mBsLOG

The Pros and Cons of E-books (January 25, 2011)

The long awaited maturation of e-ink technologies has sparked an uptick in e-book sales. As I have discussed elsewhere, while there is an uptick in sales of electronic books, paper still dominates our world in terms of published and consumed books. While the growth of e-books is exponential, rising from 1.5% to 5% of the book market in 2010, it is still small. To date disposable publications, such as newspapers, have suffered much greater incursion in the digital environment, and are not as dependent on specialized e-ink technology. That is, websites and smartphone applications give us access to news stories and events in digest form with supplements via color photos and videos.

E-books are a more specialized technology. To understand on the pros and cons of e-books, it is important to understand the particular uses from the point of view of the user. Two illustrations help to clarify what I mean. If you read history, romance or mystery novels on airplanes to pass time, e-books present tremendous advantages over paper novels or books loaded on your PC. You can load more books than you might read in a month, read them in any level of ambient light, easily manipulate them in an airplane seat, or hotel pool deck, and have a very long battery life and low luggage weight. If, on the other hand, you are writing a research article in which you need to copy passages from a number of relevant articles, they are less useful. In this latter situation, you need to quickly compare passages in multiple documents or write a passage as you read. It may be very important to be able to scan lots of material simultaneously. E-books have been targeted toward casual readers who are focused on one document at a time and focused on reading more than annotating. With this overall determinant in hand, we can look more specifically at the pros and cons of e-books.

Pros

Data density: Because an e-book can hold the equivalent of hundreds of paper books, the data density of e-books, both in terms of volume and weight is much greater than paper equivalents.

Marginal cost: The cost of e-books is significantly lower than the cost of paper books. Even when the cost of power and infrastructure are considered, there is a reasonable cost trade-off for e-books versus paper books.

Green sensitivity: While there is growing awareness about the environmental cost of the materials, batteries and electronic circuitry used in digital devices, it appears that overall e-books will be more environmentally sensitive than paper books.

Display and power: Under normal conditions, resolutions of more than 480dpi are lost on most humans. In this respect, e-books, with a screen resolution of about 170dpi still lag behind paper, but not far. What is important is that the display is passive, like paper, not active like a PC, and thus provides more comfortable reading behavior in almost all light levels. The power consumption, compared to PC’s, is miniscule allowing for long battery life from minimal battery weight.

Digital Services: Like all digital devices, e-books provide a plethora of free add on services that can make reading much more pleasurable. These include access to a dictionary to find word definitions, bookmarking, linking one section to another, searching entire books for words or phrases, translation to other languages, and internet access for all sorts of lookups. These services will only increase with time.

Cons

Hardware Dependence: E-books are one more piece of specialized hardware on which we are dependent. For all practical purposed they are dedicated to reading and not only must we purchase the device and amortize the cost, but we have to remember to charge it, replace it if it breaks, and make sure we don’t forget to carry it whenever we might want to use it. Hardware dependence is further complicated by data dependence.

Data dependence: Each of the major hardware platforms supports one or more data formats. This situation is most complicated by a concern with digital rights management (DRM). In order to protect illegal copying or distribution various encryption methods are used – such as Kindles AZW format. The Sony reader does not support AZW but does support Broadband e-book and the Nook by Barnes and Nobel support neither of these but does support eReader. All of the readers, and most others support Adobe PDF and plain text, but there are various restrictions and caveats. While these restrictions and limitations will eventually disappear, right now the user may be limited in what they can read by the data format limitations of the e-book they choose.

Limited Screen Territory: There are times when it is desirable to see a large amount of test or graphics at once, or to see multiple screen images at the same time. Obviously this is the converse of the small size and simplicity of the interface for reading novels. E-books offer more territory than smart phones but nowhere near as much as a PC.

Limited Functionality: At our phones are emerging as multi-functional devices, e-books are emerging as focused function devices. While I am sure the makers of e-books would argue that the advantages far outweigh this limitation, an argument to which I am sympathetic, it remains the case that a user who needs a platform to read and write on at the same time, or that needs to read and calculate while looking at several documents, will not be overly impressed with what an e-book can do for them.

