and the more intensely, and meticulously you work, the greater the reward. The rice agricultural system and the mathematic system reward hard work.

Only when this worldview is transferred to other academic disciplines do I see catastrophic futility. I speak in particular about reading the English language. Without proper instruction (that is, ability), you will never be able read effectively with such speed and comprehension as each text type and context demands. Reading is a skill that you cannot simply scaffold well without some good inputs. For this reason, my university students still only know one type of reading: intensive. (Skimming and general are their weakest reading types; scanning is slightly better.) For this reason, too, my students can greatly improve their phonemic and morphemic recognition. These are not things that are easily discerned by staring at pages upon pages of letters, words and paragraphs for thousands of hours, even. Somewhere along those thousand hours, someone needs to intervene well in these people's learning. Otherwise, people are just wasting their time. In this case, the rice paddy mentality is detrimental to success.

Alas, the author knows this too. The chapter is entitled Rice Paddies and Math Tests, and not Rice Paddies and Reading and Writing Tests. Being from a rice paddy culture and understanding the world through a single-syllable language may give you a heads up on maths, but not on reading and writing!

LCE101 Second Independent Learning Assignment Feedback

2011-11-29T18:13:00.001+08:00

First IL average: 17.9

Second IL average: 17.7

Out of 31 students:

No change in score: 12 students
Moved up: 7 students
Moved down: 12 students
Full marks: 14 students

Some people improved and some people maintained their independent learning proficiency. These are good developments. Let's hold on to that and, at the same time, figure out why scores moved down for some.

Almost everyone in the class followed my instructions -- thank you!

The assignment titles contained no spelling errors. That is good! Some of you also proofread your assignments -- that is also good. People who did not misspell many words in their assignments generally scored well for presentation and organization.

I noticed tables crawling from one column to another in the three column-view. That detracted from the portfolio's presentation and organization. In that sense, a two-column view was a better choice for presenting and organizing your portfolio.

Specificity was the key to learning well. Specificity also builds demonstrable proficiency. A list, whether of grammar items or semi-fixed expressions, helps you to stay focused on what you want to include in your speaking and writing. The few of you who did this did well in your learning activities. Otherwise, tossing around the word grammar is like tossing around the word speaking, or listening, or writing. These skills are so broad that you can spend an eternity practicing them but never become proficient in anything particular within them.

New Developments at the HKU Main Library

2011-11-26T15:35:00.001+08:00

I was restless enough in my studies to return to the main library. Some new developments welcomed me.

First, the irony of the above sign was delicious. I wondered who took those library photos. I certainly have received my fair share of trouble for taking photos inside the HKU library. How can the library welcome photographs of people in the library when its employees prohibit photos, in general, in the library? I sense a double-minded organization. In other words, there are hints of change in the organization but reminders of significant obstruction, by employees, to this change. Delicious!

The big news is the (temporary) opening of the third floor learning commons. The physical space is big. Like the CityU main library, the HKU main library could set up a variety of learning environments in this physical space. That would be welcome. Therefore, I do hope the decades-old, industrial-age furniture on the floor is no more than temporary. I would find the learning commons to be a great waste if old furniture and old technology were placed there permanently.

That the main library is combating squatting with an increasing number of prominently placed signs is encouraging. The test of a changed organization and changed people is the enforcement of these signs. It would be a shame if the learning space were overrun with squatters and their squatting technology. If the main library replaces the old furniture and enforces its rules against squatting, I think this could be considered a significant organizational success. Old, detrimental practices were erased from an organization. No more paper tigers. What a good case!

Cantonese Language Exchange 22.10.11

2011-11-22T14:23:00.000+08:00

LCE101 W12L2 Feedback

2011-11-20T18:12:00.001+08:00

At a basic level, to identify key points is to identify key words, that is, content area words, usually, nouns. The nouns provide the most information about ideas since nouns are people, places, things and ideas.

A topic sentence in some text types convey main ideas of paragraphs. However, in such a text type as a newspaper article, the first sentence in a paragraph may not give you a clue as to what the paragraph is about. Or, the sentence may be the only sentence in the paragraph and therefore, while giving you information about the paragraph, doesn't provide much information about the text's main idea.

To avoid distorting a text's meaning when summarizing, you need to comprehend the text first. In other words, what ideas is the text conveying, and in what way? This is reading at a fundamental level.

We'll work on summarizing in week 13. You should be completing the exercises in the book.

Graduates fail to make job grade, complain bosses - The Standard

2011-11-18T11:36:00.000+08:00

Graduates fail to make job grade, complain bosses - The Standard:

How many obscure titles do you need in a cabinet, and why?

Yesterday I was talking to my friend, a former student of mine at CityU, about her life after graduation. Her experience is exemplary, a good case of success. On the other hand, she shared the stories her classmates shared when they met for the CityU graduation ceremony a few weeks ago. Some students had already changed jobs twice since finishing their studies! Most discussed work only in terms of the salary, and the workload. In general, they weren't handling life outside the university ecosystem well. Small wonder this Standard article resonated with me: I heard all this the night before!

Is this obscure practice helping students to adjust well in the workforce? This is hard to answer not least because it is difficult to determine the extent to which this obscure practice influences students' practice in the workforce. If I were to guess, all this fantasy world practice influences students significantly in the workforce -- and that is a problem.

I mentioned this obscure practice to my co-supervisor a few days ago. He said this obscure practice was a dimension of society's influence on schooling and vice versa. That is a valid, broad perspective, I believe. To be sure, I see continuity in the practice of a very narrow stratum of society from one level of schooling to another. I see the continuity of big-time tutorial schools and sports days practice at the secondary level in student union society practice at the tertiary level.

My students and I were discussing the obscure practice in class yesterday. One student said these students did all this to form an identity and to create a sense of belonging. I hadn't thought about that; and that student's thought resonated well with me and with the class. In answering the question, "Who are you?"a student can pridefully answer, "I'm an SU cabinet member!" I sense an orphan spirit and now I sense that strongly in these students. These students haven't had a chance to form themselves well, to know who they are, and to whom they belong until this point (whereas, I think the identity formation for teenagers in other countries may begin so soon as middle school because of an individualistic world view in their societies). Hong Kong certainly doesn't help in their identity formation in formal schooling what with the absence of explicit Cantonese language teaching and the absence of significant content on Hong Kong history in the history curriculum. In sum, this obscure practice could be the forming of a non-transferable identity for students at the tertiary-level.

I liked the solution to the new graduate malaise mentioned in this article not least because I have been a proponent of it as well. Students need mentorship. They need authentic, meaningful mentorship not only at their first job but also before they graduate! We need adults to care pastorally about students at the university level. I've observed some of that genuine (and contrived) pastoral care at the secondary and primary levels. At the university level, there may be some assumption that students can take care of themselves well but I think, ultimately, they just take care of themselves to varying degrees of success. In forming their own, obscure identities at this tertiary level, students, in fact, disconnect from reality, that is, society. They could grow more professionally and socially if they had more older, wiser people actively participate in their lives. They would perhaps integrate more effectively into society if there were a generational connection made at the university level.

Finally, a few thoughts to improve the research and the reporting in this article:

Although we don't know the most specific details of the sample, the companies represented were most likely from the manufacturing industry. Breakdowns of industries represented would improve the application of the results.
Blanket statements were made for all new graduates: we don't know to what percentage of new graduates we can apply these executives' statements; having a percentage would also give us the extent to which we shouldn't apply these statements to new graduates.

Obscure Practice at Universities in Hong Kong

2011-11-16T15:10:00.001+08:00

First of all, I'm not against student societies' shouting slogans or "cheering" if it benefits people. At this point, however, I don't see how this slogan shouting benefits anyone but, perhaps, the people shouting. I don't know why people shout slogans. The shouting is also very exclusive. It doesn't seem as if anyone but the costumed student society is shouting with them, and it doesn't appear as if the costumed student society invites others to shout with them. Student society members shout to draw attention to how strange and obscure they are.

To dive more deeply into the assumptions, values and beliefs underlying this curious practice, I don't even think student societies need to raise awareness not least because they are virtually guaranteed election. I see one-party elections in student societies. I do not know if members even have an opportunity to vote against the society. In other words, if a member votes, the member cannot vote against the party even if there isn't an opposing party. That would not be fair. This whole system may be rigged. If this is the case, I am all the more against "cheering."

The student societies must explain why cheering is the only way to accomplish an objective. First they have to identify an objective and then explain why cheering is the only way to achieve that objective.

I was having lunch with a friend in the HKU canteen when I spied these student society election materials. These materials could have come from Lingnan University, or City University for that matter. Same suits and faces. Same title inflation. Same union. Same elections. This is what I coined obscure practice for my friend. Obscurity. Nonsense. Incoherence. What is the meaning of all this? The answer could be a seminal, anthropological article, my friend opined.

I drew the above for a student at Lingnan University. I was explaining how such an obscure practice as student society elections could emerge. In sum, obscure student society elections replete with slogan shouting and strange signs are a product of a particularly narrow stratum in Hong Kong. Think Lord of the Flies. Students who attended sports days and prominent tutorial schools, both of which heavily influence this curious student society election phenomenon, matriculate. They do not receive systematic or mandatory mentoring, guidance or support from their university, that is, the adults and outsiders. In essence, the students are left to their own devices on islands. They may talk to students on islands from other universities. They influence each other in developing their own fantasy worlds.

In this fantasy world, there are no outsiders. No staff. No foreign students. After all, the fantasy world was developed from a very narrow experience of prominent tutorial schools and sports days. Anyone without this experience wouldn't be able to understand this obscure practice. In fact, most people in Hong Kong, I believe, would not be able to make sense of this obscure, student society election practice since most Hong Kong people have never attended prominent tutorial schools and studied at university in Hong Kong.

I contrasted the organizational leadership models for these student societies with organizational leadership models of corporations and mainstream schools. Mainstream schools, even in Hong Kong, and corporations generally have outside directors who may bring coherence and balance to organizational directions. In contrast, these student societies are led only by the most inside of inside directors. The result is myopic, narrow, obscure practice. This is student folly in their fantasy world.

I apologized to my students on behalf of the university staff for the lack of pastoral care and mentorship for these students at the university-level. I sense an orphan spirit in these students.

To conclude, what remains is practice that makes sense only to a few. Although the practices do not have to be this way (There doesn't have to be a student union; there doesn't have to be a constitution; there doesn't have to be student societies associated with the union; there doesn't have to be elections; there doesn't have to be obscure signs, dress and slogans), the practice is virtually the same in all universities in Hong Kong!

LCE101 W12L1 Feedback

2011-11-14T13:09:00.001+08:00

Watch live streaming video from teachingresearchchannel at livestream.com

Anyway, on to LCE101 matters! If you want to understand and to practice scanning, how about exercising your information literacy skills and searching for "scanning ESL" in Google? That would be a good start in your independent learning of scanning. Unfortunately, explicit teaching of scanning isn't built into our curriculum.

I also think your independent learning of scanning will answer the question of how to deal with unfamiliar words when reading. Of course, the type of reading will influence how you deal with those unfamiliar words. Also, the words themselves will greatly impact how you deal with those unfamiliar words. Remember: you don't need to be familiar with all the words in a text to read well. Indeed, even skipping unfamiliar words may be appropriate reading strategy!

LCE101 Speaking Assessment Feedback

2011-11-14T00:00:00.000+08:00

These are the averages of my two classes:

Pronunciation - 4.5

Fluency - 3.8

Grammar/Vocabulary - 3.4

Argumentation - 3.8

Rebuttal - 4.4

Participation - 5

Total mark - 24.9

The high quality of the argumentation surprised me. It appears that people prepared arguments well. People generally did not score well if they argued by quantity. What is more important than taking a turn is contributing something valuable to the discussion. Repeating a point that a partner already eloquently argued is not as valuable as making another equally eloquent argument. Critical questions were welcome.

I noticed certain positions were more difficult to defend or attack than others. There is not much we can do about that since we didn't create these topics.

Grammar and vocabulary was the weakest area. Stringing together a quality, complete sentence, was challenging for many. On the other hand, I was pleased to see some students using fixed expressions well and using a wide range of vocabulary and complex sentences. That was good!

Fluency can be improved. I noticed much minor, recurring hesitation in students' voices. Maybe next time you can spend the morning speaking English to everyone just to warm your mind up.

That pronunciation was a strength surprised me. Many people spoke clearly. Some people spoke slowly enough to sound out the words -- good idea. Others butchered words that should have been practiced before the exam!

Finally, everyone scored well on participation. I only noticed three instances where people interrupted each other. If that had gone further, I would have called that dominating others. Thankfully, everyone was well-mannered. I was glad to see all students taking extended turns

Against "Cheers" in the Lingnan Campus (For staff) Petition

2011-11-13T19:11:00.001+08:00

Against "Cheers" in the Lingnan Campus (For staff) Petition

Staff at Lingnan University received an e-mail from a student this weekend. The student encouraged us to sign a petition to voice our displeasure at student society "cheering." This was surprising, and welcome. I guess I'm not the only person who doesn't think highly of this obscure, not-very-edifying practice at universities in Hong Kong.

It seems that people complain about this all the time, but, of course, people do not organize themselves in such a way as to take action on their complaints -- while the people who have a more palpable stake, namely, those students who shout slogans, continue to muster annually.

I applaud this bold and courageous student. 25 Lingnan University staff members also applaud this student with their signatures. Many left thoughtful views on this cheering matter. Mine was:

We should think very carefully about the purpose and meaning of having these student societies and student society elections. Why do people participate in and put up with such customs?

TheConsensus: Criticism and Praise for HKU

2011-11-11T18:49:00.000+08:00

TheConsensus

Wow, finally, the University of Hong Kong Students' Union does something besides requiring ridiculous works from students and shilling trinkets. This work is useful for and benefits most students, in fact. Great! At long last!

The major draw for this website is the criticizing and praise features for courses. People can criticize and praise anonymously. I wonder what people will do more of.

And that's a part of the website's problem: as I was sharing with my supervisor, I suspect more people will complain because people who feel burned from a course have more of an incentive to rip a course than people who are merely satisfied. In other words, it is easier to feel motivated to criticize than to praise, because I assume something extraordinary must have happened to feel as if a course must be praised (and defended.)

What would improve this website greatly is criticize and praise for professors and teachers. This is common practice on these feedback websites stretching back to when I was an undergraduate more than ten years ago! Indeed, I believe the teacher has a greater impact on the teaching and learning experience than the curriculum. We should be able to criticize and praise people.

LMS or ERP? You Decide!

2011-11-11T18:09:00.001+08:00

Source: Uploaded by user via David on Pinterest

I was having breakfast with my friend who is an original equipment manufacturer (OEM). He runs factories, manufactures widgets, and these days designs and sells products to be branded by other companies. I am a research postgraduate student. I study information technology in education.

My friend wasn't very familiar with my field. The only thing he thought he knew about it was some company called Blackboard. He likened it to an enterprise resource planning (ERP) system.

Screenshots of learning management systems (LMS) and ERP systems flashed through my mind. The light bulb went off. He was right. I cobbled together a Pinterest board to prove it. The screenshots are a haze of ghastly rows, buttons and text but that is beside the point. The point is that our software presents manufacturing as if it were teaching and learning and teaching and learning as if it were manufacturing. Factories. Industrial Production. Control. These assumptions pervade LMS and ERP software.

To have similar software is to share similar assumptions. Indeed, if we can treat learning like sales and students like widgets, then why can't we have the same kind of software in the education and equipment manufacturing industries? There is synergy in this approach. Let's keep it up!

Computer scrollbars: Why is Apple eradicating a linchpin of user interface design? - Slate Magazine

2011-11-10T11:50:00.000+08:00

Computer scrollbars: Why is Apple eradicating a linchpin of user interface design? - Slate Magazine

I like this article. A technologist, who could articulate the different ways of doing with and without the scrollbar, wrote this.

I hadn't thought much about the disappearing scrollbar until I stumbled upon this article. In defense of the disappearing scrollbar, I think people who read often and who read well can judge the length of a text, which they choose to read, based on rich contextual information. For example, a reader reading this Slate article has likely read Slate articles before and has an idea of its approximate length. We can also look at the font size, the author and the length of advertisements for clues. Besides, we could always scroll, ever so slightly, and assess the text's length with the scrollbar in view. That's not so bad, is it?

Additionally, maybe people want surprises!

On the other hand, people who read often and who read well would likely want to know a text's length to determine how best to read it. As I hammer into my students' heads these days, there are four types of reading: skimming; scanning; general; and intensive. Knowing the length of a text may help determine which type of reading to select. Of course, the other contextual information (e.g. text type) perhaps has more influence on the reading type than the length of the text.

Anyway, I don't mind the scrollbar's absence. I can do without it. Indeed, I prefer this trackpad scrolling, disappearing scrollbar interface to the click, hold and drag scrolling of yesteryear.

LCE101 Speaking and Listening Section Feedback

2011-11-09T17:21:00.003+08:00

What worked well?

I think listening for what is emphasized in a talk is an important skill, as is techniques for active listening not least because I don't think many people demonstrate active listening in any language around here. Constructing questions and providing sufficient evidence in debates are important skills as well.

What didn't work well?

