learning

Congratulations, Jacob

May 23, 2014 By Greg Falken 23 Comments

My son, Jacob, graduated from 8th grade yesterday. In my day, the transition from Middle School (then called Junior High) to High School was important but didn’t merit a formal ceremony. More things are celebrated now, which is probably a good thing. For Jacob, it’s a great time to recognize his success at finding a mode of learning that works for him. He has never been a classroom learner and during his early school years developed an intense dislike of schools and teachers. This brought his formal learning nearly to a halt. As parents, we struggled with many questions: Were we being too permissive? Was the problem with his teachers? Could the underlying problem be physical, mental or emotional? We may never find the answers to these questions but over time, we have banged together something that works.

Two years ago, Jacob started attending The Education Option, associated with Gold Rush Charter School in Sonora. With the support of his teacher, Charis Caughey, he transitioned to Acellus, an online curriculum. This allows him to work at his own pace (which is surprisingly fast), outside of the classroom. He now works at or above grade level in all subjects except math (he takes after me in that area).

Jacob graduated with a mention for academic excellence (maintaining at or above a 3.5 GPA) and with four certificates from The Education Option, including having the highest reading score above his grade level (12.5) in STAR testing.

I have long believed that traditional classrooms do a poor job of preparing kids for the world in which we now live. There must be better ways of gaining the knowledge needed to reach goals. We are in a time of transition and it can be scary to depart from a well worn path. My hope for my son is that he continues to find new ways to move through life with purpose and as himself. Well done, Jacob.

Do by Learning

September 22, 2013 By Greg Falken 3 Comments

Note: This was one of the earliest posts on this blog, written almost four years ago. I think it is still relevant and useful, so I’ve moved it up to the top. -gf

In the early 90s, I was a flight instructor at Watsonville, CA (WVI), teaching primary students how to get an airplane off the ground, take it somewhere else and land again without bending anything important. For the students, this took a fair amount of effort, not to mention a sizable investment of time and money.

One of the things that I realized after a while was that very little learning was done in the airplane. It’s a high stress environment, in which (at least by the end of their training) the student needed to aviate, navigate and communicate simultaneously and there was no pulling off to the side of the road to sort things out. Because they were operating at full mental capacity most of the time, there was simply no space to absorb new information. So my mantra became: you learn on the ground, you practice in the air.

In my current life as a web developer and adviser to many people on all things Internet, I often find myself in mental overload and I know that at those times, my ability to learn and think creatively is diminished. I don’t have a solution to this, other than to recognize it and know that at those times all I can do is practice what I already know.

It’s clear to me that we need time away from our daily chores to create, generate new ideas, take the long view, to learn. A few things that I find help facilitate this process:

Spend some time focusing your attention on one thing, while not actually working on it. I often spend 15 or 20 minutes doing this before getting out of bed in the morning.
Spend time in the presence of something that inspires you. For me, this almost always involves music but it could be just about anything.
Talk with other people about Big Ideas. They don’t need to be put into action but who’s to say that they won’t be.

Of course, in most cases we want our learning to have a practical outcome. It seems to take a lot of switching back and forth between learning and practicing before we can produce something of value, especially something new. I’m very interested to know how you go about about finding the balance. Please leave your thoughts and ideas in comments.

Piper Tomahawk Photo by Simon Schoeters. [Note: I’ve spent a lot of time in Tomahawks, including during my own primary training at Santa Monica (SMO), where there was a tower controller who insisted on calling them “Tommyhawks”. Good times.]

Is We Getting Smarter?

February 12, 2010 By Greg Falken Leave a Comment

I was looking for a new angle on humanizing technology, when along came a fascinating post from Read/Write Web, with much food for thought. Here’s the back-story:

Earlier today, we had a runaway hit of a post that went viral within a few hours, getting unbelievable pageviews and hundreds of retweets and comments.
The trouble was, it wasn’t because of the post’s content. Due to some interesting SEO magic, the post was one of the first search results for the term “Facebook login.” As a result, hundreds of confused readers bombed us with angry comments about how much they hated the “new Facebook,” a.k.a. our Facebook Connect comment login.

In other words, due to some misdirection from Google, a significant number of people thought that they should be able to log in to Facebook from a Read/Write Web blog post and were most unhappy that they had a hard time doing so.

Rather than (or in addition to) having a good laugh at these folk’s expense, writer Joile O’Dell asks some very good questions about the average person’s experience online.

How can we balance making the Web simple enough for all users while still creating tech cool enough to satisfy geeks like us? And who says either group – nerds or users – is “normal,” anyway?

Those of us who build the applications that people see and use online have a really hard time seeing our work through their eyes. And, truth be told, we don’t always want to, ’cause it’s less fun.

You and your geek friends != middle aged moms. And your users are often statistically more likely to be middle-aged moms.
And most of them have no idea what a web browser is or how it differs from a search engine or a social network. They’ve chosen to be smart about other things, like building cars or making art or raising families. I’ll bet some of them are terrific dancers. We have to build the Web for them, too.

Now while it’s true that most middle-aged moms aren’t geeks, neither are they dumb. I recently spent several days in an office full of mostly middle-aged women, helping them transition from a Microsoft Exchange/Outlook email system to Google Apps. Some were more tech savvy than others but they were all more than willing to learn a new set of unfamiliar tools in order to help them do their jobs better. (It helps that they are doing incredibly valuable work at the Area 12 Agency on Aging.)

Many of the comments in response to the Read/Write Web post were of the “who cares, they’re a lost cause” variety, a view I’ve sometimes held myself. However, as the Internet spreads through society, there is an increasing middle ground between technology geeks and the terminally clueless. When the technology meets a need, most of these middle grounders are willing and able to make the stretch and learn something new.

In a perfect world, tech products would be intuitive and fun to learn and use. In today’s world, the Internet is hard and I can’t think of an application that’s not at least occasionally infuriating. The best hope I can offer is that some applications are getting easier to use, at the same time that many consumers are getting smarter about using them. At some point, they’re going to meet in the middle. In the meantime, we need to focus on finding tools that actually do a job that needs doing and not worry too much about the rest.

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