Color and Motion: While we are already seeing development that will move e-ink technology from black and white to color, it is likely that color will come at significant additional cost. IN addition the slow screen reprint limitations of e-ink will keep this technology from including the display of color videos with low power reflective display technologies. While human invention and creativity will surely overcome these limitations, it appears that high speed display repainting is several years down the road at low cost and low power.

Conclusion

All technologies follow an S-curve of adoption. That is, the early use of technology is limited to a few adventurous users. With time, the rate of adoption increases and then begins to level off as the few remaining users are slowly convinced to adopt it. This phenomenon is often referred to as the “S” curve of technology adoption. The curve may be gradual or steep. But there are always early adopters and reluctant adopters with the majority of the users coming in a shorter period of time – the steep slope part of the curve. It is clear to most observers that we have begun the steep slope part of the curve.

When all is said and done, we can conclude a few things. There are enough good things to say about e-books to say that they are here to stay. Most of the limitations and disadvantages will eventually go away. It will remain true that like cellphones, e-books will become more generalized and powerful devices. Whether they will become a part of the three screen world is not yet clear. (Microsoft and others have established “three screen” strategies – TV, PC, Smartphone. It would seem reasonable to suggest that it is likely we will find ourselves in a 3.5 screen world. To the big three we will add e-books and all of the other very specialized screens with which we interact – i.e. ATM machines, car radio screen, microwave ovens, thermostats, watches, cameras, etc. etc. etc.

The Dangers of Social Networking (December 10, 2010)

I was asked recently to comment on the dangers of social networking websites like Facebook. I was reluctant to address the questions for fear the comments would be taken out of context and used in the type of media hype many academics have come to fear. I decided to move forward with the interview and the resulting news story was an acceptable translation of my comments given the context of the news story. Here is a perspective with the luxury of a more considered exposition. First, social networking is a recent phenomenon.

Facebook, which appeared in 2004, is one early effort at supporting social activity on the web. One indication of this is the rapid evolution of the interface as new strategies and techniques are tried, replaced, augmented and dropped. There will be new kinds of social networks that will emerge over the years and with time the flaws and shortcomings of early efforts will be eliminated. The two most important areas in which changes will occur will be security and customs. On the security side, techniques for defining our circle of friends and exposure of information will emerge. They will be simple to understand and implement. Regards customs, we will learn what to say and not say in this new social environment. Stories of stalking, job interviews, embarrassed individuals, arrests, etc. will slowly help each of us to understand what we should and shouldn’t say. A colleague once advised me that if I had something good to say, I should do it in writing and if I had something bad to say, I should deliver it in person orally. What we say at a cocktail party or in a bar is different from what we want to say at a meeting when newspaper reporters are present. It will take time, but we will learn. I recently asked one of my former graduate students if she had gotten married – noting a new last name on her Facebook page. She said no, she was just using a different last name for security reasons. Similarly, I read recently that the best photo for your Facebook page is that of a bald man who is deceased! It may not be particularly helpful for old bald men, but useful for many others.

I will turn to the dangers of Facebook in a second, but let me begin with what I see as some of the positive aspects of this new technology. Over the last fifty years, we have seen the growth of passive media consumption – i.e. TV, radio, music and movies have absorbed a phenomenal amount of our discretionary time. A few years ago, the time spent in passive media use began to decline for young people as they engaged in video games, phone usage, text messaging, and social networking. I take this as a positive sign that we are reengaging our social selves. More importantly, new applications of social media are being experimented with every day. I have been engaged in research on the impact of social networking (simplistically put) to deliver various kinds of educational and support services to various patient groups – e.g. individuals with various forms of cancer, anxiety disorders, schizophrenia, etc. The results of the research show strong improvements in traditional medical measures for the groups addressed. You have no doubt seen early efforts at providing care at a distance provided by children for elderly parents. I have no doubt that hundreds of applications will be developed over the coming years that will make use of these new technologies to bring various social groups together.