Much of the taking notes section was superfluous and impractical. I don't follow many of the suggestions in the book and yet I think I take notes very well. We could assume that students know how to take notes but they may not know how to listen for emphasis in a talk to inform their note-taking.

Did you depart from the section plan?

In my classes, we played Taboo to work on circumlocution and Mafia to improve argumentation. We also did some running dictations to build awareness of linking and minimal pairs. Those were fun activities.

What should be done differently next time?

See below.

Are there any words, expressions, or grammatical items that students needed in order to better cope with the section?

I think students should focus on learning, and memorizing fixed and semi-fixed expressions. But perhaps they can learn this inductively through authentic examples and should rely less on lists, for we give them many collocation lists in this section. I think by the inductive way students will learn these collocations more deeply and they can learn more practical, less stodgy collocations for debates. I think we should teach students to actively avoid the expression, "I see your point," because often times what follows demonstrate that students don't see the point.

Any further comments or suggestions?

Although the debate assessment assesses fluency and pronunciation, I find we don't cover these spoken language items explicitly and extensively in our curriculum. Improvements in these language items are incidental at best if we follow the book and students do not focus on these items in their independent learning. On the other hand, I don't know how much a student can improve even if we focus on these items explicitly for several hours; after all, students take our courses after hundreds of (often dubious) English language learning, which may entail coverage of pronunciation and fluency. In any case, while I understand the need to assess fluency and pronunciation, perhaps we can add more weight to those speaking and listening skills we explicitly cover in our curriculum.

I think the six thinking hats could be applied well to our debating assessment in its current form of taking sides and having partners.

Student Society Elections at Lingnan University

2011-11-08T17:30:00.003+08:00

I witnessed this obscurity a few years ago at the City University of Hong Kong. Costumes. Shouting. Signs. Souvenirs. Incoherence. Inconvenience. I see this obscurity at the University of Hong Kong sans the costumes and chanting. I see this obscure Hong Kong sub-culture again at Lingnan University.

I understand more. I understand the achievement by quantity worldview governing this behavior. I see how a society which cares more about the number of achievements than the quality of the achievements motivates people to create more and more achievements, no matter how obscure they may be. In an absolute sense, who cares about being an obscure officer in an obscure club at an obscure university in an obscure city, let alone the quality of the officiating. On the other hand, when your success in applying to stay in a dormitory or to go on an exchange program, or even in getting promoted as a teacher in a mainstream school depends largely on burnishing your resume with an endless number of obscure achievements (Look at the format and content of the application forms!), you will do your best to develop more and more of these curious posts and programs. More is more in Hong Kong.

Indeed, the extravagant signs, costumes and chants reflects this works by quantity mentality. My students tell me they do this to impress upon people their hard work. That is true. The more elaborate and extravagant the work the better. Rarely, I believe, do these students, or anyone, really, critically question why students do this. What is the purpose of this? Can't this be done in a different way? One student said this morning that this phenomenon was no more than custom. I agreed.

This afternoon I asked a student who could barely stay awake why he put up with such a grueling regimen if only to become president of his society. He couldn't answer. He couldn't' question his context's ways of doing. He said he just had to do it; he just had to suffer. I told him I wouldn't want to work with him. I said I would prefer to work with someone who manages his time well and who leads a balanced life. Those people set themselves and others up for long-term sustainable success.

And I remembered those CityU students whose overzealousness for elections set themselves up for failure.

Highly contextualized custom. Is there universal application for or understanding of this phenomenon? After all, I told my students that most people in Hong Kong do not comprehend such phenomenon not least because most people never go to university. Additionally, most people do not go to tutorial schools where one can also witness such posturing and slogans.

Distributed Leadership

2011-11-05T18:31:00.002+08:00

In observing a case in several different contexts recently, I noticed the case distributing leadership to individuals within each context. At its simplest, the case would get the audience to work together in groups or pairs. Or the case would gather students around an audience member or two for a demonstration. At another level, the case would delegate someone to handle more complex tasks or a task which requires a specific type of expertise. In addition, the case uses everyone. Indeed, I have been called on to help someone with their technical problem. I've also been called on to fetch coffee! This case effectively uses all the available human resources, it seems.

Knowledge Building and Transfer

2011-11-05T18:05:00.001+08:00

I've observed a case at several "events," each of which comprises a different audience and context for teaching and learning through technology. I've noticed this case's habit of transferring, or sharing, ideas or experiences from one event to the next. In other words, the case mentions an experience or an idea at several teaching and learning through technology events. Not only that, but I suspect that as the case recycles, or transfers, this knowledge from one event to another, the case refines and improves his knowledge. In other words, the case builds his knowledge the more case transfers it from one event to the next.

What is the Hong Kong University Students Union?

2011-11-01T12:10:00.000+08:00

I had been developing a mental model for this organization for over a year now. Whenever I had the time, cognitive capacity and inspiration for such a task, I would ruminate on this curious organization. What exactly is it? It is not a union in the sense which I developed growing up in the United States, observing unions there and reading about unions in Western history.

A breakthrough in my thinking arrived this morning as I walked along the Run Run Shaw podium. This is the University of Hong Kong's Students' Union (HKUSU) welfare week. The podium is filled with vendors selling trinkets. Huge banners proudly display HKUSU Welfare Week.

And then this struck me: the HKUSU is not an activist group. It is a pacifist consumerism group. It does not advocate anything but exchange-oriented, material welfare. Everything it does, from selling trinkets through its myriad clubs to how it entices people to join clubs to hanging taxpayer-subsidized housing over students' heads by the halls it controls, is geared towards this goal. Nothing is higher than marketplace materialism on its agenda. No higher ideals are promoted. Everything the HKUSU does, like what all its clubs do, is obscure, yet meaningful to a degree.

I am an outsider to the HKUSU. The HKUSU and its constituents' understanding of "union" and "welfare" differ from my understanding of those terms. I hold an etic account. In the same way, if HKUSU constituents were transported to a Western nation to read about "welfare" and "union" histories, they would experience the same confusion that I had experienced when I first landed on this campus.

I like the case of the HKUSU. Its goals support well the ideals which likely underpin the Hong Kong context. Hong Kong promotes the same values: getting paid; and having things. In other words, I don't do anything unless you do something materially for me. I don't see a coherent message of a greater identity or a higher order understanding of the human condition promoted in this city. If there is one, like many things in this city, it is obscure, yet meaningful to a degree.

Pedagogical Technologist Research Abstracts

2011-10-31T21:50:00.001+08:00

Well, I'm diving into conferences again. This time I'm presenting not only my research proposal but initial findings. I'm excited about the upcoming 21st Century Learning Conference @ Hong Kong not least because all my cases will be there and to finish my data collection where my research began will be special. In addition, Mishra of TPACK fame will be speaking. (I wonder how much he got paid for this gig.) I look forward to collecting data, and networking with pedagogical technologists and academics. I also look forward to presenting, receiving feedback and perhaps surreptitiously collecting data. The following is my presentation abstract:

Pedagogical technologists are people who work in schools. In a traditional sense, they are neither teachers nor technicians. Their primary duty is to support the pedagogical aspect of teaching through IT and to help teachers and other school stakeholders to use technology to best support student learning. Many people are not familiar with the pedagogical technologist role because this role is emergent, and rare. Most schools do not employ one because most schools lack such a mature presence of IT in their curriculum where the pedagogical technologist can be supported and sustained. This presentation showcases five cases of pedagogical technologists in schools. Preliminary findings on how pedagogical technologists influence their schools’ ways of working with and through technology will be presented. Some general principles about what make pedagogical technologists successful in today’s schools will be delivered.

Before I present at the 21st Century Learning Conference in February 2012, I will be presenting at the HKU Faculty of Education Postgraduate Research Conference in December 2011. This is my abstract:

Pedagogical technologists are full-time para-coordinators of pedagogy and technology in schools. They are not teachers in a traditional sense and they do not focus predominantly on supporting the technical aspects of teaching with information technology (IT). Their primary duty is to support the pedagogical aspect of teaching through IT and to help teachers and other school stakeholders use technology to best support student learning, taking into account technological, pedagogical, content knowledge. The pedagogical technologist in schools may be emergent, due in part to the increasing presence of IT in schools and changes to the specific ways that schools think about IT in education; in addition, only a number of schools have appointed pedagogical technologists. This study explores the role of selected pedagogical technologists and examines what they do to influence schools’ ways of working with and through technology. This study examines five cases of pedagogical technologists in primary schools in Hong Kong, and develops some general principles about what makes pedagogical technologists successful in schools. Data was collected by observing, interviewing and interacting with pedagogical technologists, principals and teachers. Documents were collected and photographs were taken. The particularistic contexts for each pedagogical technologist and general contexts between pedagogical technologists are described. Emergent topics and themes from the cases were developed and are presented. Context-bound generalizations and recommendations for pedagogical technologist policy and practice are made.

Nonsensical Korean lyrics in K-Pop songs receive attention

2011-10-31T21:40:00.000+08:00

Nonsensical Korean lyrics in K-Pop songs receive attention

I liked this article not least because the article features a cultural technology: written language. The government and the media, in their effort to develop a national cultural identity, are standardizing the technology by highlighting (the nonsense of) non-standard technology. This quote bespoke it all:

Results showed that 90% of Koreans did not understand what the lyrics meant, proving that it was necessary to promote the right and proper usage of Korean.

This article's cultural technology is a comparable unit. We can compare written languages and how they are exploited by government and media, as in the Korea case, to forge a national cultural identity. In contrast, in Hong Kong, there is very little in the sense of "right and proper" use of spoken Cantonese. Additionally, there is no official standardized Romanization for Cantonese. What does this imply? Maybe there is no strong Cantonese cultural identity. Verily, I believe there isn't a strong Hong Kong cultural identity because there isn't strong, standardized Cantonese-language identity.

IdeaPaint Writing Surface Technology

2011-10-29T13:43:00.000+08:00

I was talking with one of my cases about single-use and multi-use surfaces. The case discussed his recent professional development experience where he learned about IdeaPaint, a paint which transforms any smooth surface into a writable surface. In this way, floors, desks and walls can become whiteboards without permanent effect to the infrastructure. I marveled at this technology. Maybe this will find its way into rotation in some Hong Kong school soon.

Of course, this technology is ridiculously disruptive to traditional or "conventional" teaching and learning. Not only to pedagogy between teacher and student but also between people and the learning space. When people can so easily transform the learning space with IdeaPaint, people need to rethink the learning space. No small task for preoccupied people in a preoccupied school. Therefore, those schools that use IdeaPaint are at the vanguard of new pedagogy in new learning space. I wonder if this technology will become mainstream, and if so, when.

LCE101 W9L1 Feedback

2011-10-24T15:40:00.001+08:00

This is video from my first lesson.

Watch live streaming video from teachingresearchchannel at livestream.com

This is my afternoon lesson, in which I managed my time better.

This is the book from which today's listening and speaking task was developed.

In terms of support, I found learning English easier not least because the people I was around while growing up knew more about the English language and encouraged me more and discouraged me less when learning English. In contrast, I find Hong Kong people do not have the slightest idea about Cantonese lexis and grammar (That students and I debated the number of Cantonese tones today is a good example of ignorance.) and did not encourage me to learn Cantonese. Many people I met actively discouraged me when they laughed at me and pointed out my mistakes when I didn't speak like them.

However, I find Cantonese easier to learn these days because I can learn in the way I want. Since I learn well independently these days, I can decide how I want to learn Cantonese. Then again, I can do the same in my English learning; and I am still learning English!

Finally, I've written lots about Hong Kong culture (and the lack thereof) over the years. Indeed, I have done so because I originally came to Hong Kong to learn Cantonese and to experience Hong Kong culture. Ultimately, I've concluded Hong Kong lacks a culture, or even, an identity with which all people in this place can agree. I believe Hong Kong is one of the most, if not the most, stratified place on the planet. Here is a saying with much truth: in Hong Kong, everything and everyone is obscure, yet meaningful to a certain extent. In addition, in Hong Kong, you can do whatever you want; there is no integration pressure. We can discuss this more at lunch if you'd like.

Emily, who was observing my second lesson, had this to say:

I really enjoyed visiting David’s class because I was able to see a few different techniques and approaches to teaching. First, he played music at the beginning of class. I thought that was a good idea because it created a fun and comfortable atmosphere for the class. This invites the students to learn a little bit about him and his interests, giving them an opportunity to relate to him on a personal level. He split the class into groups, and within those groups were pairs. I liked how the students worked both one-on-one, with their group as a whole, with members of other groups, and finally with two groups together. This gave them a chance to have more time to speak and to practice team-building skills. Another helpful technique I noticed involved the students’ understanding of the instructions. David called on a student and asked him/her to repeat the instructions to make sure everyone understood and was on the same page. The reward system was also helpful. Whenever a student answered a question correctly, a student received a sucker. I think that sometimes it is nice to work for incentives. (Even I got a sucker - Thanks David!) In all, my visit to David’s class was a great learning experience.

LCE101 W8L2 Feedback

2011-10-20T11:27:00.000+08:00

Opinion Language in English Usage / Languages / David Woo (wootang01)
Language Exchange Partners in English Usage / Languages / David Woo (wootang01)

Postgraduate Studentship (PGS) Information

2011-10-19T10:12:00.000+08:00

Open publication - Free publishing - More hk

I received an e-mail from the University of Hong Kong (HKU) Graduate School. It appears that the PGS will not be raised. As I had predicted, the Postgraduate Student Association (PGSA) will not achieve their goal -- at an informal dinner, I had gotten into a debate with one of the PGSA leaders about this matter; I knew without "special tactics," and by their playing by HKU's rules, their journey would lead to a dead end. I find this unfortunate not least because, unlike the #occupycentral #occupyhong kong movements, this #occupyHKU movement has a clear message: raise the studentship. I know by employing the #occupycentral #occupyhongkong and in particular, the #ows special tactics, this effort to raise awareness of this message would succeed not least because the PGSA does have a clear message! Combine special tactics with a clear message and that begets success!

Anyway, I publish this PGS document because it highlights two spanners in the PGSA's plans, and if the PGSA continues to play by HKU's rules, at the very least, they could attack these points: first, the universities in Hong Kong operate as a cartel to set a PGS level, plus- or minus-five percent; they operate under the pretense of fair competition, but this is unfair to students, the consumers: think OPEC; we know cartels benefit more suppliers than consumers. Second, the Policy Board of Postgraduate Education is stacked against the student, just as every other HKU committee or board is stacked against students. Only one research postgraduate student is on the board and I assume there are many more non-students on the board than students. That's not a good way to get student voices heard!

In sum, HKU's rules for this game are very clear. PGSA leadership plays by HKU's rules and therefore cannot achieve much. My debate with a PGSA leader suggests that they are too afraid or too incompetent to employ special tactics. I find none of this surprising.

LCE101 W8L1 Feedback

2011-10-17T15:57:00.001+08:00

Do you need a language exchange partner? Try:

http://www.conversationexchange.com/
http://www.livemocha.com/
http://www.italki.com/
http://hongkong.geoexpat.com/forum/96/ (You can meet these people in person.)

If you need to screencast something for evidence, I recommend you use:

http://www.screenr.com/ (Up to 5 minute screencasts)
http://www.screencast.com/

Google "morphemic analysis" or "roots prefixes suffixes" to learn more about morphemic analysis. You could also search this blog because I have written about it. In addition, there are many websites on which you can skim, scan, read generally or read intensively. Use Google. Screencast yourself.

As regards mafia, if you understand why we played it, you can use it for your independent learning! Film yourself. In general, use videos prolifically in your independent learning. I do: check mine out at:

http://www.screenr.com/user/wootang01
http://www.youtube.com/user/mckln

Finally, when you reflect, you can talk about how you could revise your activity (i.e. learning task). That is the "What will you do differently in the future?" question. Discussing other activities is answering the "What other learning activities do you plan to do?"

LCE101 First Assignment Feedback

2011-10-16T20:13:00.000+08:00

I lowered your grade by one if you did not show evidence of your visiting an SAC tutor.

In other words, if you visited the tutor, your grade was raised. To be sure, for those who visited the SAC tutor, I'm sure their advice was indispensable. I noticed their influence on your learning objectives, tasks and reflections. I was happy to see several students visit the SAC tutors more than once. I was also happy to see several students attend SAC courses. Those are useful: see the tutors or join the course and you're on your way to learning independently.

Learning authentically, however, proved more challenging. I know finding people with whom you are comfortable speaking English is difficult. However, it isn't too difficult. Meet-ups with people at Toastmasters or the drinking club were opportune, and should be exploited more. Some people in your class have exchange friends who would like to speak to you -- perhaps you can buy them a drink! You could also find friends through language exchange websites or by making YouTube videos.

In general, all the independent learning should be geared towards active language: writing and reading in authentic, meaningful contexts. Unfortunately, a lot of the independent learning was geared towards passive, contrived learning: that is, in fact, one thing you have learned from school! We don't need listening or reading or vocabulary lists by themselves. We need reading, listening and vocabulary to write and to speak in meaningful, authentic ways.

