Big changes in the Mac Lab

The new MacPro server is set up and ready to go and each new iMac is lit up and rolling. Still a couple install bugs I have to sort out: like naming each computer(minor error at startup as Leopard assigns its own name). They should get you to the net and back.

I’ve spent far more time than I wanted setting everything up, but I know the value of an automagic, autonomous Mac lab. Each iMac has the standard out of the box Mac stuff, iTunes, Garageband, Safari. But I’ve added the usual favourites as well: Firefox and Microsoft Office. No Adobe applications yet as there was a mix up somewhere and it hasn’t arrived. The new cameras and their bell’s and whistles should be here soon. I still have to order more audio gear(keyboard and mixer) and other odds and ends. The Comtech blog will have details as they unfold.

The iblogs have been updated, again. Little surprises, mostly. New themes, better support for tagging. Recall how we had to add code to align an image in a post, you’ll like the automagic stuff there too. Trackbacks still do what trackbacks do, but we’ll use Pingbacks from here on in.

Post tagging will be emphasized(3-5 tags per post is enough) which means a post should only need to be in one category. This summer I added tags to all my old posts, but in the process deleted all my categories, so I have new work to do there someday :grrr

I’ve added a new blog devoted to tags called iblog.stjschool.org/tags/. It updates on the fly when any post is published at iblogs.stjschool.org. I’ve written a couple widgets to support the rollout of the sitewide tags blog too.

Reminders about blogging at STJ: abide your signed “Computer Use Agreement.” Set your privacy and comment moderation settings to whatever level is comfortable to you (Private blogs do not appear in the tags blog/widgets, though). Don’t forget to update your blogroll and refresh your tagline.

If you are looking for ideas for your first post, my Random Idea Generator, Focus Question Generator, Critical Thinking Generator, Learning Log Generator are all now plugins you need to activate in order to add them to the Edit Post form. Or you could browse Snowflakes, or Ideas won’t keep.

If you want to boast, help, cry, complain, or belly-ache about something about the site go to the Forums. I need some help, again, choosing the course focus questions . . . hint-hint.

Course Outlines and Reading lists for Language Arts 9, English 10, and English 20.

In 2008/9, each CTS student I teach must earn 2 credits in Information Processing before moving on to the ComTech modules. At least one credit must be in Keyboarding, if you can’t get a second keyboarding credit I recommend Information Highway 2. What Comtech modules will be ready will depend on circumstances in and beyond my control. I have some very interested “Industry Partners” willing to share in our efforts in ComTech.

My son Malcolm took this last image, I like the surreal blur as I puzzle over the Leopard Server install manual in microprint. Notice the 14 inch monitor(circa 1996) The cinema display has since arrived via China–>Alaska–>Ontario–>Calgary–>Edmonton…

Novel Study Preflight Checklist

Read a Novel from the Reading List:

Tracback a “map” of your response here.

Prepare for English Language Arts Finals

For those in the midst, or looking ahead at finals in my LA classes(9, 10-1, 20-1, 20-2, 30-1, 30-2).

Consider the outcomes we’ve tried to achieve.

Enhancing the artistry of communication has been a strong technical focus. Skills mastered include using online blogging tools, Word Processing, Spreadsheets, even graphical enhancements using Photoshop or audio/video podcasting tools have been included where time permitted and initiative taken. Participation on an online forum has generated a myriad of useful tips/reminders, questions/answers. There will be no speadsheets on the final, the use of Word will be necessary for English 30.

Each course has been structured around Focus Questions and related questions: English 10, English 9.

Emphasis on social networking, peer review/support/criticism has been critical for developing critical thought and reflection for writers defending an idea.

Each course has a reading list: English 10, English 30. Not every title has been studied intensively(or at all), but the proportion of attention paid to those pieces that were studied in class deserve the same level of attention on the final. Of course, those who choose additional literature from the list to focus on in the final deserve to have that initiative rewarded as well. If you choose to focus on Shakespeare, your audience gets tougher, I’ve noticed.

An English 30 paper looking at how the images/symbols/archetypes of Sophocles and Kingsolver relate to personal freedom to would be intriguing. Why not an English 10 paper discussing the threat of fanaticism by comparing the speeches of Mark Antony, Joseph Strorm, and Eamon De valera? What does Søren Kierkegaard have to do with every page you’ve ever read or written?

Extras, everyone should be able to link to Wikipedia for literary terms, difficult vocabulary, or just the odd or eccentric idea; can anyone incorporate the Hayflick Limit into their paper? Everyone has seen video and heard an mp3, but are any daring enough to Podcast their final essay? A carefully edited U2 mp3 snip, an embedded flash video of Ophelia Simpson, a slideshow?

rubric.pngThe only limit is to abide the first line of every rubric you’ve ever attached to any assignment:

I _________________ honestly declare that the work is what I have done. In circumstances when I have quoted a certain authority, I have clearly indicated what is a quote and the author. 

A Blogger’s Code of Ethics contains truths far older than the phenomenon of blogging.

English 30s will have no access to internet, filesharing, etc etc. English 10s can have it all.