Ok, I am a believer in social networking and I am convinced that with time, security concerns will be addressed and each of us will develop social etiquette appropriate to the new environment. But the fact of the matter is there are some dangers associated with social networking. As parents of children or as mature adults, we need to pay attention. The first danger is one of time commitment. Television viewing, or video game playing, or texting are not dangers in isolation. It is excessive use that is a danger. We might imagine that each of us has a certain amount of time at our disposal. Alexander Szalai’s study on the use of time is old now, but captures the early impacts of media on our use of time. More recently the Pew research studies on the internet provide informative indications of how our time use patterns are changing. Put simply, I would suggest that we can view social networking, or online shopping, or texting, or video gaming as taking one of three time commitments. The commitment might be reasonable – something like the amount of time we would have spent in other forms of social networking. I would go so far as to say that it might represent a net increase in the time spent socializing, especially if it begins to replace anti-social activities to which we have become addicted. The time commitment could be defined as intrusive if it prevents us from doing some of the things we would normally be expected to do. Personally, I get frustrated when household chores, or professional commitments take second place to social engagement. Finally, we could define the time commitment as disruptive if it becomes our highest priority at the expense of many things we are committed to such as work and family.

The other danger of social networking is over exposure of private information. We have all met people who spend much of their time tweeting or posting on walls. As I stated earlier, some people use pseudonyms to reduce their exposure. Others use avatars or funny photos as personal images. Yet others seem bent on exposing every aspect of their daily life without constraint. In the physical world, we constrain our comments in public in a variety of ways. We don’t talk to an interviewer in the same way we talk with our parents or children. So the second danger of social networking is inappropriate exposure of information. After a half decade, individuals have come to understand that Facebook pages are not only viewed by those for whom they are intended, but by a number of other people. There are two ways to deal with the issue of exposure. First is to very tightly control access to the information we post. Thus a social networking site that is restricted to a tightly controlled group – e.g. family members – allows us the freedom to say what we want knowing it is being viewed by only a select few. But for many this kind of social networking site is not exactly what they envisioned. Many people want to use these sites to gather together friends and casual acquaintances. In this case, it is important that people understand that those who can view what we post include four groups – those for whom we intended it (friends at college), others for whom it was not intended but who are welcome (our cousins), those for whom it was not intended but who represent no active threat (parents, police, potential employers), and those for whom it was not intended and who represent active threats (identity thieves, stalkers, etc.). We need to learn to write and post conservatively or in highly controlled groups.

Our students today�(October 18, 2010)

At a recent meeting of the University Faculty Assembly, there was a discussion about the quality of the students at the University.� I wanted to speak to the issue but it was not the time and place to provide an extended argument.� So, I turn here to pen and paper with some thoughts about the university and students.

Let me begin with an attempt to encapsulate the 30 minute discussion induced by an observation that it is hard work to teach our incoming students who sometimes lack critical basic skills.� One member observed that our students don�t know how to write well.� Further, it is not our job in higher education to teach writing in courses other than writing courses.� Another member observed that the undergraduate students entering the University of Pittsburgh have been getting better every year based on objective measures.� There were some remarks about the lack of work ethic, and then some more remarks about how remarkable some of our students are.� There were observations about the failure of the primary and secondary school systems, and about parents who are not involved enough or who are too involved!� Toward the end, one member made a passionate statement about the quality of the students we are graduating as measured by the graduate schools they are being admitted to.� There seemed to be no conclusion, but clearly the matter was one near and dear to the hearts of many of the members. �

Leaving the meeting I carried a piece of paper on which I had jotted five notes:

Changing technology
Changing demographics
The University as laboratory and museum
Competency versus comparison
Changing forms of communication

Changing Technology

I am a great fan of Herb Simon�s notion of a science of the artificial � a science of the artifacts that we create and surround ourselves with � technology.� In the book, he talks about the differences between the physical, social, and artificial sciences.� While his work addresses different paradigms and methods, there are some corollaries that are also of interest.� For example, while the physical world is constantly changing, the rate of change is glacial compared with the social world and the social world changes glacially compared with the technological world.� From the birth of powered flight to the landing on the moon was less than 70 years!� We might benefit from introspection on the significance of the impact of various forms of technology on different generations.