Here are some ground rules for the next assignment:

See the SAC tutor and prove it.
No vocabulary lists longer than 5 words. No meaningless sentences to demonstrate vocabulary usage; use vocabulary in more authentic, active language scenarios.
No exclusively listening or reading objectives.
Proofread your work. Spell well.
Choose materials that are appropriate for your level. If a book or a movie is too difficult to comprehend, stop watching or reading it and select something that you can understand more easily.

There were some creative objectives:

Sentence structure in writing
Slang in spoken language
Vocabulary about feelings
Short stories

A good way to specify objectives is to think objectively about your language contexts: for example, in what situation will you speak English, with whom, where, when, and about what. Likewise, in what situation will you be listening to English, with whom, where, when, and about what? That should inform your learning objectives.

Linking your objective well with your task proved challenging. I read many speaking objectives that were followed by learning activities where there was either no speaking at all or speaking in a contrived context. For someone to declare a speaking social English objective but then to read books and to watch movies to support that is strange, isn't it? Sometimes you said you would do something in your learning objective but then do something else in your learning task.

Various technologies can support your independent learning. For example, many people filmed themselves on YouTube discussing with friends and with the SAC tutors -- you're going to be famous! You could do the same for social events and casual meet ups -- at least a photo would suffice. Video can also demonstrate that you have watched something. In addition, online software can check your writing for grammar and spelling errors.

The Final Word on Busing Your Table in Hong Kong

2011-10-14T10:14:00.001+08:00

No Lingnan University canteen patrons were harmed in the busing of these tables

I've written about the problem with an organization trying to change people's behavior when there is no support for this change in these people's broader environment. I used the cases of Maxim's and Ebeneezer's at the University of Hong Kong trying to get patrons to bus their own tables, that is, to clean up after themselves and to return their trays, when everywhere else in Hong Kong people are in the main not asked to do this.

The canteen at Lingnan University is a part of this broader environment. As a case itself, the canteen supports and reinforces the no-busing behavior for patrons in Hong Kong. Canteen workers roam the aisles and snatch trays from tables. Patrons get up and leave. Mission accomplished. In Hong Kong, we've set this expectation for a pleasant user experience and the canteen has provided it!

Ultimately, I think the two HKU cases raise a more fundamental question about the purpose of that organization trying to alter people's behavior; and that raises another important question about whether it is worth the effort to change people's behavior. As it is, the signs telling people to bus their own tables is a low cost, high reward tactic.

An Automated Food Ordering System Fail

2011-10-14T09:50:00.001+08:00

If I had brought my own food and drink containers to the canteen, I would never have discovered this fail.

I've written about automated food ordering machines at the University of Hong Kong. At the Cafe de Coral restaurant, there was one, it worked well, but the organization decided to scuttle it. At the Maxim's canteen, there are also automated food ordering machines. I've used the machines at both canteens and never had any problems.

Behold a poor user experience!

Lingnan University also uses automated food ordering machines. There are two just outside the lone canteen on campus -- Neither Maxim's nor Cafe de Coral operate this canteen. I've used them because the queue for them is always shorter than the queue for cashiers.

Having said that, the last two times I've used these machines, I've encountered vexing problems. These are, in sum, information system fails. The user interface doesn't flow properly. In other words, the navigation of the user interface could be more coherent; and the information presented on each screen could be more relevant for decision making.

Small wonder, unbeknownst to me, I had ordered three meals instead of one. I thought I had selected my meal once and then clicked a button to proceed. But the button to proceed, in fact, takes me to the previous screen! Not only that, but the nomenclature of the buttons doesn't render obvious to the data path: which buttons do I press to take me along the path to complete my order? Obviously, since I didn't want three meals, I wasn't presented my order in such a way to realize that I had ordered three meals. I assume I am literate and digitally literate in several text-cum-interface types. This automated ordering user interface is not one of those digital text types!

Yesterday, I encountered an even more frustrating problem in the information system. (When I had ordered three meals, I had given two of them to my students; that ultimately was a good outcome!) Previously, I had brought my own food and drink containers to the canteen when ordering out. I noticed, regardless of whether I brought my own containers or I used the disposable containers, or whether I dined in or I ordered out, the automated machine would always charge me the same price: $24HKD. Although the prices varied when ordering from a human cashier, the single price the machine charged never set off any alarms in my head.

The alarm went off only when the canteen worker who received the slip of paper on which my order was printed told me to pay more for the disposable containers! I never had to do that before; and that frustrated me greatly since I had to queue for the cashiers to pay this extra cost. I wondered why the automated ordering machine didn't automatically add the cost to my bill when I selected my meal to take out. Indeed, though my slip of paper said take out, the additional cost of take out wasn't added to my bill! Later, a cashier would tell a manager and me that there is an additional, obscure button on an obscure screen that adds this additional cost. That is a frustrating experience born from an information system fail.

Ultimately, I went to a manager for answers. She decided to act for me. She cut the queue for me so I could pay my additional $1.5HKD at the cashier. That manager then cut another queue for me so I could get my food fast. The manager even heard my complaint about the information system fail and said she would send someone to fix it. (Unfortunately, I doubt that because the problem is beyond the scope and ability of a technician -- this is a major information system fail.) I am thankful for the manager's responsiveness to my circumstances. The canteen workers, too, smiled prolifically at me in spite of my foul mood. I'm glad that though a machine's system vexed me, the humans' system restored me. Score one for people.

In general, I am a fan of the Lingnan University canteen. I'll just avoid the machines in the future, especially if I don't bring my own food and drink containers.

Believe: An Innovative Learning Practice through an iPad

2011-10-14T08:42:00.000+08:00

Sam approves of the iPad and this photo for teaching and learning

I like starting my lessons with a warmer. This warmer has two purposes: it prepares students mentally for the lesson's content; and it conveniently forms four small groups.

Today's warmer required students to form questions. Each student was given a slip of paper on which a word was printed. That student's objective was to find three other students whose words, along with that student's word, could form a question. The students would sit together. The first group to assemble and to form a question would win.

I didn't notice anything unusual when the students commenced forming questions and groups. The students clustered in the middle of the room. Some students showed their slips of paper to others. Many students said their words aloud. Since I was playing and had a word, I also shouted. In that way one of my group mates found me. (As a student was absent, our group comprised three people.)

The student and I found our missing person-cum-word visually. Sam didn't shout. In fact, he didn't say a word. He didn't stand up, even. Sam had sat at his desk and broadcasted his word on his iPad. He had written his word in big letters on his iPad and then propped the iPad on his desk. In the crowd, his word was the easiest to identify and the hardest to miss. That was an innovative learning practice through an iPad!

And that wasn't the first time that Sam had used the iPad to rapidly, visually broadcast information to the class. And that wouldn't be the last time he would do in that class either. Later, as our class played Mafia and as night fell and all the participants slept, Sam displayed on his iPad a picture of my pat-pat (i.e. my butt) which he had surreptitiously captured on his iPad as I narrated the previous round. He did this to elicit laughter from anyone whose eyes were open; and that was precisely what happened! He was very clever, and effective in leveraging technology to transform teaching and learning. There are new pedagogies capturing a teacher's pat-pat using an iPad and more generally, using an iPad to rapidly, visually broadcast information to a wide audience.

Sam is a good case for student innovative learning practice through an iPad, in the context of Hong Kong tertiary education. In normative terms, he is definitely not indicative of what students do in this context since he is generally the only student in my two cohorts (n=31) to demonstrate innovative learning practice through technology. Indeed, the other students do not bring iPads to class and some bring barely any other technology save for what is on their person! In an absolute sense, Sam is a case for how, or to what degree, technology can transform the learning experience in the Hong Kong tertiary-level classroom.

Concerns about the Smart Card Access Control Devices

2011-10-14T08:31:00.000+08:00

I received the following email yesterday:

To: All Students

From: ITSC

Date: 13 October 2011

Subject: Concerns about the Smart Card Access Control Devices

Dear Students

It is much appreciated that the Students’ Union organized the open forum on the Smart Card System this afternoon. We have received valuable views/comments from students in relation to the implementation of the Smart Card System. We would like to reiterate that the special funding from the UGC has been earmarked and could only be used on the implementation of the Smart Card System, and not for other purpose(s). In addition, some students raised their concerns regarding the speed of the WiFi/Internet service on campus. ITSC has been working on improving such services over the years and would continue to enhance the WiFi network and service level. The University has also applied for special funding from the UGC in this regard.

The implementation of the Smart Card System would not only help to promote energy efficiency and savings, but also to facilitate the web-based Room Booking System, and last but not the least to further improve campus security arrangements. In this connection, it is also planned to install the Smart Card System outside the washrooms at the New Academic Building so as to enhance the campus security. In response to a comment of students on tracking of data collected via access to the washrooms in case of emergency/incidents for enhancing the security system, the University would also study the matter carefully bearing in mind the privacy consideration.

Finally, we are committed to take all the suggestions and concerns of students in the implementation details of the Smart Card System. During the process, views/comments of students are most welcome. ITSC can be reached by email itsc@LN.edu.hk or telephone 2616-7995.

ITSC

13 October 2011

I liked this message because it brought good news. First, the Lingnan University Students' Union (SU) took on "the black box issue" which affects all students. The SU's beneficent act did not entail providing welfare in a Chinese sense, or organizing obscure O-camps, iDays or Reg-days. This did entail mobilizing students and approaching the university's central command for answers. Kudos to the SU for acting on behalf of all students in this more meaningful, less obscure way; kudos to Lingnan University students for their attending this forum en masse (Several of my students also attended.) and raising their concerns; and kudos to the Lingnan University ITSC for being very responsive and transparent, and holding an open forum on this black box issue. Kudos t

In contrast, I do not believe that the University of Hong Kong's Students' Union could mobilize such a number of students to engage the university on any issue that affects all students. I do not believe that the University of Hong Kong (HKU) student and adult groups could agree on an open forum for such an issue. Of course, I also know that HKU lacks a central command so students' negotiating with HKU is difficult even if the students' are organized, because there already is a degree of obscurity in the HKU chain of command. (Small wonder the HKU SU chooses obscurity too. Maybe there is no point in negotiating anything.)

I appreciate such an organizational environment as Lingnan's where student and adult groups are responsive to issues. I appreciate centralization and mobilization on both sides. I would enjoy working and studying in such a centralized environment because I know who to approach and where to get answers. As this email suggests, the messages are clearer. Indeed, in such an environment, organizations are more meaningful because they are less obscure and more potent in action.

Returning Trays at HKU Ebeneezer's

2011-10-07T19:43:00.000+08:00

This is a very demanding sign!

The HKU Maxim's canteen isn't the only sub-organization attempting to change itself and to change (the people at) the University of Hong Kong. The recently opened Ebeneezer's makes demands that are extravagant compared to what the Maxim's canteen asks its patrons to do. Ebeneezer's asks patrons to clean up their areas, which, I believe, includes returning trays. It also asks patrons to make space for other patrons when the restaurant is crowded. Finally, it asks people not to eat pork, per the restaurant's Halal designation.

My questions are: who does Ebeneezer's think it is trying to change? And will they succeed in establishing a high rate of compliance for its rules? As regards the first requirement, enforcement is difficult, as is change. If they can successfully, somehow, counteract Hong Kong's environmental influence and change people's obstinacy, that would be commendable, and a good case!

Later, I asked an Ebeneezer's employee who was busing tables about this curious contradiction between signs and behavior. He lamented that though this restaurant was in a university, apparently no one could read! I laughed bitterly with him. He said most patrons do not bus their own tables.

Training people to clean up after themselves in Hong Kong is difficult!

GRSC6020A - Lesson Six

2011-10-07T11:14:00.000+08:00

I like how we learn incidentally about ethics in this thesis-writing class. We discussed the transcription of interviews, specifically about who should transcribe, and how meticulously to transcribe interviews. In addition, we shared the ethics of feedback, in terms of how much to feed back to interviewees and how to feed back, especially if there are literacy and language hurdles.

This lively discussion is a better way to learn about ethics than to sit passively in a lecture theatre for three hours, as was the case when I took the HKU research ethics course. I believe this pedagogy of social construction fosters a deeper understanding of ethical considerations for our research than to absorb silently Powerpoint slides on ethical considerations.

The instructor has a very clear stance. He plays by all the rules. The students who contributed to this discussion also played by all the rules. Ultimately, we decided consulting our supervisors is the best choice to determine protocol.

As a follow-up, I’m riding this pedagogy so far as I can. I brought up more ethical considerations, such as using pseudonyms in verbatim quotations in the research. We had a fruitful discussion about that -- use pseudonyms in quotations; nonetheless, we can only protect identities to an extent.

Returning Trays at Maxim's HKU Canteen

2011-10-07T09:24:00.000+08:00

: A new sign for a new semester

A new change for a new semester: the Maxim's HKU canteen has kindly requested patrons not to leave their trays on tables but to return them to a tray collection station. Conspicuous, orange signs at each table indicate this. This morning, a woman approached everyone at every table and repeated this message. People nodded.

: A tray collection station replaces the tray collection carts

I wonder if the canteen can appreciate how difficult it is to change an organization. This change affects staff and customers. Getting everyone to change their habits is challenging, even with all this support. Indeed, the organization is also competing against the external environment: in Hong Kong, people leave their trays everywhere! People eat and walk away without throwing away their refuse. That's for other people to do! If Maxim's didn't appreciate the challenge before, it certainly will appreciate the obstinacy of people's behavior now. I wonder if they can achieve a high rate of voluntary tray returns. At this point, as I look around me in the canteen, all signs point to no.

: Changing people is hard.

Buy Custom Made University Diplomas, Fake College Degrees and Transcripts of World Famous Universities.

2011-10-07T09:03:00.000+08:00

This e-mail cleared the Yahoo Spam filter and found itself in my inbox. I had been reading about "fake" diplomas in the mainstream news. I'm thankful to experience them today in small way. In jest, I should invest less in my reading, writing and data collection and more into a shady, virtual diploma mill. I haven't investigated the site but I wonder which prestigious research universities are on their list. And I also wonder what universities are doing to respond to this, especially if their degrees and diplomas are forged on this website! Anyway, this is the advertisement in the email:

Your friend Buy Custom Made University Diplomas, Fake College Degrees and Transcripts of World Famous Universities. (.) has recommended this site to you, and sends you the following message:
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http://www.vantaggiollc.com/proddetail.asp?prod=ba008

GRSC6020A - Lesson Five

2011-09-30T11:55:00.000+08:00

Introduction to Thesis Writing - Lecture Four

Homework: bring a thesis to class next week!

In-class exercise 4:

I notice lots of paraphrasing in both student texts. I also notice lots of referencing: the students use quotes and report speech. In some of this reporting, the students borrow the exact verbs, or keywords from the source text; in other instances, the students substitute words when reporting. I am unsure of exactly what is wrong in each text.

In general, I find analyzing these texts difficulty without certain technologies. If these were copies were digital, we could use software to match the degree of word “borrowing” from source texts and then more easily establish the degree of plagiarism.

Organization:

Introduction

Review general purpose of thesis

Review contents of previous chapter

Announce organization of present chapter

Body

Describe theory/previous studies

Cite others’ comments on criticism of such theory/previous studies

State own stance toward such theory/previous studies

Summarize contents and main arguments of the chapter

Structure:

Layer 1 “Objective” -- reference to others’ ideas

TW → A

Layer 2 “Critical” -- evaluation of others’ ideas

TW → What B says about A

Layer 3 “Original” -- TW’s stance and own research

TW → B → A

Layer 4

TW → stance → own research

Option 1 -- borrow a framework; provide justification

Option 2 -- review literature; refine; and adapt

Which theories do I need to look at? Theories of learning, and organizational learning.

Language:

“While...” provides concession; acknowledge and then criticize.

“See 5.2...” is preview or reminder language. Cross-referencing is useful.

The safest tense is either past or present; just be consistent!

Write out numbers under ten and numbers at the beginning of sentences; be consistent. (Maybe writing down your system somewhere is useful.)

GRSC6020A - Lecture Three

2011-09-27T11:59:00.000+08:00

Introduction to Thesis Writing - Lecture Three

Linda

Chapter Two Components:

First, interpret the original work (What was the writers’ purpose?)

Fact

Argument (argue; propose; contend)

Suggestion

Results (reporting facts) (“objective” reference to others’ ideas) (block quotation)

Discussion (presents interpretation) (critical evaluation)

Second, select language

Verbs

Reporting verbs are objective (e.g. stated; presents; found)

Evaluative verbs are critical (e.g. argue; propose; contend; indicate; demonstrates; fails)

Determining action (showed) from idea (is confirmed)

Every element in your title could be featured in your chapters: Changing practices and changing perspectives: pedagogical technologists in schools

My technology understanding: all that writing (To demonstrate familiarity with the field)

My instructional design and instructional designer understanding (To demonstrate familiarity with the field; to support my own findings (by my indicators))

Educational technology change (To support my own findings (by my indicators))

Chapter 2 should echo chapter 5 where you can refer to literature to support your own findings.

In-class Exercise (3)

Pennycock adopts a judgmental tone. He makes his viewpoint known by peppering his four paragraphs with strong language. Table 1 contains examples of strong language from his paragraphs.