Alan Kay is another of my heroes.� He was one of the principles at Xerox PARC in the 1970�s who invented what would eventually become the personal computer we use today.� The Alto, Dynabook, and Star used networks, laser printers, windows, mice, icons, bitmapped screens and the desktop metaphor.� They were all developed at Xerox PARC in the late 70�s � years before the first IBM PC was sold!� Kay did his testing with children because adults were too set in their ways � he wanted to work and learn from minds that were not adverse to radical new technology.� Last week, I heard the scientist who had developed the simulator for the Joint Strike Fighter � the main fighter for the US for the next thirty years � saying that they were asking high school kids to try out the simulator.� His rationale was that 90% of the pilots who would fly the JSF had not yet been born and he needed the input of individuals conversant with the new technology to assess it.� Technology is evolving rapidly, especially the technology that is being used by young people today to communicate in new ways.�

Keep in mind that writing is a technology just as is telephony, or text messaging, or video mashups.� With that in mind, with great love of writing, about which I learn something new every day, and with a belief that we need to take account of, not resist new technology, I turn to Socrates as presented by Plato.� Plato�s Phaedrus, a dialog on love, rhetoric, and other matters between Socrates and Phaedrus turns at one point to writing. Socrates comments:

This invention will produce forgetfulness in the minds of those who learn to use it, because they will not practice their memory. Their trust in writing, produced by external characters which are no part of themselves, will discourage the use of their own memory within them. You have invented an elixir not of memory, but of reminding; and you offer your pupils the appearance of wisdom, not true wisdom, for they will read many things without instruction and will therefore seem to know many things, when they are for the most part ignorant and hard to get along with, since they are not wise, but only appear wise. (Plato, Phaedrus 275b).

In the context of discussions and debates about our students in higher education, this observation by one of the greatest teachers of western civilization provides an interesting reminder.� Each generation clings to the technology with which they are most conversant and shuns or devalues newer technologies.� What will ultimately become significant new technologies may be most appreciated by the youngest generation unencumbered by tradition and training.

Changing Demographics

I wish I had a nickel for every comparison of the academic prowess of the different generations � or about the relative strengths of US versus foreign students.� In a prior life I served as a director of an outreach educational effort for the University.� The comparison of the students in the program against traditional students was inevitable.� We convinced the Dean of the elite undergraduate college to teach a course for these non-traditional students.� Inevitably, he was asked to compare the students.� I was pleased to find his response consistent with my own beliefs.� He said that the brightest students in each program were comparable, but that the non-traditional students were more highly motivated and were wise as well as smart.� On the down side, the non-traditional students were more heterogeneous.� That is, the number of poorly prepared students was greater in the open admission system.� This was of course true.

Without worrying about specific numbers, imagine that less than 5% of the population went on to college 100 years ago.� The entering class at an institution of higher learning was from the elite in society, whether it is based on aristocracy or meritocracy.� When we include all forms of higher education today, I suspect the entering class includes over 50% of the population.� The bell curve dictates that even if selective institutions try to assure the brighter students are chosen, more of those allowed to dream the dream of a higher education are closer to the average.� A related observation can be made for our foreign visitors, who are often supported by competitive state scholarships.� We do not see the average student from China or India.� We see the intellectual elite.� That the demographics of students pursuing higher education in our democracy are changing is a good thing, and it is the vision upon which we built our democracy.� We should not pine for our experience of higher education only for the elite but embrace and support one that is the realization of our vision of democracy.

The University as Laboratory and Museum

It is well understood that we look to our universities as one of the key locations for research that leads to new knowledge.� But there is another important function that universities fulfill.� It is our responsibility to preserve knowledge.� It is within the university that we can study ancient languages and cultures.� The Saber-Tooth Curriculum is a wonderful little book written in 1939 by Harold Benjamin under the pen name J. Abner Pediwell.� It is the tale, in the best Weberian sense, of how our academic structures are self perpetuating.� Long after the hunting of saber-tooth tigers had become unnecessary in a culture transformed from hunter gatherer to agrarian, the institutions of higher learning are enhancing their PhD programs in saber-tooth tiger hunting!� The university is one of the institutions in our society whose goal is not only to discover new knowledge but to preserve old knowledge.