Table 1. Strong Language in Pennycock’s Paragraphs

Paragraph	Strong Language
1	hardly surprising; considerable attention; has sought; attempt; only
2	pioneering; argued; problems; clearly; understandably remained; problematic
3	argued; been valuable; significant; what they described as
4	clearly; useful; it is important; as if

At the same time, Pennycock hedges. This puts a scope on his judgments and, presumably, makes his judgments more defensible. Table 2 contains examples of Pennycock’s hedging language.

Table 2. Hedging Language in Pennycock’s Paragraphs

Paragraph	Hedging Language
1	some research; can be divided
2	Much of the earlier work; much of this work
3	Some studies; in a typical study;
4	it also seems evident; by no means

Finally, Pennycock’s judgments are more pronounced when compared with the neutral language he uses prolifically in his paragraphs. The neutral language serves as a foil for the strong language: the strong language is all the more prominent when placed beside relatively benign words. Table 3 contains examples of Pennycock’s neutral language. Unsurprisingly, neutral language is largely absent in paragraph 4 where Pennycock’s primary objective is to critically evaluates the literature.

Table 3. Neutral Language in Pennycock’s Paragraphs

Paragraph	Neutral Language
1	has attracted; have focused; has focused; focus on
2	emphasized; displayed; was not based on empirical research; has shown; focus; reflect; has been to show
3	have taken; developed; focused on; the emphasis on; emphasizing
4

Mild language is largely absent from Pennycock’s writing. Twice in his writing he employs the verb, “suggest.”

To conclude, Pennycock adopts a judgmental tone. His position is very personal. This is because he uses judgmental language so frequently in his writing, imposing his personal view on the readership. In addition, Pennycock’s frequent use of the present-perfect tense suggests that many of the ideas he cites are relevant for the context of his research. In other words, the ideas (not the actions) are more alive than dead to him.

GRSC6020A - Lesson Two

2011-09-23T12:10:00.000+08:00

Introduction to Thesis Writing - Lecture Two

Linda, Michael, Simon, Sauwee

Nerissa, Laura, Estella, Jing, Ruijuan

Brian, Milton

Chapter One Components:

Background information

Broad picture (What? How much you put in this section depends on who your audience is; in other words, your readership should dictate the background.)

Motivation for study

Significance of study (Why?)

Research gap

References (e.g. 1-4)

Purpose of study

Research questions

Organization of thesis

Definitions

Terms (i.e. explain the controversial terms; what are they and how are you going to use them?) (e.g. curriculum; syllabus; problematize) (Why?)

Scope (i.e. limits) (Why?)

Chapter Two Components:

Literature review

Every element in your title could be featured in your chapters: Changing practices and changing perspectives: pedagogical technologists in schools

Rhetorical Strategies:

Problematize and justifications

Structure

Language

Tense (Time tells of your stance: present is still relevant; past is irrelevant; in discussing what you do, you can use present or future)

Voice:

Active vs passive -- how personal do you want to be? (Pronouns: I or this paper?)

Smith suggests...

This is suggested by Smith

The authorial voice: the thesis writer’s voice

Choice of verbs (Bespeaks your stance: suggests; argues; according to; might be)

How to determine these things/

Follow the discourse community; be an insider with jargon

Clarity

Objectivity level

Formality level

Certainty level

In-class Exercise 2:

I am comparing a complete PhD thesis and a PhD thesis study proposal. The general topic of both is educational technology.

The complete thesis and the thesis study proposal follow the traditional-simple thesis structure in the most general sense. From that point, each work differs in its organizational features.

First, the thesis study proposal utilizes fourth-level headings frequently; the complete thesis limits its micro-organization to third-level headings. My personal preference is to limit headings to the third-level. At fourth-level headings, I believe coherence and cohesiveness are sacrificed for specificity. Besides, I think information can be organized in such a way that it is accessible and cohesive at third-level headings, much in the same way that, in website design, all information should be available to a user within three mouse-clicks.

Second, the complete thesis and the thesis study differ in the way they allocate pre-results chapters. (See Table 1.) The complete thesis presents an introduction in chapter one. Chapters two, three and four are the literature review for the theoretical framework, online communities and blended learning, and contemporary perspectives of teachers’ professional learning and development respectively. Chapter five is the methodology and research design chapter. Chapter six is the research context chapter. In comparison, the thesis study also presents the introduction in chapter one. Chapter two is the literature review on ICT application in higher education. Chapter three presents information on higher education in Tanzania, which appears to be the research context. Chapter four is the research design and methodology chapter.

Table 1. A comparison of chapter titles between a complete thesis and a thesis study proposal

Chapter	Complete Thesis	Thesis Study Proposal
1	Introduction	Introduction
2	Theoretical Framework	ICT Application in Higher Education
3	Online Communities and Blended Learning	Higher Education in Tanzania
4	Contemporary Perspectives of Teachers’ Professional Learning and Development	Research Design and Methodology
5	Methodology and Research Design
6	The Research Context

At his point, I cannot determine which arrangment of chapters is more cohesive. However, I think that decision hinges on where the research context should be placed: should the context be placed before or after the research design and methodology chapter? In fact, maybe the context doesn’t even belong either before or after the research design and methodology section. Perhaps that section can be included in the introduction as either part of the background or the scope of the study.

Finally, Table 2. presents a comparison between the first (introduction) chapters of the complete thesis and the thesis study proposal. It appears that both works contain the introductory chapter elements that were discussed in class, albeit under different headings. In addition, the headings of both works do not neatly fit the prescribed order that was discussed in class. In sum, All this suggests that these introductory chapter elements are important; their inclusion is more important than the order in which they are included.

Table 2. A comparison of first-chapter-headings between a complete thesis and a thesis study proposal

Heading	Complete Thesis	Thesis Study Proposal
1.1	Introduction to the thesis	Background to the study
1.2	Catalyst for the study	Research problem for the study
1.3	New Zealand context and background	Purposes and research questions
1.4	Purpose of the study	Significance of the study
1.5	Research questions	Research design
1.5.1		Study 1
1.5.2		Study 2
1.6	Theoretical perspective	Definition of terms
1.7	Significance of the study	Overview of the thesis
1.8	Research scope and limitations	Summary
1.9	Structure of the thesis
1.10	Terminology

Welcome Back Wordle... Plus 7 Other Free Word Cloud Generators! (via 21 st Century Educational Technology and Learning)

2011-09-22T19:07:00.000+08:00

This was a useful post when I was hunting for the perfect word cloud generator. Ultimately, I used tagxedo. The trick to using all word cloud generators is to link connected words such as University~of~Hong~Kong with ~ so that the words will stay together in the cloud.

Word Clouds have caught the attention of the country and have become a part of the 21st Century classroom. While Wordle is the king of Word Cloud Generators here are some other word cloud tools that have some outstanding capabilities that are worth investigation. Each tool provides a unique way that can be used in the classroom to facilitate the creation and study of word clouds. I especially was impressed with a few tools that actually helped … Read More

via 21 st Century Educational Technology and Learning

LCE101 W4L2 Feedback

2011-09-22T16:15:00.000+08:00

Wouldanipbenighsifwewaolder?

That was the sentence we pieced together in class today. Identify the individual sounds and the words they form; and then you can figure out what this jumble of letters means!

One reason for differences in speech between people groups is a different understanding and application of linking rules for the select language. That could explain why, broadly speaking, HK people and foreign people speak differently.

(Understanding these rules and how people apply these rules can help you to understand spoken conversation; of course, there are other matters to consider including context and discourse type; understanding these may also improve your comprehension.)

In the same way, I may not speak Korean as though I were a Korean native speaker. Nonetheless, I can still listen to Korean as if I were a Korean, for which reason I play lots of Korean music in class.

Finally, I ask people to repeat instructions as a feedback mechanism. I don't know if you understand my instructions, for whatever reason. For that reason, I ask you to repeat: in that way, I can assess whether or not you get the gist of my instructions.

Container Discrimination at the HKU Main Library

2011-09-21T10:11:00.000+08:00

: Which container cannot be brought into the HKU Main Library?

I just had a curious encounter with an HKU main library staff member. She ~~stalked~~ stopped me on the first floor and told me that I couldn't take my Starbucks container any further. Since the container has a "hole," I could only consume from it in the 24 hour space on the ground floor. On the other hand, my rugged Columbia water bottle could ascend.

I didn't argue with the woman. In fact, I thanked her.

This rule is curious. That it is enforced -- by how many? -- is curious too. I wonder who came up with such a rule, and for what reason such a rule was created -- are we protecting carpets, books or people, for example? What's more, I wonder who managed to disseminated such a rule, effectively, at first blush, to HKU main library staff. Finally, I also wonder how this rule will be changed when the new learning commons on the third floor is opened: will there be a bouncer at the door checking drink containers? Maybe some robots with knives will do the trick.

Anyway, I finish typing this post in the 24-hour space. Curiously, unlike everywhere else in the library at this hour, this learning space is not teeming with people. Great!

GRSC6020A - Lesson One

2011-09-20T15:32:00.000+08:00

Introduction to Thesis Writing - Lecture One

Personnel:

Linda, Michael, Simon, Sauwee

Nerissa, Laura, Estella, Jing, Ruijuan

Brian, Milton

Follow-up:

Bring a thesis to class on Friday.

[youtube http://www.youtube.com/watch?v=j9yUYXyPL1c&w=420&h=315]

Task 2 Reflection:

I recorded my research explanation and my partner’s research explanation. We can compare the two. I explained my research sufficiently for my partner in six minutes; he explained his research sufficiently for my understanding in 19 minutes. He took more time, by a multiple of three; and I find that significant. In an absolute sense, he took a longer time to explain clearly his research -- the task was to explain clearly our research to our partner; we cannot assume that either of us were either withholding questions or overzealous in asking questions because we are all emic, outsiders, to these participants minds if we were only to view this video. Our best assumption is that the participants were following the task aim. I consider this an exercise of the skill of explaining complex ideas in simple terms. In that case, if success in explaining complex ideas in simple terms can be timed, then in this instance I can explain my research more clearly than my partner. That is a pleasing result given my practice in explaining my research concisely to everyone these days. Maybe my practice is improving my conciseness.

In-class Exercise 1:

Technology is one force that drives school change. This author has met people, pedagogical technologists, who drive school change through technology. Pedagogical technologists are full-time para-coordinators of pedagogy and technology. They are not teachers in a traditional sense and they do not focus predominantly on supporting the technical aspects of teaching with information technology (IT). Their primary duty is supporting the pedagogical aspect of teaching through IT and helping teachers and other school stakeholders use technology to best support student learning, taking into account technological, pedagogical, content knowledge. The pedagogical technologist role in schools may be emergent, due in part to the increasing presence of IT in schools and changes to the specific ways that schools think about IT in education; in addition, only a number of schools have appointed pedagogical technologists. There is scant literature on how pedagogical technologists influence schools’ ways of working with and through technology. This study explores the role of selected pedagogical technologists and examines what they do to influence schools’ ways of working with and through technology. In examining these cases, this study will develop some general principles about what makes pedagogical technologists successful in today's schools. This study will employ a multiple-case study research strategy with the pedagogical technologist being the unit of analysis. Data will be collected by observing and interacting with five pedagogical technologists who form a purposeful, convenience sample, and who work primarily in primary schools in Hong Kong. The pedagogical technologists, principals and select teachers will be interviewed. Documents will be collected, photographs taken and a number of class lessons will be observed.

In-class exercise 1 reflection:

Curiously, the thesis introduction format resembles the structure of my abstract. One major difference, however, is my definition for pedagogical technologist comes first. Ultimately, I filled 90% of this exercise with my abstract, which I included without major changes. I added a sentence or two and a word or two, here and there: no major changes. I wonder how my instructor will receive this abstract, which my supervisor helped to write! I look forward to constructive feedback on my writing style and my writing content.

Overall reflection:

I could tell from the first activity that this teacher knows something about teaching. He may not have the teaching gift, but he appears to have a finely honed teaching craft. His high teaching quality was seconded by my friend who took this man’s class last year and who smiled when I mentioned his name. I liked the structure of the lesson: lots of interactive events and quiet time. When the instructor spoke, he was concise and didn’t abuse students’ attention. That was good. Maybe, in fact, I could learn something about teaching from him!

[caption id="" align="alignnone" width="617" caption="I'm going backwards!"][/caption]

The technology paths for this course frustrated me. In general, we aren’t working with eportfolios: welcome to the old-school paper portfolio! This choice results in a greater emphasis on hardcopies (i.e. paper) and handwriting, both of which, I feel are less expedient than other technology choices (e.g. cloud documents and typing). Indeed, my frustration was palpable as I had finished typing my assignment in 5 minutes and then took 5 minutes to hand write 15% of it! That is futility. In a moment of despair, I cried out to my teacher: thankfully, he said I could e-mail the assignment. So there is a flexible portfolio option!

A.O.B.

This cord is an obstruction. Max just tripped over it!

Components to a thesis introduction:

Background information

Broad picture (What?)

Motivation

Significance (Why?)

Purpose of study

Problematize and justifications

Organization of thesis

Definitions

Terms (e.g. curriculum; syllabus; problematize) (Why?)

Scope (i.e. limits) (Why?)

Structure

Language

Tense (Time tells of your stance: present is still relevant; past is irrelevant; in discussing what you do, you can use present or future)

Active vs passive -- how personal do you want to be? (Pronouns: I or this paper?)

Choice of verbs

Assessment:

Paper portfolio

Task 2: you can include several articles; due 30.9.

Alignment of tasks with in-class work

Task	In-class work
1	1
2
3	6
4	2

LCE101 W4L1 Feedback

2011-09-19T16:00:00.000+08:00

[caption id="attachment_1479" align="alignnone" width="1024" caption="Different approaches to spelling words"][/caption]

[caption id="attachment_1480" align="alignnone" width="1024" caption="Differences between English and Chinese written languages"][/caption]

[caption id="attachment_1481" align="alignnone" width="1024" caption="Reflection on Phonology"][/caption]

So-philo! If you understood that, welcome to using writing to capture spoken language.

If you want to improve your pronunciation independently, consider using these websites. I also like Starfall for learning phonemes -- individual sounds.

As regards note-taking, I think they style by which you take notes depends on your purpose for taking notes and your constraints (e.g. time and space constraints). For example, at church, I tend to write paragraph notes because I want to reflect, and my reflections are too complex to be encapsulated in a few key words; besides, I have the time to write paragraphs while sitting in service. When I prepare to teach, I tend to use outline form because I can fill in the gaps whilst teaching. Details aren't necessary; only a few phrases or words will do.

Blogs can be considered a form of note-taking.

Your self-introduction doesn't need to be a separate page. You do not need to submit a self-introduction for week 6. You do need to submit a page on which you have compiled your first independent learning plan with evidence.

Finally, if you are sleepy in class, maybe you need to sleep more; or drink a stimulant. Perhaps I am not engaging you with my teaching. How you can pay attention in class if you feel sleepy depends on why you feel sleepy, I think.

Nevermind Handwriting: Analog is becoming extinct!

2011-09-19T13:23:00.000+08:00

I was watching Starcraft 2 and the two commentators -- technologists in my book -- were discussing the raising of a generation that could only read digital clocks. This phenomenon fascinated me: technology is changing literacy requirements: with more frequent -- i.e. default -- use of digital clocks, people no longer need the literacy of reading long and short hands on a circular tool, with or without numbers. Nevermind handwriting: analog is becoming extinct!

: When schools no longer teach it (i.e. handwriting), consider it extinct.

: This representation of time is becoming more prevalent because of digital devices (defaults).

: Can we foresee a time when schools no longer teach students to read this? Can you still read this?

Finally, I was thinking about one other phenomenon on the verge of extinction: fighting for screens at home. First, people fought for televisions. Then, people thought for the (desktop) computer: with economies of scale and the prevalence of mobile devices, is a significant chunk of humanity on the verge of domestic peace? No more division between siblings and spouses because everyone has a screen -- which causes a new type of division with its own consequences?

[caption id="" align="alignnone" width="320" caption="What happens when homes have fewer of these and more mobile devices? Pax household!"][/caption]

LCE101 W3L2 Feedback

2011-09-15T15:59:00.000+08:00

For my section 30 class, we'll review the LISTEN task on Monday. I'm sorry for being an external distraction during the task! Hopefully, you'll also improve the way by which you listen on Monday: maybe we'll discuss that too.

These days, I try not to ignore people when they speak. I prefer to listen, even if I disagree with what they are saying: in having firm boundaries, I can make the choice to not put myself in a situation where I have to listen to them again. Besides, listening is better than ignoring in the sense that listening doesn't cause a relationship to deteriorate. When someone notices you ignoring them, and that isn't too difficult, the relationship likely will deteriorate.

As for the listening exam, to prepare we'll work on taking different types of notes while listening. Each has a specific purpose. In general, practicing a listening skill entails, per our understanding of learning, developing a clear learning objective which should involve identifying a specific listening skill. Couple that with a relevant learning task. That's how you can practice listening well.

I'm not Korean. One day, nonetheless, I'll build a school there for North and South Korean children. If you want to see pictures from my trips to Korea, try this: http://www.flickr.com/photos/mckln/collections/72157601608717712/

Spicynodes: Pedagogical Technologist Definition

2011-09-15T15:41:00.000+08:00

http://media.spicynodes.org/display.swf?id=bff8e1bae92cb00c4165e361210d68ba&nodemapID=219906
I discovered this concept map software from Case A, who is using it on one of her projects. I like this software because it simplifies the mind map process in an Apple way: simple GUI; not too many options; good taste. In contrast, Prezi, a competitor in this presentation visualizer category, is quickly adding so many features, I feel, that feature creep is inevitable. It is fast becoming the Android of presentation visualizers.