Another perspective on the role of institutions of higher education in our society relates to preparing individuals to work in society.� This matter has been eloquently addressed by a number of historians of education.� At a simplistic level, we understand that when agriculture and engineering were important, and not being addressed well enough by the institutions then in existence, the land-grant universities were created to produce the engineers and agricultural researchers.� Similarly, the states created normal schools to produce teachers.� More recently community colleges have emerged to open access and produce individuals with a wide variety of rapidly evolving technical skills

In addition to the knowledge and skills institutions provide, they also provide a cultural indoctrination to society and its institutions.� Lester Thurow has talked eloquently about capitalism and education.� In a simple form, our traditional classrooms and forms of discipline are meant to prepare people for large organizations where they follow the rules and keep a regular schedule.� The desks in rows, the rulers to impose discipline, the detention hall and rigid schedules produced the people needed in an industrialized society � from General Motors to the Army.� Today, Google, Microsoft, GE and our other 21^st century businesses are looking for faster, leaner, more self-directed individuals capable of working in fluid situations and ad hoc structures.� Are we producing these kinds of self starters or are we producing individuals for the corporations of the 20^th century? �Are we shaping our students in a laboratory of the future or a museum of the past

Competency versus Comparison

We argue ad nauseum about grade inflation and the growing incompetence of our students.� I was trained as an educator in an era when we thought about instructional objectives and ways to individualize instruction to the needs of students.� My first job as a graduate student was working with a school district in a �non-graded middle school.�� It was not that we did not assess and grade students.� The idea was that students weren�t in a particular grade, but rather they had a portfolio that defined the competencies they had achieved.� Taken to the extreme, the idea is that any student who gets a credential � be it a high school diploma or a master�s degree � knows certain things and has certain skills.� If an individual can develop the knowledge and skills in five years, that is wonderful.� If it takes thirty, that�s what it takes.� If you listen carefully, you will hear this basic idea behind many of the educational reforms that are suggested for the US.� Unfortunately, the extent of the change that would be required in our institutions is so significant that attempts at reform are very difficult.

Teaching graduate courses over the last 30 years, I have had the luxury of being free to teach in the way I thought best.� In my case, that means that a student doesn�t complete my course until they complete a series of projects that are tied to competencies I set out for the course.� In educational jargon, my evaluation mechanisms are competency based.� Most of my colleagues prefer to give a mid-term and final and be done with the course.� If they do include projects, they almost always grade over a fixed time period and on a curve.� We are told that we want to avoid grade inflation and that is assured if we only give a percentage of our students A�s.� In educational jargon, this is referred to as norm based evaluation.� For a variety of reasons, I am not a fan of comparative or norm based evaluation on an imposed time schedule.� I much prefer, even though it is more work for me, to say you can all get an A when you prove to me you can do these things.� (BTW, I do give B�s and C�s but basically it is when the student says �I give up, give me a grade that represents that portion of the competencies that I have mastered.�) �How different would the university be if we followed a competency based model universally!

Changing Forms of Communication

This reflection on students and universities ends with a return to another aspect of the theme introduced in the first point about changing technology.� The reader may have noted that I focused on communication technologies more than other technologies.� I want to say just a few words here about communication in a very broad context.� (One of my blog entries provides a more leisurely exposition of this idea Immediacy. )

One of the things that separates humans from other species is our ability to communicate in very sophisticated forms.� We evolved from grunting and pointing to spoken language 40,000-50,000 years ago.� That ability to share information and knowledge accelerated the development of our species.� In retrospect we call this form of communication the oral tradition.� Around 6000 years ago, a new form of communication began to emerge � writing.� I could spend hours weaving fictional tales about how the experts in the oral tradition must have made fun of this new fangled technology.� Needless to say, writing caught on and the literary tradition was born.� Writing did not supplant speaking, but complemented it.� It became such an important skill that we spend years developing it in our children.� With the emergence of radio in the 1850�s, some saw a new form of communication beginning to emerge.� Broadcast and stored speech were referred to by some as the �second orality.�� I take a broader view.� Not just telecommunications, but computer and network based digital communication constitute the new communications technology.� It is the totality of digital communication in all its forms that is qualitatively different from both speaking and writing.� This includes everything from email to blogs to YouTube to Twitter.� I am convinced that rich and as yet unrefined forms of communication will emerge making use of this technology.