Having said that, Spicynodes, this pearltree and prezi mashup, is far buggier than Pearltrees and Prezi. I noticed several problems, browser-related, I suspect, in obtaining embed codes and uploading images.

I used Spicynodes to present in a simple manner my pedagogical technologist definition. While the pictures are big -- that's good -- the text is too small. The text should not be dwarfed by the picture; without an illustration in the node, the text is readable; perhaps I should separate the text from the visual, creating two nodes instead of combining those elements into one.

LCE101 W3L1 Feedback

2011-09-12T18:26:00.000+08:00

Happy Mid-Autumn Festival! Bless you and your families. Tonight, I am buying socks, grabbing dinner and hitting the sack early. Tomorrow, I am doing a few things with my church brothers and sisters. Hopefully, I will also get some of my research work finished -- I need to transcribe an interview I had with a research participant last week.

The CEAL SAC is a useful resource for your independent learning. For that reason I ask you to see an SAC tutor at least once. In this way, you will be inside the SAC and at that point, anything could happen.

As regards assessment, in addition to implicit and explicit, assessment can be norm-referenced and criterion-referenced. You can compare your performance with others, or with yourself over time, or you can compare yourself to certain standards These are the most general ways of assessing one's performance, in anything. Be creative when considering your assessment mechanisms, which include feedback mechanisms. A good plan includes a good feedback mechanism.

If you want to improve your pronunciation, you could start with the basics: phonemes. Additionally, chunking and word stress maybe useful spoken language areas on which to work.

Finally, I like 2NE1 because of their music's high production values. In addition, their reliance on their style and not on their physical beauty makes them stand out in a KPop industry replete with mechanical dolls. Their new album exemplifies all these qualities. I look forward to buying this album on my next trip to Korea!

[youtube http://www.youtube.com/watch?v=5n4V3lGEyG4&w=560&h=345]

Reflections on Teaching in Hong Kong

2011-09-09T23:52:00.000+08:00

[youtube http://www.youtube.com/watch?v=1zfjUj8Vz5Y&w=420&h=345]
[youtube http://www.youtube.com/watch?v=muwbUExUvcI&w=420&h=345]

A comparative education researcher interviewed me about my teaching experience, in Hong Kong, in particular. The interview data I provided will be used in her research.

I am thankful for this opportunity to reflect. I've changed a lot, both as a teacher and as a man. To acknowledge this and to recognize such changes in myself and in others is a blessing.

My favorite part of this interview was not expounding on my understanding of the system but sharing the important documents in my professional life, those documents which shaped my thinking; I noticed much continuity, and change, in my thinking as I looked at documents I stored away years ago.

DBA First Workshop 2011 Reflection

2011-09-09T22:08:00.000+08:00

[youtube http://www.youtube.com/watch?v=eqobub_oFvs&w=420&h=345]
Despite losing my iPhone, the fatigue and the stress, I performed well at the DBA workshop. Compared to last year's debacle, this year's performance was more coherent, and fruitful: I developed a clear plan replete with intended learning outcomes and a feedback mechanism; and executed that plan not so religiously as to lose flexibility. In sum, today's workshop was an improvement. I can't wait to watch the tape.

The students agree, I believe. Based on their two-minute feedback, they've taken aboard several salient points, the most prominent of which is the need to write concise statements. Simple writing, precise writing, sans bankrupt words and hyperbole, this is the way to write academically, many students now say -- great; I'm sure that will bring a smile to my supervisor's face! Another salient point was providing sufficient evidence to support claims; and that may entail stating assumptions or additional evidence for comparison.

I felt at ease in front of the new cohort. My eyes contacted others' regularly. My voice was strong enough, as was my posture. I improvised; and the students did too: they presented from their seats and passed the mic around rather than stand and address the class. In addition, technology bolstered this workshop: instant editing on multiple computers was a boon because I could sit in the background, hear students' comments, and type them on the document; and then those comments would appear on the screen. If I were to do this again, I would sleep more, and would distribute useful references (e.g. Robert Stake's problem question scale); and I would also like to share a Google Docs page with the cohort so that they could edit a document directly rather than rely on me to write down their comments. Additionally, the program could, in fact, be lengthened so that students could present their proposals and receive constructive feedback -- one student mentioned this in the two-minute feedback and I heard this in conversation with students after the workshop; I suspect the students wanted this not least because they spent time to create their presentations.

At this point, I'll address a few recurring, unanswered questions:

1. Narrowing a research problem requires reading widely at first to build a knowledge base of theory, content and methods, all of which must be considered simultaneously when constructing a research problem. Robert Stake presents a useful illustration of this point:

Likewise, Stake presents a wide-range of research questions to show us, in comparative terms, where we should aim when developing a thesis research question. Indeed, we don't want to be too broad, developing a question best answered by a career's worth of research; and we also don't want to be too narrow, developing a question best answered in a sub-section of your dissertation. The scope of the question's answer must be just right!

1. In general, precision is preferable to vagueness. Use your judgment and others to determine how precise you need to be in your writing.
2. As such, always read the latest journal articles in your field to keep abreast of trends and the quality of discussions. By doing this, you also can learn inductively how people in your academic field write: how are their papers structured; what language is used; how are claims supported. These authors may write concisely. Bear in mind that since journals vary in overall quality and editorial standards, you may come across many poorly written journal articles.
3. To write simple, meaningful sentences, read the authors that write in such a fashion and learn inductively. You could consult your mentor for your mentor's recommendations of good writers in your field. In addition to reading lots, you will have to write lots: allow this devotion to precision to influence all your writing and therefore, all your thinking.
4. For a more deductive approach to learning, a Google search would yield useful books and resources for improving academic writing -- perhaps your cohort can share links. As for language usage, remember to proofread your work; or you can find a critical friend to proofread your work before submission; a technology that could do the same is the Wordpress language editor. Proofreading is an important stage of the writing process. All people, including native speakers, should complete this stage.
5. Curiously, quantitative research language and qualitative research language are likely not the same not least because presenting quantitative data may require less hedging. How the data is manipulated may also influence the type of language used. A good resource for developing quantitative and qualitative research vocabulary is the academy word list.

LCE101 W2L2 Feedback

2011-09-09T11:25:00.000+08:00

In this independent learning reflection, I aim to answer a few of your questions by recounting my experience.

I have felt very frustrated in teaching, and in learning. As regards the former, when I taught independent learning at CityU, my students would consult me one-on-one, 20-minutes per consultation. They didn't understand much about independent learning and, in general, learning -- there is a reason why universities in Hong Kong require students to learn independently at this level -- so I felt frustrated when students couldn't grasp what was required to learn without a teacher telling him what to do. Unfortunately, at that time, I often let my frustration get the best of me in my consultations, and that spoiled many relationships. I've learned to operate with much grace and mercy in this process of teaching you to learn independently. We could all benefit from support and encouragement in this challenging, yet richly rewarding process.

Therefore, if you don't know something or don't know how to respond, that's OK. That means we need to teach and to learn in a different way; I like that challenge.

To be sure, you have learned in a certain mode in your primary and secondary schooling. We've gone over a few reasons why this is the case. Changing that mode is challenging because it entails not only changing one teacher, but also that teacher's school, and that entire school system. This may also entail changing parents' perceptions! This is a challenging task. Often, it is easier to not change than to change: think again about the scope and the complexity of the change.

Thankfully, you can change yourself, and surround yourself with the right people to learn effectively.

As regards what should motivate learning, either interest or pragmatism, I cannot answer that question for your learning English: only you can do that.

If you want to learn Korean, you can do it without taking a class -- exercise your independent learning skills! I learned the Korean alphabet by myself. First, figure out, where you can access information on this alphabet - hangeul, and how you can teach yourself to spell Korean. This may include, of course, a feedback mechanism. There are lots of websites that can help you.

Indeed, I am learning Korean independently, in the same way that I learned Cantonese. Whenever I decide to learn Putonghua diligently, I will also learn it independently, without taking a class. The only languages I learned extensively, in a class are English and Spanish.

Believe it or not, I'm still learning English. Oftentimes, that requires some expedient technology use: for example, I like Justtheword for collocations and dictionary.com for definitions. The former helps me when writing -- I need to write lots of different text types -- and the latter for reading and writing -- recognizing words and using the write words.

Finally, a few comments unrelated to independent learning: I don't think happy endings are a bad thing in an absolute sense: that they are cliche detracts from a story: my preference is to not watch something when the outcome is never in doubt. That is the problem with my watching many movies: we know the bad guys will lose and the good guys will win. Where is the suspense or excitement in that?

I don't know if there is a set expression for an unhappy ending. Maybe FAIL would be a good "noun" to describe that unhappy ending. If you find a set expression for an unhappy ending, let me know!

I don't listen to much American music. I listen to Christian worship music and Korean pop music these days. Sometimes I listen to classic rock and British, Franz-style rock.

Review Panel set to examine key issues of University event arrangements

2011-09-08T09:44:00.000+08:00

Message from Communications and Public Affairs Office

Review Panel set to examine key issues of University event arrangements
港大公佈小組名單，開展有關大學活動安排的檢討工作

Dear Colleagues, Students, Alumni and Members of the HKU Family,

The University today (September 7) announced the membership of a Review Panel set up by the Council to review issues arising from the Centenary Ceremony on August 18, 2011.

Mr Lester Garson Huang was appointed by the Council as the Convenor of the Panel. Members of the Panel have been drawn from the HKU community. They are:

Student

Mr Zhang Yi, nominated by the Postgraduate Students Association (PGSA)

Staff

Professor Cecilia L.W. Chan, Si Yuan Professor in Health and Social Work, Faculty of Social Sciences

Professor Johannes M. M. Chan SC (Hon), Dean of Faculty of Law

Alumni

Mr Simon Fung Shing-cheung (BSocSc 1978)

Mr Patrick C S Wong (BEng 1998), HKUSU President, 1997

Council members

Mr Stephen Cheung Pok-yin, a full-time non-teaching staff of the University elected to the Council in accordance with regulations

Mr Man Cheuk Fei, a lay Council member elected by the Court

Mr Lester Huang, Convenor of the Panel said: “We have invited the HKU Students' Union to nominate an undergraduate student to join the Panel, but regrettably, we have not received a positive response up to now and have indeed renewed our invitation today. In any event, we will strive to maintain a close dialogue with the Students' Union in the course of the review to ensure that students' views are heard.”

The Panel was set up by the Council on August 30 in response to the widespread interest and concern among members of the University and the public regarding the various arrangements of the Ceremony on August 18, which Vice-Premier Li Keqiang of the State Council attended.

It will make recommendations to the Council on improving arrangements and establishing appropriate mechanisms and policies for University events in the future, to ensure that HKU will continue its commitment to freedom, liberty and diversity and will always remain a place for freedom of expression.

Mr Huang said that he planned to hold the first panel meeting within a week.

Communications and Public Affairs Office

I am glad that a postgraduate representative has joined this panel. In sum, I think the panel is a good idea and I am encouraged when I see some particular names on it. This is a panel that leans towards the students, or at the very least, against the administration and the machine at higher levels.

Therefore, that the student union has excluded itself from this panel, as it has in the HKU Centenary action, is puzzling at first blush. If we assume that the leadership and the organization is as inept as most other organizations around the world, however, we can understand their excluding themselves from something that, I believe, benefits their constituents, the students!

Indeed, maybe the student union is too busy organizing o-camps, reg-days, touch camps and feel camps and i-days to worry about this security matter. I still hold onto the opinion that the student union should disband, or at the very least rename themselves for a union is a misnomer: they are no more than a little machine with little leaders in a bigger machine with bigger leaders. I would appreciate more positive comments than the following, born from my experience: all the student union has done for me is force me to take part in numerous mandatory activities and "discretionary" activities and then kicked me out of my dormitory when I didn't participate in enough "discretionary" activities. This doesn't sound like a union to me because I thought unions (e.g. NBA union) protect their constituents and not stick it to them! In general, in the Hong Kong context, I am staunchly anti-union: they are a passive "welfare" groups in the Chinese sense and not strong, diligent organizations in a Western sense.

Message from Council and Senate PG student representatives on PG Studentship

2011-09-08T09:31:00.000+08:00

Message from Registry

Please see the following email from the Postgraduate Student
representatives on the Council and Senate to all Postgraduate
Students:

Subject: Recent Concerns about Postgraduate Studentship

Dear Students,

Regarding the recent concern about the increase of studentship, we
called a meeting with Prof. Tam, Dean of Graduate School on 6th
September, 2011. The objectives of the meeting were to understand
the motive, rationale and procedures behind the studentship
adjustment, and review the current studentship system. We raised
students’ concern and made a number of recommendations to Prof.
Tam and his response was as follow:

1. “Postgraduate Studentship (PGS) Increase in 2011” was NOT a
response to the PGSA’s “Propose to raise studentship for RPg
students”. The adjustment was a routine procedure which takes into
the account of the rates of sister institutions and the funding
availability.

2. Because of the availability of funding resources and agreement
made with the sister institutions in Hong Kong, the studentship has to
fall within $12,730 to $14,070 per month. The adjusted studentship
of $13,600 is sufficient and there is not much room for improvement.
Besides, it is not a form of salary. It is a form of scholarship to
support the students.

3. Our basic stipend amount of $13,600 is compatible with the sister
institutions (i.e. HKUST $13,600, CUHK $13,700). The survey
conducted by PGSA does not reflect the actual situation and carries
substantial bias.

4. The studentship systems of different institutions are different.
For instance:
- HKU offers higher rate for students with additional working
hours (level system).

PGS levels Rate Maximum no. of hours of work permitted
per annum
Level 1 $13,600 100 hours
Level 2 $14,370 150 hours
Level 3 $15,140 200 hours
Level 4 $15,910 250 hours

- CUHK offers higher rate for students with confirmed
candidature.
- HKUST offers different rates for MPhil and PhD students, and
higher rate for students with excellent academic performance.

5. The current studentship system (level system) at our University
may not be sufficient to reflect the actual working hours of students
on departmental duties. The Graduate School is willing to review the
current level system. In addition, the Graduate School is considering
the adoption of “CUHK studentship system” mentioned in point 4.

We would like to hear your comments about our current level system
and the adoption of “CUHK studentship system”. We will gather your
comments and reflect promptly to the Graduate School in the next
meeting.

Please leave comments at our Facebook group
http://www.facebook.com/group.php?gid=159984550687288
or E-mail us.

This is the culmination of that obscure movement at HKU to increase the studentship. I vaguely recall writing about the problem with the studentship and alluding to the problems of raising it, the most egregious of which is mobilizing people to address the problem. Indeed, in true Hong Kong and HKU fashion, I didn't know about this movement, now quashed.

That the Vice-chancellor, who has proven a pushover in recent weeks, can effectively quash our grievances amuses me. This does not earn my vote of confidence for my postgraduate leaders. In fact, I agree with the vice-chancellor's stance, and I will only leap onto the postgraduate leaders' side when they adopt the special tactics which demonstrate how serious they are in having this grievance redressed their way -- can someone give them Long Hair's number? For now, my leaders and their followers, that includes me, are the greatest pushovers.

LCE101 W2L1 Feedback

2011-09-05T17:16:00.000+08:00

Instructions for independent learning are in the textbook. Information on assessment and IL content/homework are in the book. We will review the instructions in class; this also includes instructions and the form for uploading homework. In addition you are responsible for reading the material and asking questions if you do not understand. No word limit for assignments!

You can find the CEAL SAC at AR121. I may be able to help you learn independently.

I recommend these two dating books: Boundaries in Dating; and my favorite, How to get a Date Worth Keeping

You can be more active in class by speaking more when you have the chance; and by responding well when others speak. You reap what you sow. To be passionate about learning English, that cannot be addressed easily with an axiomatic statement. Personally, I think passion comes from the heart: pursue excellence in all the things you do while being thankful and joyful, and you will be passionate for learning.

I'll develop a portfolio to demonstrate how we can lay out the portfolio, how we can introduce ourselves and what we can upload.

The effect of poor grammar on you and on others depends on the context of the poor grammar usage.

Pedagogical Technology Way of Doing - Service-solution Model

2011-09-03T15:03:00.000+08:00

If this other way of doing model was triage-relationship, then this model is service-solution. No mention of relationships and relationship-building; this model focuses on the pedagogical technologist (PT) and teachers (Ts) finding solutions to problems.

The challenge in developing this flow chart was the complexity of the data from which it came. The data isn't so straightforward as to foster simplicity. Nonetheless, I tried to create a concise representation of a PT's ways of doing.

Crossing the line - The Standard

2011-09-03T11:00:00.000+08:00

Crossing the line - The Standard.

I picked this article to highlight a few, curious points.

The 2011 student union and its members are egregiously absent from this article. Indeed, the journalist suggests that "Core members of HKU Centenary action are mainly alumni." I wonder if the current SU fears for its well being by participating in this fracas; or, more likely, I suspect, the SU cares more about O-camps, touch-camps, feel camps, i-days and reg-days than overzealous security personnel and political protest. Vindicate touch camps, the 2011 SU members cry!