If we discovered that we had a new and better way to communicate rich messages more easily, wouldn�t we adopt the new practice, maybe at the expense of developing better writing skills?� I think so.� Writing did not put an end to speaking, and the new era, which I have had the audacity to label �immediacy�, will not supplant writing and speaking, but add a new complementary form.� New forms of communication based on digital technology are going to emerge, and we should not be disappointed that some uses of writing are replaced by new forms of digital communication just as some forms of oral communication were replaced by a written equivalent.�� When I seem to hear a refrain from Socrates � �This invention will produce forgetfulness in the minds of those who learn to use it, because they will not practice their memory� � I am grateful that Plato chose to use that new technology to share his mentor�s observation.

Conclusion

There is more that I would like to weave in about my experiences with my children, my nieces and nephews who range in age from 16 to 50, and the 1000�s of students I have taught.� My overarching conclusion �about our students� is that they are wonderful, smart, powerful, knowledgeable and competent.� Lots of things are changing, but in the last analysis our students are moving forward and they are every part our equals.� Regarding the university, to my colleagues, I would say �the only thing we have to fear is fear itself�, or maybe �we have met the enemy and the enemy is us.�� Technology and the future are challenging us to modify and update the social institution of higher education to which we are dedicated.� We may not need to change a lot, but we do need to think about what we are doing during one of the most exciting periods in the evolution of human civilization.

Half Way There (October 7, 2010)

There was an announcement last week that the library at the University had demonstrated an on-demand printing press capable of printing and binding books on demand. (The system is the “Expresso Book Machine” -- http://www.ondemandbooks.com/) �It is interesting that during the very same period when e-books first outsold p-books at Amazon, we would find a news story about on-demand printing!� Wired magazine (http://www.wired.com/epicenter/2010/07/amazon-more-e-books-than-hardcovers) reported in July of 2010 that they had sold 143 e-books for every 100 hardcover books over the course of the second quarter, and the rate is accelerating.� While this event had shock value for news organizations, it is important to note, as Wired also reported, that the overall e-book market is still small compared to traditional publishing.� According to Publisher’s Weekly, e-books sales were less than 1 percent of the print equivalents last year, with e-books accounting for about $188 million in sales compared to an overall book market of $35 billion in 2009.

All of this is of particular interest because of my long interest in electronic printing and publishing.� In 1984, I lead a project with funding from the Annenberg Foundation and support from the Xerox Corporation to develop custom textbooks to accompany a television series called Planet Earth.� The project had several interesting aspects, but the one I was most involved with was the preparation and publication of the textbook for the telecourse.�� I suggested to the funding source that the problem with telecourses was that they mandated that all of the institutions offering a course in conjunction with the TV series use the same text.� In general, faculty resist not having the text of their choice.� I proposed that we would develop a set of components that could be assembled into many different cohesive texts on demand.� What was proposed was much more than assembling big blocks.

In the last analysis, we constructed a database of components that could be woven together so as to create thousands – in theory millions of different textbooks.� Faculty could specify discipline foci, themes, complexity, or ultimately select each individual component.� Once they had made their decisions, the components were collected and structured into a seamless textbook.� For those unfamiliar with this kind of custom electronic publishing of complex books, consider some of the complications in constructing such a textbook.� A simple problem is the construction of the various tables of contents and the index.� For each book produced, these structures will be unique.� How many chapters there are and what page an index entry will point to changes.� At a more complicated level is the forward reference.� Text books contain lines like “see Figure 7.6 on page 328”. �This requires that we know in advance that the figure being referred to will be on page 328, be the sixth figure in the chapter and the chapter will be the eighth.� This presents a significant processing problem when the contents are dynamic.� We even need to account for the possibility that the section that contains the figure of interest has not been selected!� It took almost two years to solve all the research issues but we managed.� We produced more than 1000 different textbooks which were then reproduced by the participating institutions for their students.� We were proud of what we had accomplished despite the fact that the cost/original, given the overall project budget, was close to $250/master or about $.50/page.� Processing required a powerful mainframe computer and the biggest laser printer Xerox then made.� Total time for composition and printing was a little under and hour.� The system that was demonstrated last week was cheaper and faster by an order of magnitude.� At the same time, the system simple printed a book that had already been composed and stored in memory.� The on-demand nature of the process has been perfected.� The custom nature of the process is still lacking – we are only half way there.