I don't believe that organizing people is the reason for the 2011 SU's absence: if they and their members can organize many pockets of people for hall and club o-camps, touch camps, feel camps and the ilk, I do not find their organizing for political protest a stretch of the imagination.

Anyway, another important point: what do the Faculty members think about the Vice-Chancellor's leadership? Perhaps they approve and suppor the vice-chancellor not least because he doesn't demonstrate strong leadership: if he does, that takes power away from strong leadership within Faculties. As a Faculty member told me, with Tsui in power, it's business as usual in the Faculties; and Faculty members by and large may like that!

Let's think about the consequences of removing Tsui: what kind of leader should replace him? It appears, if my comments are true, that alumni and faculty members will come to blows: the former may want a stronger leader while the latter may want a Tsui clone. I'm not sure if all these bodies could agree on the kind of leader needed to follow Tsui. Maybe the best option is to proceed, business as usual, with Tsui in charge!

Finally, I got a kick out of this paragraph:

There were also signs of things to come when 200,000 people with grievances marched on July 1. After good behavior on such marches previously, this one ended with hundreds of protesters breaking police cordons to halt traffic in Central. They accused police of going too far by using pepper spray and carrying them off the street.

Decrying violence is misleading, a definite red herring. To be sure, to get people's attention, violence does work; the greater the violence, the greater the influence on leadership and policy, and that could be a good thing. In addition, unity grabs people's attention -- and that's where the first sentence of that paragraph makes me laugh out loud. 200,000 people marching about 50 issues is less effective in getting a message across than 50,000 marching to the same tune; for that reason, the 500,000 marching for one issue in 2003 scared the crap out of the Communist Party. Since then, these July 1st protests have been laughable for their impotence: it's a carnival these days! Indeed, I find much of the HKU security protest laughable too because of all the mixed messages -- advertising not on campus but only in three Chinese language newspapers, and in Chinese on Facebook, anyone? -- and the lack of numbers, people's faces, at these protests. Either people don't care -- very likely -- or people cannot be mobilized effectively -- also very likely.

Yesterday, there was some small follow-up protest. That wasn't even my worth taking a photo not least because the media outnumbered the handful of protestors. I marveled at watching these people shout a few slogans and sit at a plywood table while hundreds, if not thousands, of people walked by, not even bothering to look at these people, who were spouting off, in Chinese, again! Incoherence and stratification at so many levels, this is not only my Hong Kong but my University of Hong Kong.

More Li Keqiang HKU Security Incident Fallout

2011-08-31T13:14:00.000+08:00

Message from Communications and Public Affairs Office

Dear Colleagues, Students, Alumni and Members of the HKU Family,

The Council at its meeting today (August 30) resolved to set up a panel to review issues arising from the Centenary Ceremony on August 18, 2011.

The move was a response to the widespread interest and concern among members of the University and the public regarding the various arrangements of the Ceremony, which Vice-Premier Li Keqiang of the State Council attended.

The panel will make recommendations to the Council on the means to improve arrangements and establish appropriate mechanisms and policies for University events in the future, to ensure that HKU will continue its commitment to freedom, liberty and diversity and will always remain a place for freedom of expression.

Speaking to the press after the meeting, Chairman Dr Leong Che-hung said: "We consider that there are many lessons learnt from the August 18 event."

"The review exercise will help provide useful advice and reference for the University in the future on pertinent issues such as ceremony protocol and security measures," he added.

Members of the panel will be chosen from the HKU community, including students, staff, alumni and Council Members. Mr Lester Garson Huang, who is a Council member, was appointed as the convenor.

Upon the completion of the review, the panel will submit the report to the Council for consideration.

Communications and Public Affairs Office

致各位港大同學、教職員、校友及友好：

校務委員會今天（8月30日）舉行會議。在會上，委員決定就大學百周年校慶典禮的有關事宜，成立小組，檢討有關安排。

港大於8月18日舉行百周年校慶典禮，副總理李克強應邀出席。當天的安排是否合宜，在社會上及大學成員間引發一場熱烈的討論。校務委員會因此決定成立小組，就安排作出檢討。

小組將會就活動的安排提出改善建議，訂立清楚機制和政策，落實捍衛大學自由，開放，多元化傳統，確保港大永遠是言論自由的堡壘。

校務委員會主席梁智鴻醫生於會議後表示，希望透過今次檢討，總結經驗，放眼向前。

他說：「今次的檢討工作涉及多項重要議題，包括典禮活動的禮儀規格及保安措施等，好為將來舉辦同類活動時，提供有用的參考指引。」

小組成員包括學生，教職員，校友及校務委員會成員，由校務委員會成員黃嘉純擔任召集人。小組將於完成檢討後，向校務委員會提交報告。

傳訊及公共事務處

DBA 2011 Pre-course Assignment Feedback

2011-08-30T14:12:00.000+08:00

(Before I comment on your cohort's assignments, if you would like to read my comments for last year's cohort, read this and that.)

Ambitious, broad problems require narrow scopes. Regarding this issue, what I wrote last year is still relevant:

Boiling a problem down to one simple statement proved challenging but necessary for building the line of logic for that problem. To accomplish this, if you are still in doubt, consider phrasing the problem as a gap between something desirable and the present situation. For example, the statement, "The problem is customer knowledge is not properly valuated and managed in most organizations", while broad, nevertheless describes a gap between the ideal and reality. Conversely, a statement such as, "The problem is customer knowledge valuation" is not a statement of the problem but a mere statement of the topic, as there is no gap in that statement, only the incongruous equating of an issue with a problem. Besides, consider the appropriateness of that statement in a more practical light: that statement is significantly broader than any problem that you will be able to research.

As expected by CIOs, enterprises are moving to the cloud computing technology. The issue is then how to implement. There are implementation strategies developed for particular sites but do not have theoretical implementation model for enterprises in general. Previous research highlighted that there were obstacles when consider to move to the cloud. These obstacles include security concerns, IT service management in the control of third parties’ hand, vendor lock-in, etc. Implementation strategy should also consider factors of different enterprise and the kinds of cloud computing services best fit their requirements.

What is more, how to measure whether the implementation is successful or not is a question. Although vendors are driving the benefits of cloud computing services, they focus on shorter term opportunities. KPMG has done a survey stated that not many CIOs possess sufficient cloud computing knowledge and anticipated that there would be unmet expectation and over-promised benefits in the coming years. The implementation is going to be challenging.

The Research Title “Cloud Computing – Security, Risk and Governance Aspects for Asia Pacific Enterprises” contains a series of key words which create problems, issues and challenges within organisations, societies and governments: Security, Risk, Governance.

The existent of online shopping change the customer behavior and consumption pattern in China. Online shopping of luxury goods will become an important part of the luxury goods industry, but the buying habit of online shopping of luxury goods has not yet formed and the protection of the buyer about the quality has no guarantee. It will face lots of challenges. Price too high or too much discount on luxury goods will affect the customers to buy the good online. Online shopping cannot fulfill the user experience such as the atmosphere of shopping environment, customer’s vanity, on site selection, courtesy services provide by well-trained staff whenever you purchase the luxury goods. The authentication of the product can affect the sales volume of online shopping. Some illegal enterprises produce knockoffs and sell it online. Many customers do not have any confident to purchase. In addition, there is another obstacle for the development online shopping of luxury goods is the logistic. They rely on some outsource logistics companies. It has a possibility of getting the item lost and damage. Currently, shortage of the stock is another big problem.Many online shops try to cooperate with the agents and distributors. They try to work with the mode of consignment to run the business. The supplier can only offer a small amount of inventory and also this is very difficult to get the most fashion product. This can not satisfy the huge domestic demand of luxury goods in the long run.

Presenting figures, numbers and statistics can support your claims well. However, when presenting these, ensure that the connection to the claim is clear and that the significance of such figures, numbers and statistics is clear. This entails stating warrants (i.e. assumptions), for example. In addition, comparisons create significance for figures, numbers and statistics. They are preferable to naked statements of figures, numbers and statistics.

Since the market share of prescription-drug contribute to an essential segment (> US$2 billion in 2002) in China pharmaceutical market and the role of Chinese patients, the end users, become more influential in prescription alteration.

In 2010, the total turnover of the luxury goods market was over Euro$168 billion. There is a growth rate of 30% for the Chinese market to Euros 92 billion which is higher than the average of the global market. Until the March of 2011, the total turnover of the luxury goods that purchase by the Chinese abroad is over US$50 billion which is the four time of purchase by the Chinese domestically. China has already been the second largest turnover of luxury goods in the world. The total turnover has already occupied ¼ of global market share.

That’s why the role of Thai and Chinese has been a decisive factor in the country’s industrial transformation. In Thailand, the thinking of the entrepreneurial class has been embedded in the hard working values of Confucianism. Recently, Entrepreneurship Development Program in Thailand helps the entrepreneurs think systematically and help them make right decisions before investing in and expanding their business. The financial constraints play an important role in shaping the pattern of entrepreneurship in Thailand, especially in the Northeast compared to the Central region. Also, small firms in Thailand employ 60% of the work force and account for approximately 50% of GDP. One-third of households report that they would like to change occupations because the average annual income of business owner in rural and semi urban in Thailand is three times higher than that of non-business owner.

Let's avoid hyperbole and bankrupt descriptors in our writing. We can obviate these by presenting convincing arguments. If we can't present convincing arguments, we can also use hedging words: check pages 123 and 147 in Booth. Here are a few examples of hyperbole and bankrupt expression from the assignments.

This is particularly evident in financial institutions where the adoption of information technology is prevalent and indispensable.

In the few cases of successful innovation, consequently leading to profitable launch of the new product or service to the market, such success relies inevitably on strong leadership and his/her commitment to innovation and long term investment returns.

Apart from the obvious benefits (diversification, low transaction cost and liquidity), how does ETFs perform (in terms of net returns) over a period of 1, 3 and 5 years relative to the traditional range of asset classes commonly available in Asia?

From macro perspective, the potential opportunities to create ETFs to tailor to the mass are huge.

It proved that the purchase power of Chinese people increase obviously.

It has the potential to dramatically simplify IT provision, reduce costs and increase accessibility of computing services.

These changes no doubt would require the shareholders and senior management in the company have the knowledge of cultural, economic, political, and legal environments of business and the necessary managerial skills for making management decisions in an international context.

Finally, cite the literature in your writing. Relying on authority is a good way to render your evidence credible. In addition, as you continue reading, use a documentation system (I use endnote at HKU.) to keep track of your literature. Bless you, and happy writing!

Singing in the Common Room

2011-08-29T22:48:00.000+08:00

A woman confronted me in the common room this afternoon whilst I was singing. She didn't want me to sing anymore. I told her there wasn't a rule against it, in the same way that there isn't a rule against eating food in the common room or watching YouTube in the office. I added that I would follow the rule if there were one: therefore, create a rule, I suggested to her.

She stormed off (with her friend, who had accompanied her to this showdown) heading to the research office to plead her case. A few minutes later, she and her friend passed through the double doors and marched back to their office. From the common room threshold, I called out to her, twice, because I wanted to establish with her an understanding, albeit one that we had different fundamental beliefs that couldn't be reconciled for the time being. She and her friend did not turn around to heed my calls.

During that time when she and her friend had been in the research office, I had been explaining the situation, in terms of organizational learning, to a friend; she, ever perspicacious, surmised that open communication would lubricate a compromise, any norming at all. The delicious irony of these two ladies rebuffing my calls was not lost on us.

Anger: that is kindled when your fundamental belief, value or assumption clashes with my fundamental belief, value or assumption; and either you or I unquestionably believes the other is wrong. Self-righteousness at its ugliest.

She believed I shouldn't be singing in the common room. She did not listen to my reasoning and ignored my valid arguments that there are no rules governing all sorts of behavior in the Faculty so we have to come clean on and build up collectively our norms. Her voice was tremulous -- I think she doesn't talk to people often about her fundamental beliefs, values or assumptions; in Hong Kong, could we euphemize her by labeling her, "shy?" She was angry!

I was not angry. I had told her this twice in our conversation. What heat lined my words was no more than the warmth of the flames from her tongue. I remember when I was angry, however. Several months ago, she had confronted me before; that set me off for the very same reason I had kept my cool today: there are no rules governing all sorts of behavior in both the offices and the common room! Months ago, I thought this tragic; now, this is advantageous. My understanding of the implications of normalization, or the lack thereof, has grown considerably. That's a good learning outcome!

Contradictions abound: for example, though that woman openly derided my singing, several other people have complemented me on my voice and my guitar strumming: indeed, to them, my performance is no big thing: it is a good thing. Even the research officer who handled that woman's complaint and my rebuttal expressed her interest in hearing me perform. She would organize an event for me, she said.

What's more, I had explained the bewildering inconsistencies about closing the common room door to the research officer. On the one hand, unbeknownst to almost everyone, there is a sign instructing common room users to shut the door after 17:00. On the other hand, one of the research officers told me not to shut the door; and others don't want to the door closed either, not least because no one knows the passcode by which to enter the room! I savor the beautiful scenario in which I could close the door after five, not only enforcing a rule but also demonstrating "consideration" for some people's sensitive ears, but in which, at the same time, I can annoy the same people, because, perhaps, they don't know the passcode or can't be bothered to open a door. Consensus building can be an impossible task, can't it?

Finally, I didn't feel Schadenfreude by explaining to the woman the holes in her argumentation. I did not enjoy telling her that consideration for others is subjective: as in the case of my singing, what she considers impolite behavior is actually quite a courtesy to others; just as there is no rule telling me to sing elsewhere, there is no rule instructing her that she must complete her work in that office: she could do what so many other people have done in that building and work elsewhere; when there is no formal governance, we need to informally govern ourselves. She could not govern these truths. Additionally, I dare never mention to her how the research officers sneaked out of the double doors and snickered at the absurdity of the woman's complaint; and I dare not mention how the research officer herself stated plainly what I had told that obstinate woman, "In this office, we don't like to make too many rules." That woman, ultimately, harbors a curious anger, much resentment and unwarranted self-righteousness, born out of a "heart condition" that has nothing to do with some man down the hall singing songs on a Monday late-afternoon.

In fact, my regret is that she has become a worse colleague, in effect, by my singing, which triggered something heavy in her heart. Woe to her family, friends, colleagues and supervisors, all of whom are influenced this woman's behavior, driven by her burdened heart. If I had to do this again -- and I suspect, I will -- when I play the guitar and I see her march down the hall, I will stop; and I will apologize, and ask for her forgiveness.

Student Protests at the University of Hong Kong

2011-08-25T08:55:00.000+08:00

[youtube http://www.youtube.com/watch?v=GwJXQsd7jLU&w=420&h=345]
[youtube http://www.youtube.com/watch?v=l3X9rnbpHvw]
I made these two videos last week during my morning commute to HKU, which coincided with Li Keqiang's visit to the University for the HKU 100 centenary ceremony. As you can see in these two videos, indeed, the police presence was extravagant! I find protests and complaints about this reasonable.

Unsurprisingly, I only learned about the extent of such protests and complaints about this matter in this morning's Standard! What happens at the University of Hong Kong exemplifies what happens in Hong Kong: what with so many ways of doing and such social segregation-cum-stratification, it is hard to get convey a clear message to all people. Nowhere on campus did I notice signs informing me of protests and the English-language media barely mentions anything -- check Google News! Yesterday I did hear about a possible protest planned for Friday but this friend also did not have a clear idea of when it would be, where it would be, and what would be protested.

The key to this stratification instance may be language. Protests and complaints were posted to Chinese-language newspapers; and, I can only guess that some Chinese signs posted on campus may indicate some organized protest for Friday. The irony that the University of Hong Kong is an English-language university and all its documents are written exclusively in English, while all the media about the university is posted in Chinese is specious: this is Hong Kong, after all; and a way of doing endemic to HK is having an official language but relying unofficially, informally on another language, namely some Chinese language, written or spoken, to complete everything not officially contrived: I have seen this is not only at HKU, but at every EMI school or any other organization in Hong Kong where English is the official contrivance. Therefore, I am neither saddened nor shocked at my being left out of the loop: only certain people in Hong Kong are kept in the loop -- that special Hong Kong strata that uses English to work but uses some amalgam of Chinese languages to get the work done. (Read the letter at the end of this post for an exemplar.)

I may drop by the protest tomorrow, if I can find information about it, somehow and somewhere. I agree that the police presence was strange -- and a waste of resources. In this way, I agree with the mainstream. However, I would not agree that this protest be used as a proxy to protest Li Keqiang or Beijing leadership. That's not my agenda.

Curiously, on my YouTube video, a viewer thought that was my agenda and accused me of that: this person is wrong; and this person's persistent flaming of me forced me to remove the user's subsequent comments and to ban that user. In life, we have to be careful to control our anger, and to not project our perceived biases onto people such that we see biases that don't, in fact, exist. Unfortunately, this user projected a bias onto me that doesn't, in reality, exist! If you talk to me in person about this matter, you will know what I think about Beijing's leadership.

Finally, I wonder about tomorrow's protest. Likely, protesting the extravagant police presence will draw a bigger crowd than protesting Li Keqiang or June 4th -- who cares about that stuff but a few radicals with too much time on their hands? My prediction is that more people will show up for tomorrow's protests, whether they are there to protest the heavy-handed police tactics, or to protest the taxpayer waste or the inconvenience to the morning commute.

The burning question in my mind is what role the student union will play in this protest. The student union, in its myriad sub-groups, cares more about mobilizing people for o-camps, touch camps, feel camps, i-camps, reg-days and the like than about mobilizing people for government protest if the numbers of students at those events and the number of students at Thursday's protests are any indicator. Maybe the SU will redistribute manpower from these inane o-camps, touch camps, feel camps, etc. such that more students will show up tomorrow for an event that is a not as narrow as, and perhaps more meaningful than what happens in their dorm or small club. That would be ideal, and encouraging; and I would have to change my argument for disbanding the student union.

Dear Members of HKUAA,

Since the HKU Centenary Ceremony on August 18, 2011 our alumni have expressed different views from a diversity of angles . Our Association ( HKUAA ) is an alumni body carrying the role of a social Club for the benefits of All Alumni Members particularly in the promoting of social and harmonious activities as well as maintaining a closer link between our University and alumni. As such it is not the intention of our Association to expres any views on the incidents.

Nevertheless, in order to update you on some positive views from our alumni, we forward herewith a Message from some alumni for your information. We stress, however, that the views of these alumni are in no way representing the views of our HKUAA.

With Best Regards,

TSE Sik-Yan

( President, HKUAA )

------------------------------------------------------------------------------------------------------------------------------

We are all concerned about the aftermath following the recent Centenary Celebration Ceremony, and the continued controversy against the University.

Many of us feel there is a need for a more balanced view on the matter from an alumni prospective. We recognize that the arrangements for the Ceremony could have been done better, and the Police more flexible in their security measures. But it would be an incorrect assumption to equate these issues with a loss of academic independence or freedom, or with any major inadequacy of a University leadership which has led our University from strength to strength and from a local to a regional and world class institution.

We propose to put up public statements on three Chinese newspapers on Friday August 26. Attached is a draft of the statement which may be further polished before it goes to press. We have about 40 first supporters (see name list below) and would like to have your support as well. If you feel able, please also forward this email to your friends to solicit further support.

Please confirm your agreement to include your name on the list of supporters to the public statement on a personal basis, and to contribute up to $500 each towards the cost of the advertisement. Collection arrangements will follow.

For ease of contact, please click the form in http://hkufans.byethost7.com/ or mail the followings to our email address: hkufans@gmail.com before 12:00 noon on August 25, 2011.

1) Your full name (preferably in Chinese)

2) Degree and year of graduation

3) Telephone number

4) Email address

Your data will be used for the current purposes only. Only your name, degree and year of graduation will be published in the public statement.

Please respond URGENTLY! Thank you very much for your support to our Alma Mater!

Teaching at Lingnan University

2011-08-22T12:39:00.000+08:00

Physical space in the canteen: a sea of empty red and blue seats at lunch time. A wifi connection that doesn't drop with impunity. Ying Yeung in a blue plastic cup. Cold and hot water with sufficient water pressure. Electrical outlets by tables. I spot a security guard by his uniform. I repeat: uniform. Teaching at Lingnan University is already a very good deal when the amenities of the university's canteen are compared to those same features at any of the University of Hong Kong's canteens, or, in fact, to those at the City University of Hong Kong's canteen. To be sure, with such privileges, even the swarm of swarthy construction workers feasting on subsidized food is a welcome touch. We can all share a good deal.

I am thankful for this job. This is not only a means to make money but also an opportune way to relieve my teaching itch. I haven't scratched that area in a year, and, lest I rust, best I resume teaching! The professional networking at this post will be invaluable as well. Knowing people on good terms pays well.

The commute presents a formidable challenge -- one hour each way. Nonetheless, I think that commute time will be put to good use: reading books; writing; and prayer. In addition to the commute, the administrative work and the marking may require my sacrificing much time for this job. I'm monitoring these potential pitfalls closely this semester. If the burden proves too much, and interferes with other important tasks in my life, I likely won't continue teaching in this capacity after this semester. This is a grand experiment in life management.

(I am also observing closely not so much my department's organizational culture as Lingnan's organizational culture. I won't divulge my expectations, preferences and findings at this point.)

Technological Evolution: School Staff

2011-08-04T10:41:00.000+08:00

I have been dabbling with infographics and have, at last, designed my first to visualize a part of my conceptual framework in a new way. In this simple, evolutionary chart, I trace the evolution of a school's staff over time and additional technology. I'm studying the fourth stage, obviously; and based on what Case D told me, I developed the fifth stage in which the pedagogical technologist is extinct as the teachers have transformed themselves.

I designed this infographic using Creatly and Pixlr. Creatly wasn't difficult to use, and its interface resembled the Lucid Chart interface, which is a good thing. However, the features were limited severely on the free package -- the selection of arrows and other objects was limited; and I couldn't even fill the background. To do the latter, I used Pixlr and added a yellow layer underneath the transparent Creatly graphic. If I were more ambitious, I would have added a key underneath this graphic to explain the roles illustrated in this chart with more depth.

David Woo | Klout Influence Report

2011-08-02T11:16:00.000+08:00

David Woo | Klout Influence Report.

This week I've been stumbling upon cute metrics to measure my social media influence, primarily through Twitter. First, a narrow normative assessment; today, a broader normative assessment: in both these assessments, I believe I score well: great!

It appears that Twitter is the way to go in the social media world, not least because it may be more accessible to developers and to a broader audience than, let's say, Facebook is accessible to these developers and audiences. This is good.

Cameras in the Learning Commons

2011-07-30T21:16:00.000+08:00

A curious thought: live web cameras in the HKU main library's new learning commons would benefit many. A few well-placed cameras, fixed over a broad swath of the commons would deter thieves, for not only staff but anyone could monitor the commons from the comfort of the web. In addition, library users could check the availability of learning space before heading over to the library: there would be fewer disappointed users. Of course, the curiosity factor, the novelty of peering into an innovative learning space, and the resulting conversations shouldn't be discounted.

On the other hand, for clever blokes, live webcams could abet crime. Yet, I consider this a small risk offset by the potential for the webcam to also deter crime. In fact, maybe the webcams would deter squatters too since anyone, anywhere, could monitor belongings in the learning space, as well as the presence of their owners.

This is no more than a proposal; but this does address a serious shortcoming of the current plans for the learning commons: how are people going to change their ways, to benefit others, even in a new environment: per pure constructivist learning, I would expect users of the new space to transfer their squatting and other incredible usage assumptions to the new environment. To change these ways of doing for the good may require even more technological change on top of the already transformed learning space: live webcams may do the trick!

Pedagogical Technologist Way of Doing Model 1

2011-07-30T09:58:00.000+08:00

This is no more than a possible way by which a pedagogical technologist (PT) can impact a school's way of working with and through technology. This model is neither precise nor reliable at this stage of the data collection. This model extrapolates much and takes liberties; besides, I wanted to create another flow chart using Lucid Chart!

Paper.li versus Scoop.it

2011-07-29T10:25:00.000+08:00

The biggest winner of this battle? Wordpress. The company doesn't make it easy for users to embed either of these tweet aggregators on Wordpress.com. What a shame!

I developed a Tweet paper, which, like my research, is unique in that it focuses on a specific type of person, namely, the pedagogical technologist. I've compiled my pedagogical technologist list carefully, so I'm pretty sure that the people on this list are, in fact, technologists and not teachers or administrators. As my papers suggests, there aren't many of them, but these technologists can and do tweet prolifically! These men and women are an invaluable source of incidental evidence of how pedagogical technologists impact schools' ways of working with and through technology.

Paper.li is a popular tweet aggregator. I also stumbled upon a rival, Scoop.it. Unfortunately, the latter is in such a beta stage that I can only use it if I find a magical token, which is proving more elusive than Wonka's golden ticket, it seems. At this point, I can't compare the two since I can't use both. Nonetheless, I foresee myriad learning applications for both for this text type requires a data aggregation and curation skill that students in the 21st century will need.

Visual.ly and a Pingback

2011-07-29T09:31:00.000+08:00

I received a genuine pingback this morning and, after reading the post on the data flood, checked out one curious link.

Visual.ly -- simple, cute name; in the mode of other simple, cute names adopted by web start-ups; I had to click on this one!

This website is new, innovative and dangerously asymmetrical. This is the first time I have encountered such a flexible, vivacious web visualizer; and I still don't the extent of its capabilities! At the very least, this Twitter visualization in which I am compared with a random celebrity, is fancy and informative, in fact. I look forward to applying this visualizer to my research work!

Data Collection Cycles LucidChart

2011-07-28T09:59:00.000+08:00

This is a mock-up of my data collection cycles; I plan on going through three cycles of data collection, each beginning with observation and ending with interviews to clarify what I have observed. I'm going to run this mock-up by one of my cases tomorrow; and adjust according to his suggestions. Maybe, even, we can decide on who, what, when and where tomorrow.

For the time being, this is what I wrote in my research design and methodology chapter to accompany this graphic:

Chart 1 illustrates the tentative data collection cycles for the present study. Three cycles are envisioned, each of which begins with observation and ends with interviews as the latter can help clarify and validate this researcher’s observations. Furthermore, the cycles grow increasingly complex. The first cycle involves no more than observing the pedagogical technologist and interviewing the pedagogical technologist to prevent too much data from inundating the researcher thereby inhibiting a clear and lucid analysis and interpretation of the data. Only when this researcher can establish a small set of recurring issues and patterns will data collection cycles grow slowly in complexity to allow the set of issues and patterns to grow as well. Besides, as this researcher plans only one interview with the principal, it would be better to have a significant portion of the data already collected before seeking its clarification and validation from the principal. In all three cycles, photographs will be taken and documents will be reviewed.
Per the present study’s research design, data will be analyzed and interpreted so soon as the data are collected, and these can influence and improve subsequent cycles of data collection; so that as the research into how pedagogical technologists influence schools’ ways of doing commences, with observations and interviews of the pedagogical technologists at work, the patterns and issues that emerge can be integrated into the analysis of and collection from other data sources, interview questions, and lesson observations, for instance, since not only does the incorporation of multiple data sources provide more information and perspectives on emerging concepts, it also allows for cross-checking and the yielding of greater substantiation of constructs (Eisenhardt, 1989; Glaser and Strauss, 1967; Pettigrew, 1990; as cited in Orlikowski, 1993, p. 5)

Discretionary Income, Rationality and Morrison Hall

2011-07-23T13:27:00.000+08:00

The final thought on dorm life and organizational change:

A curious correlation: someone who hand washes his laundry rather than use a laundry machine is more likely to be complacent or even enthusiastic in a dorm than someone who uses the laundry machine to wash clothes.

Discretionary income and rationality can explain the behavioral outcomes: someone who hand washes so limits his discretionary income that, even, an extra expensive, in absolute terms, is still too much for that person to spare: he is a zealous money-saver. Compared to him, the washing machine spends extravagantly: he counts the cost and would rather pay more than take the lower financial cost hand wash option.

Morrison Hall resembles closely the hand wash option. A ridiculously low rent ($1,200 per month) with a prodigious physical workload this is. On the other hand, finding a flat elsewhere can be likened to the washing machine: a higher cost: but you spare yourself from the curious tedium of many mandatory and "discretionary" activities. Fascinating.

To conclude, someone with stupendous frugality has more to lose if he is expelled from cheap rents, and, likewise, more to gain from continuous access to cheap rents. We can identify a frugal resident by the way he washes his laundry, by hand or by machine. This person may be less likely to engage in deviant behavior and more likely to tow the line, enthusiastically no less. A group of these people would not be ideal change agents for the dorm organization in its present operational state.

Morrison Hall 2010-2011

2011-07-22T16:45:00.000+08:00

I lived in a hall at the University of Hong Kong for one academic year. This experience was unlike my four-year dorm experience at the University of Notre Dame. It is hard to determine the scope of this dorm culture. It is representative of the University of Hong Kong's culture, but could it be statistically representative of Hong Kong's dorm culture, or, even Chinese dorm culture?

This was a good lesson: I could not tolerate the HKU hall life with its curious residence model: no where else in my life have I encountered a residence model where students not only have to pay financially to stay in the dorm but also have to participate in many mandatory activities and many more "discretionary" activities to stay in the dorm: indeed there is an elaborate point system whereby the quantity of activities is further quantified. Not only that, but all this is transacted under the guise of "community" or "family." What baffles me, per my understanding of community and family, born from the church, is that people in a community serve selflessly and not to gain individually. Likewise, I can neither pay nor work my way into a Christian family, but perhaps I must do both to get into and to stay in a University of Hong Kong family. Ultimately, since I paid and participated in mandatory activities but did not participate in any "discretionary" activities, my application for readmission to the dorm was rejected. Suffice it to say, a year later, I know hall life and my life are incompatible. This is a good learning outcome.

[caption id="" align="aligncenter" width="400" caption="Morrison Hall Elevator Sports Notices
Photo by Wootang01 on flickr"][/caption]

A flood of "discretionary" activity notices can be found, it seems, in all residence hall elevators in the University of Hong Kong. An elaborate point scheme undergirds the creation of and participation in these activities: it is difficult to determine if people would create unceasingly and participate willingly in these activities were not the axe of readmission hanging over their heads.

[caption id="" align="aligncenter" width="400" caption="Lady Ho Tung Hall Elevator Bulletins
Photo by Wootang01 on flickr"][/caption]

The irony of decentralization at the University of Hong Kong is that although halls have such authority as to create their own unique cultures, ultimately, everyone does the same thing: surprisingly, instead of diversity, there is no more than homogeneity. It is difficult to determine whether this curious homogeneity is the result of ignorance -- that is, a lack of external influence on each dorm's leadership and the strength of the HKU dorm culture on individual dorms; the blind leading the blind, in essence -- or an indicator of a greater statistically significant Hong Kong (Chinese) dorm culture. Regardless, one could move from one HKU dorm to another and hardly adjust to a new way of doing: perhaps there is no point in decentralization if the original intent was to promote diversity.

To be sure, as the media below from three halls suggests, even the hall elevator buttons are decorated in the same way, not to mention the plastering of "discretionary" activities. Curiously, there is no central command at the university level to regulate this. In this system, the small groups no more than copy each other.

[caption id="" align="aligncenter" width="400" caption="Morrison Hall Elevator Buttons
Photo by Wootang01 on flickr"][/caption]

[youtube http://www.youtube.com/watch?v=XGAeW3jRQbM?enablejsapi=1&origin=storify.com&wmode=opaque&w=360&h=294]

[caption id="" align="aligncenter" width="400" caption="More Lady Ho Tung Hall Elevator Bulletins
Photo by Wootang01 on flickr"][/caption]

Redundancy is a byproduct of diversity and decentralization. Without a central command to streamline offerings, many dorm "discretionary" activities can also be found at the Faculty, university and, even, state levels. For example, the leadership program at the dorm level was also offered at the university level, the latter involving two other, international universities. (I opted for the latter. Unfortunately, that doesn't count towards my readmission to the dorm whereas participating in the dorm level program would have benefited me in the dorm readmission program.) In the photo below, you can also see an academic community forming: academic communities are being created at Faculty, university, state and international levels! One detriment to such redundancy is cannibalizing the audience and the potential gains from having more people participate in one activity at one level, such as an academic community at the HKU level. In the current model, we have many people in many groups at one level, many people in fewer groups at another level, and many people in fewer groups at another level.

[caption id="" align="aligncenter" width="400" caption="Morrison Hall Elevator Notices
Photo by Wootang01 on flickr"][/caption]

[caption id="" align="aligncenter" width="400" caption="Morrison Hall Contact of the new Cabinet Novo
Photo by Wootang01 on flickr"][/caption]

[caption id="" align="aligncenter" width="400" caption="Morrison Hall Regulations of Putting up Posts
Photo by Wootang01 on flickr"][/caption]

[caption id="" align="aligncenter" width="400" caption="Morrison Hall Booking Form Sample
Photo by Wootang01 on flickr"][/caption]

[caption id="" align="aligncenter" width="400" caption="Morrison Hall Regulations on the New Booking System
Photo by Wootang01 on flickr"][/caption]

[caption id="" align="aligncenter" width="400" caption="Byzantine Morrison Hall Table
Photo by Wootang01 on flickr"][/caption]

I found the legalism in dorm life curious. I had never seen students place so much emphasis on following an elaborate, byzantine constitution which is longer, I believe, than the Constitution of the United States. (See the photo below for the constitution of Morrison Hall.) There was significant pomp and formality in publishing notices from Morrison Hall's leadership, replete with chops, signatures and citing of constitutional laws. The elevator interior was plastered with these notices all the time. (See the photos above for a sample of large signatures, crests and chops)

I don't think this legalism is rooted in anything other than dorm life, be it at the HKU level or Hong Kong level, because I worked at several schools in Hong Kong and had never encountered such a zealous devotion to a constitution and legalism.