When we completed the Planet Earth project, I looked for funding, unsuccessfully, to carry the work forward.� My vision was one where databases of information might be tapped to create one up books tailored to individuals.� Given the expense of producing these books, I looked for situations where the cost might be considered insignificant.� One of the ideas was to produce “orientation guides” for new hires and transfers within a corporation.� Imagine that “Joe” is to be transferred from Rochester to Dallas within a corporation and will work as a manger in a new division.� Joe will need to buy a house that is in the kind of school district that meets his family needs and that is situated in the kind of neighborhood the family wants.� He will need to learn where to shop, how to get around, what his new office environment will be, who he will be working with, what their skills are, etc.� Even in 1985, we had growing digital sources for much of this data.� If we could bring a transfer or a new employee up to speed a month faster, that would represent a significant savings to the corporation.� While we were unsuccessful in securing funding to pursue this kind of project, others did similar things.� For example, the Department of Defense implemented documentation requirements for major weapons systems that resulted in custom documentation for each instance.� (Military platforms often have a multi-decade life time, and over time, as each instance is augmented, it develops a unique profile.� Put more concretely, as Abrams M1A1 tanks are upgraded and modified, it gets to the point where the tanks are very different from each other.)

An ultimate vision for custom on-demand publishing might imagine a unique text book for each student based on an intelligent assessment of their learning preferences and needs.� People learn in different ways and they have different prerequisite knowledge and skills.� Imagine a textbook that provides just what the student needs and nothing they don’t.� Further imagine that the presentation is such that matches the students learning style.� (You might also imagine how this would make teaching more difficult.� It would no longer be so easy to say read pages 35-92!) �What a wonderful experience it would be for students to have materials that were not too basic or too advanced or written in ways they can’t understand.� Computer and information scientists are continuing to work on these issues.� Personalized and adaptive systems are getting more and more sophisticated, even if they are still limited in scope and functionality. �It is exciting to see the fruition of practical on-demand publishing systems, even it took 30 years to progress from research experiments to practical applications, but we are only half way there.� The shift from mass production publishing to on demand publishing only realizes it full potential when it is not only on-demand, but custom.

Advising PhD Students (September 14, 2010)

Advising PhD students can be difficult.� At this level, they need to discover ways of working, learning, conducting research that come from within themselves. I find, most often, that the advice centers around one of two themes.� I believe the advice may be useful to working professionals as well.�

The first theme has to do with blending action and planning, and it consists of two pieces of advice and a caveat.� The first piece of advice is this: �don�t just stand there, do something.��The second piece of advice is �don�t just do something, stand there.� The caveat is that you need to learn when to follow which piece of advice.� For the student who can�t write the first page of their dissertation proposal, and who is thinking about all the possibilities and all the issues, the advice is �don�t just stand there, do something.�� I remind them that they don�t have to start writing with the first sentence.� Indeed, it is perhaps easiest to write the first sentence last.� As a student begins to write their proposal they should begin with something that is specific, provable, and important.� Don�t worry about where it will fit.� Writing a research article or a proposal for funding often involves ten or more drafts, and I have found that I often throw out half of what I write.� It is a good feeling to reduce an entire paragraph to a clear concise and well defined sentence.� Particularly when we are not yet clear in our own mind what we want to say, or how we want to focus the research, a path to productivity can be to write down what we are sure of and worry later about how we will fit the pieces together.� Same is true for other kinds of projects.� The key here is to understand when the enormity of some project is preventing any progress.� Start anywhere, get the pieces out on paper.� Later you can organize them into a coherent whole, throw away the junk, refine the good pieces, and add the pieces that are missing.

[A minor digression related to writers block:� I remind PhD students that generally speaking, I can cut out the beginning of most dissertations with no loss of content.� Many students will begin papers or proposals with meaningless lines like � �Over the last few years the world wide web had become an important part of the way we exchange information� or some such drivel.� Actual first lines, of recent dissertations (not from my students, and not credited to protect the authors) have included such as: �Today�s information environment is getting much more complex day after day. The new medium such as the World Wide Web is unprecedented to any other information resources that have existed in human history in term of its size and its speed of growth.� or �The vision of the Semantic Web provides many new perspectives and technologies to overcome the limitation of the WWW. Ontologies are a key component to solve the problem of semantic heterogeneity, and thus enable semantic interoperability between different web applications and services.�� These lines can be removed from a dissertation without loss of content!]

In contrast to the first piece of advice, it is sometimes important to stop and think about what you are doing.� �Don�t just do something, stand there.�� For example, in dissertation research, good research is often distinguished by the lack of surprises in the results of the work.� This occurs when the researcher walks through the research imagining what will happen.� They can see the subject arrive.� They can anticipate both what they hope will happen and what they hope will not happen.� Sometimes this occurs as a result of carefully planned pilot studies, but a good mental walk through can often accomplish a lot.� What kinds of numbers will be produced?� How will the equations into which I will plug the numbers operate?� What will the statistics look like?� How will I deal with anomalies.� Similar advice can be given to students who are working on software development.� When I am done, what is it I hope to achieve?� What kinds of functionality to I want to provide?� Where can I save time by modularizing the code?� Too many times, novice programmers today focus on copying and modifying code found on the web.� They don�t fully understand how it works, or why it was structured the way it was.� They simply know it does something close to what they need.� They butcher it and rewire it until it is an unrecognizable bowl of spaghetti code. �If we are going to spend 100 or 1000 hours on a project, a little thinking up front about where it is headed and what we want to accomplish can go a long way to preventing missteps, or at least to alerting us when they are looming.

[Digression 2:� There are many stories about legendary programmers.� The one I am familiar with had to do with a coding genius who haunted our labs in the early seventies.� He and is colleagues were given tasks on a research project.� The others coded extensively over the three months of the project, testing and revising the code numerous times.� Chris, the legend, did no coding.� As the deadline approached, the worried PI asked again and again how things were going.� About a week before the project was to be completed, Chris began typing and continued for three days.� When he was done, he added his modules to the others for final testing.� His code was perfect, clean, clear, and parsimonious.� It ran without failure.� He had spent three months visualizing the program and what it would accomplish and only three days typing the actual code.]

The second theme has to do with scientific passion.� It comes to the surface most often related to PhD students preparing for and carrying out their dissertation research.� The advice is as follows:� �Find something that you are passionate about and learn to work on it dispassionately!�� The path to a dissertation has many landmines.� It is essential that you have a passion to learn about some matter that is sufficiently strong to see you through the dark days, failed experiments, and collegial criticism.� It is not sufficient to find a topic that you might be passionate about or that you could be passionate about.� It must be something that you are passionate about.� Once you have found such a topic, it is easy to put in the long hours and to see feed back and criticism as useful and productive.� However, passion introduces a new potential problem.� You have a belief, or a hope, or a desire to demonstrate something.� Your research most likely seeks to prove that something is true.� Just as love is blind, so to can passion cause us to ignore reality. A recent example involved a young researcher studying an application of visualization to information processing.� They were convinced that visualization would improve information processing, and when the results were less than conclusive, they came close to invalidating the research by biasing the subjects, with their enthusiasm, during a training session.� When the data failed to show what they wanted to see, they struggled to find some data of significance that would allow them to say what they wanted to say.� Having had a student who suffered a similar experience many years ago, I asked if they could imagine why they were not getting the results they had hoped for.� I asked how long they had been using the system.� �Two years.�� I asked how long the training and experiment took.� �Two hours.�� I asked if they thought that maybe the improvement in information processing making use of the visualization was dependent on training and use.� The long and short of the story is that I believe they were passionate about what they were doing, and I think the passion was well founded.� Unfortunately, they had missed a piece of the puzzle �if they had just stood there for a while, they might have realized that there would need to be a longer training period before they began to see the results they were looking for.� In the last analysis they endangered the integrity of their research findings by lacking the discipline to be dispassionate about the results of their work.