[caption id="" align="aligncenter" width="400" caption="Morrison Hall Democracy Wall
Photo by Wootang01 on flickr"][/caption]

[caption id="" align="aligncenter" width="400" caption="Regulations for the Use of Democracy Wall
Photo by Wootang01 on flickr"][/caption]

I noticed a curiosity in the advertisement discourse. There was an emphasis on drawing people out from their loneliness. This extraction was telling of an assumption: without these "discretionary" activities, perhaps young men and women wouldn't be able to find other young men and women. I discuss this and other curious assumptions in my eportfolio proposal: see below.

[caption id="" align="aligncenter" width="400" caption="Don't want to run ALONE?
Photo by Wootang01 on flickr"][/caption]

[caption id="" align="aligncenter" width="400" caption="Sweat and Tears TOGETHER
Photo by Wootang01 on flickr"][/caption]

[caption id="" align="aligncenter" width="400" caption="Don't Stay ALONE
Photo by Wootang01 on flickr"][/caption]

My position on dorm life found a sympathetic ear on, ironically, I suppose, Robert Black College Master and former HKU pro-vice-chancellor Cheng Kai Ming. Although we met to discuss a public forum, Professor Cheng and I managed to share sympathetic views on the curious learning outcomes of HKU dorm life. That people beyond the typical HKU dorm walls can appreciate the macro level implications of dorm life is encouraging; nonetheless, how does someone enter a decentralized, yet homogeneous culture to change significantly, at the micro level even, its ways of doing?

CSCL 2011 Public Forum -- Meeting One Reflection | The Teaching and Research Blog

The CSCL 2011 organizers have recruited me to organize a public forum at which the results of such discussion and debate of the previous two days will be disseminated to the public. Thus far, I know I am working with another postgraduate research student volunteer and Professor Cheng Kai Ming.

My first attempt to induce change fell on the blind. I wrote a lengthy essay in which I explained many of the points that I have made in this meta-reflection: improve transparency and coherence of objectives, activities and assessment. A lengthy essay, I conclude, is not, at least at Morrison Hall, an acceptable way to proffer suggestions.

Morrison Hall ePortfolio Proposal

Ephesians 2:9 -- not by works, so that no one can boast. My name is David Woo. I am a PhD student in the Faculty of Education, and I am a first year resident at Morrison Hall. I live in 912A.

I tried to explain to a possible ally my view on dorm life. At last, after two hours of diagramming and modeling, my tutor understood from where I was coming. The fruit of my diagramming and modeling is below: in sum, this is a visual representation of my essay. Though winning this ally had no bearing on my readmission, to create understanding from one man to another was refreshing. Of course, the time cost is great: if it took one man two hours to accept a new, possible course of action, how much longer would it take for many men, an entire organization, to accept a significant change to its ways of doing? At this point, I would prefer to leave than to stay, to sacrifice my time in other areas to focus on changing this organization: one man can move a mountain only if that man has mounds of time on his hands.

[caption id="" align="aligncenter" width="400" caption="The Morrison Hall Drawing Board
Photo by Wootang01 on flickr"][/caption]

My third attempt to induce change became, in fact, my death knell. I brought up many of my grievances and suggestions at my readmission interview during the opinion collection part of the interview. Unfortunately, my readmission panel, two undergraduates and a postgraduate tutor, became an inquisition panel at my first challenge to their beliefs about the hall's ways of doing. This was a Jesus moment: in spite of, I believe, my reasonable, sensible arguments, my Pharisees would have none of it. Indeed, one of the panel members made a ridiculous personal judgment about my manners and I had a hard time in forgiving him. As my interview attests, I did not judge any one man in the same way that this (young) man judged me. That hurt. But I know that I had challenged their organizational beliefs in such a way as that they took my grievances and suggestions as personal attacks!

ZumoDrive - Morrison.amr

My dorm life affected my thinking about other systems and their ways of doing. I am thankful for such fodder to make connections, unforced analogies, between different systems. Without this curious year at Morrison Hall, I wouldn't have had such opportunity to view other ways of doing with the same curiosity and insight.

Discretionary Income, Rationality and Morrison Hall | The Teaching and Research Blog

The final thought on dorm life and organizational change: A curious correlation: someone who hand washes his laundry rather than use a laundry machine is more likely to be complacent or even enthusiastic in a dorm than someone who uses the laundry machine to wash clothes.

In January, I made a connection between the incoherence found in goals, assessment and forced participation in Faculty academic activities and the incoherence found in goals, assessment and forced participation in Morrison Hall activities.

Participation in Academic Activities | The Teaching and Research Blog

To: All MPhil, PhD and EdD Students Participation in Academic Activities The Faculty organizes a lot of research seminars and workshops on a variety of topics for all teachers and students of the Faculty. Research students are strongly encouraged to participate in these activities so as to deepen and broaden their knowledge in and beyond their own research areas.

In May, I connected the contradiction between community selflessness and marketplace exchange in a talk at the Postgraduate Research Conference and in the discourse at Morrison Hall.

Postgraduate Research Conference -- May 2011 | The Teaching and Research Blog

This Dr. Andy Gao is a successful person with successful habits. He and I share several propensities in common: we both do our work in the morning and set word limits; we cannot focus on a task for more than four hours; but after the core work is done in the morning, we don't feel guilty spending the day doing something else.

Finally, high table dinners! They were a new, curious experience; and I enjoyed the collision between British high sensibilities and the sensibilities of my floormates from China.

Morrison Hall High Table Dinner | The Teaching and Research Blog

Observing the Morrison Hall high table dinner provides much amusement, for the event is a picture in contrast. On this evening, a pretentious British tradition is combined with the unpretentious, humble, dare I say, habits of the mainland Chinese students who occupy the seats at this high table.

Organizational Change at the HKU Main Library

2011-07-22T12:07:00.000+08:00

New library leadership; new organizational challenges; and my advocacy: a recipe for improvement and beneficial change at the HKU Main Library

A critical incident involving anger, false assumptions and a sense of injustice initiated my journey into the library's organizational change and my advocacy for continuous improvement in the library's operations. I suppose such a prideful and wrathful incident provides sufficient intrinsic motivation fuel to sustain my involvement in the library's change for the duration of my study at HKU. I feel like a stakeholder now.

Squatting at the Library | The Teaching and Research Blog

I wrote this piece on November 2, 2010. I recall it now because a new librarian has been appointed and, I hope, this will never happen again because the new head librarian will eliminate squatting. I jumped into the wrath this morning.

My hopes for change were raised when a new librarian took the helm. He proved responsive: indeed, any man who keeps on top of his e-mails should be lauded. Finding a sympathetic ear, at the top, no less, encourages me and suggests that the organizational elephant can be moved. I discovered I can do business with this leader.

A Letter to the New Head Librarian of the HKU Libraries | The Teaching and Research Blog

The HKU libraries have a new head librarian. Maybe these terrifying days of arguing, fleeing and returning are, at length, over. Squatting, I hope, is finished at HKU. Congratulations on your appointment as head of the HKU libraries; may you be blessed; and may the library and all who use it benefit from your leadership in the coming seasons.

Another Letter to the New Head Librarian of the HKU Libraries | The Teaching and Research Blog

This leader is responsive. That is a good sign! But first, my second letter to him: I've been tracking some of the subtle changes to the library organization to combat squatting and I am pleased with the changes. Therefore, I bring to your attention this sign (I have attached a picture of the sign.)

A Letter from the New Head Librarian at the HKU Libraries | The Teaching and Research Blog

The new head librarian replies, fast. He has set the bar high. Firstly, thank you for your warm congratulations. That is greatly appreciated. I certainly understand your views and am entirely sympathetic towards them. I have vowed that prior to the next extended opening hours session, we will fully review the way the Libraries manage this inconsiderate behaviour of a limited number of users.

New signs, systems and technologies: these are real proofs of organizational change being realized. Throughout the year, I tracked these changes and wondered at the implications of such changes: although the technology changes, is that enough to change people's ways; or will people appropriate the new technology to further their obstinate habits? Nonetheless, the changes comforted me, though they may come fast and furiously.

No Squatting Signs at the HKU Library | The Teaching and Research Blog

I've complained about squatting here, and here, and have talked to the head librarian about this problem not once, but twice. The head librarian is changing the culture at the library, I'm glad to report, one sign at a time. I noticed the sign below this afternoon.

Seat Reservation Tags at the HKU Library | The Teaching and Research Blog

I've written several posts on squatting in the HKU library, and, more generally, on library transformation what with a new head librarian in place. And the march against squatting at the HKU main library continues. Progress is rapid. Today, I walked into my old haunt and spotted this new, nebulous, if not ominous, sign.

More Signs at the HKU Main Library | The Teaching and Research Blog

When no librarian was looking, I finally got my photograph of the new anti-squatting sign. This sign, on the other hand, is not welcome not least because it inadvertently encourages squatting.

I discovered that such fragmentation exists between HKU libraries that one library's ways of doing, the Main Library's, for example, isn't representative of all ways of doing. Indeed, a few days spent studying at the Law library led me to this conclusion. Each library can be treated as a case for analytical but not statistical generalization.

Customer Appreciation/Feedback Card at HKU Libraries | The Teaching and Research Blog

Having heard that the law library was a quite, spacious place in which to study, I went there for the first time last week. Indeed, the ambiance was quite different from the main library's ambiance. I found the law library's environment refreshing.

To be sure, another example of divergent ways of doing is photography in the libraries. On the one hand, a minor staff prohibited me from taking photos and strongly urged me to delete photos taken in the main library; on the other hand, two staff members gladly allowed me to photograph the curious customer appreciation cards in the HKU Law Library. Of course, the discrepancy could be the result of people and relationship: if I know the people, even superficially, this may improve my chances for formal approval for photography. Likely, strangers anywhere would block my attempts for photography. Or, rank matters: marginalized minor staff may attempt to marginalize everyone else; and people with formal authority may use that authority to bless others. Who know!?

Confiscation Notice and Taking Pictures in the HKU Main Library | The Teaching and Research Blog

I created a spoken reflection of an important organizational learning artifact at the HKU main library and the curious incident of my trying to take a photo of this artifact, because at the time, I couldn't capture the event with photos and video.

Improving the HKU main library entails understanding other libraries and those libraries' strengths and weaknesses. To learn more about libraries' ways of doing, when I returned to my hometown, USA, I visited the recently renovated public library and observed closely the physical learning space and interactions between colleagues and between me and library staff members.

The Livingston Public Library | The Teaching and Research Blog

http://www.flickr.com/apps/slideshow/show.swf?v=71649 I learned a lot this afternoon from simply asking library staff if I could take some photos in the library. First of all, that no one whom I initially asked knew the answer to my question suggests that not many people take photos in the library, for whatever reason, for which reason the staff did not know whether or not I could take photos.

Part of my involvement in the organizational change process has been participating in formal data collection exercises by the main library; I participated in a focus group, a very small one, run by two librarians. I did my best to contribute; and curiously, I wondered at the librarians attitudes towards change and the surprising difficulties we encountered in using the library website -- more opportunities to improve the library's ways of doing!

Library Focus Group Meeting | The Teaching and Research Blog

I expressed interest in being a part of a library user focus group and I've just received my invite. I look forward to sharing my opinions and minor expertise on learning spaces.

Library Focus Group | The Teaching and Research Blog

I first shared my opinion on what should be changed: the notorious bathrooms need to be cleaned. (They are being renovated, the librarian rejoined.) In addition, the furniture needs to match the constraints: I cited the collaborative furniture configurations in quiet zones as an inexplicable contradiction.

In July 2011, I went to the library not to borrow a book but to study. That led to a "misunderstanding" and the following exchange. I realize that borrowing books is a simple task. Using a learning space, and sharing that learning space and the assumptions that accompany this sharing are challenging. Human arrogance and incredible assumption are traits we all carry and must reconcile with others.

Trying to find, first, an electrical outlet, and then, a human outlet to whom I could relay this anecdote revealed more challenges to overcome if the library is to improve its organizational operations. Once more, I went to the top with my thoughts and found a responsive, thoughtful, leader.

An Offending Seat and Electrical Outlet | The Teaching and Research Blog

Responding to the Offending Seat | The Teaching and Research Blog

Responding to the Offending Seat

2011-07-22T10:52:00.000+08:00

As always, the head librarian repsonds fast; and this is a good sign. Soon enough, the entire organization may respond fast, efficiently such that the user and worker experiences are improved markedly. May this exchange be no more than one example of how the convergence of new leadership and personal advocacy bring about beneficial change to the organization through mutual understanding and, dare I say, knowledge building!

Dear David,

Thank you for your email. I really do appreciate you taking the time to help improve our library. I have been at off campus meetings all afternoon and am now about to board a plane and to return on August 2.

Yes, I agree we have some unreasonable users in our library. Fortunately, however these are in the minority - a very, very small minority I like to think. We do understand that power outlets are an issue with the increased usage of electronic devices. Just this Tuesday past this was raised at the Senate Library Committee by students. While we know that the situation is not perfect, we have installed well over 400 sockets in the Main Library alone over the past 3-4 years. The 3rd floor renovation will have power for all fixed seats.

I also agree with you that it is inappropriate that your concerns are automatically directed to the head of the library. Were this to be the case in every situation I would have no time for other more strategic tasks. I will ask the Acting Librarian, Dr YC Wan, to investigate to ensure we have a proper and understandable complaints/feedback mechanism that is understood by all.

Finally I wanted to tell you that on Tuesday the Senate Library Committee also passed the new food and drink policy coupled with a demerits points system for non-compliers. This will commence in September. Details will be forthcoming.

Once again thanks for raising the issues. If you want to discuss further, you can talk to Dr Wan or I am happy to talk to you after August 2.

Very best regards

Peter

Dear Mr. Sidorko,
Thank you for your kind response and the relaying of much good news: the library is changing well. Have a good morning!

In closing, allow me to remain,
Warmly,
David Woo.

An Offending Seat and Electrical Outlet

2011-07-21T13:35:00.000+08:00

Dear Mr. Sidorko,
My name is David and I'm a research postgraduate student in the Faculty of Education. These days, the library is undergoing significant physical and organizational changes, and these are gladly received by me. Therefore, I bring to your attention a curious incident that highlights a false assumption that squatters in the library may hold, not least because there is no information to suggest otherwise (but maybe, hopefully, this is no more than an isolated incident.)

Date: 21.7.11, Thursday
Time: 12:00
Location: 4th floor, Old Wing
Problems: squatting; too few electrical outlets for laptops; false assumptions
Photo: see attached

In the old wing on the 4th floor, there are perhaps 3 outlets per wall, in spite of so many seats. I arrived at the desk in the picture, because it was closest to an unused electrical outlet. As you can see, there was no user at the desk at the time, so I took the desk behind that desk (seat-back to seat-back) and plugged in, as the photo attests.

An hour later, the squatter returned and tapped me on the shoulder. This woman told me she wanted her electrical outlet back. She had let me use it, she said, and since she had returned, I had to give this back to her.

First of all, I had neither seen her nor spoken to her before this abrupt encounter. Second, her curious assumption, as well as her angry countenance, threatened me.

I explained to her that I had been using the electrical outlet because she was not using the outlet. Indeed, she had not even been at her desk. Furthermore, I explained to her that the outlet was not hers -- I pointed and showed her that no one's name appeared on the outlet -- and that squatting at a desk next to an outlet and assuming possession of the outlet is a false assumption; there was no sign to suggest her assumption was the case. I even asked her to fetch a library staff so that a staff member could explain the library rules to us.

I did tell her that I would give her the outlet because I wanted to avoid an argument and not because her assumptions were correct.

In sum, she did not listen to any of my arguments. She reiterated her stance that I had borrowed the outlet from her and that she wanted it back now -- she then said that she sat there so that she could use the outlet. Her face grew darker.

I explained to her that we had never made such an agreement. Her arguments were unreasonable, I told her: how can I assume that a squatter occupies a desk to use the outlet beside it? I didn't see her; and of course, I couldn't know her intent.

I told her again that I would give her the outlet not because her assumptions were correct but because I wanted to avoid an argument. At this time, wrath lined her face. She thanked me twice but the sincerity of her face betrayed and belied her words. I pointed this out to her. I left and, for a third time, she told me to return the electrical outlet.

I then wanted to find someone with whom I could share this anecdote-cum-complaint. When I asked a man at the check-out counter to speak to a librarian who could perhaps address this issue, he did not refer me to anyone. He wanted to know what my complaint was, yet, when I explained this squatting matter to him, he didn't understand. I walked away from him. I went to the reference desk. The woman at the desk was more helpful as she showed me your picture: I end up not finding someone in the middle of the hierarchy; and once more a problem goes straight to the top.

This is not the first time I have gotten into an argument with a library user-cum-squatter whose assumptions, I believe, contradict both reason and library regulations. Library user culture is strange, unclear and mostly invisible.

I rarely study in the library not because of the learning space but because of people's conflicting assumptions about the learning space. Even with the new learning space, I will not return to the library to study so long as there are, first, incredible assumptions about appropriating public learning space as personal space, which now includes, unbelievably, the electrical outlets near the tables; and second, no clear organizational mechanism for resolving these false assumption conflicts.

Finally, to reiterate, I welcome the changes to the library and your leadership encourages me; and I appreciate the difficulty of moving an elephant. Have a good afternoon!

In closing, allow me to remain,
Warmly,
David Woo.